Day 1

1. This lesson focuses on the science of food packaging and uses fruit as a specific example. Provide several examples of fruit packaging containers for students to examine. Examples include strawberry clam shells, cardboard trays with indentations for holding individual pears or apples, and sacks of oranges. If examples are not available, show the class online examples. Ask students why they think fruit packaging is important. Make a list of ideas on the board.
2. Use the background information to help develop the list on the board of who is involved in food packaging, its importance, and possible careers. Effective food packaging is important to farmers because they want their product to look appealing and taste fresh when it gets to consumers. Farmers, however, also need to consider the cost of the packaging. Expensive packaging can reduce profits that farmers need to make from the sale of their products. Product packaging is important to consumers who want to purchase a piece of fruit that smells good, tastes good, is clean, is not bruised or damaged, and has been packaged using safe food handling practices and materials.
3. Explain that students will take on the role of food packaging specialists in a challenge to design the best package to ship one piece of fruit. Not only should the package protect the fruit, but it should also be cost efficient and environmentally friendly. For example, a group could place a piece of fruit inside a very large box that is packed with layers and layers of bubble wrap. While this box might prevent the fruit from being damaged, its large size and use of extra materials would be costly to assemble and ship, and would generate a lot of waste.
4. Distribute the Cruisin’ for a Bruisin’ lab worksheet and packaging rubric. Explain the lesson process and evaluation using the rubric.
5. Organize students into groups. Explain that each individual in the group will design and test their own package prototype. The best package in the group will be selected based on rubric scores on package design and durability. The group will then have the opportunity to work together to fine tune the best designed package from their group, which will be presented to the class. The class will then vote on one package to be shipped in the mail with a piece of fruit.

Day 2

1. Instruct groups to begin their design process by researching materials and designs for their fruit package. Packages should be designed to hold one piece of fruit, such as an apple, pear, or orange. As a class decide which type of fruit the packages will be designed for. This will keep package material cost and shipping cost uniform.
   • The packaging should be suitable for shipping the piece of fruit through the U.S. Postal Service.
   • Example of website with packaging materials: Monte Packaging Company 
   • Explain to the students that they are not to purchase items from the websites, but they should use the websites to gather ideas for types of materials that could be used to package fruit.
2. After researching materials, students should assess the feasibility of several materials and designs that might work for their fruit packages. Each student should sketch their own design ideas on their lab sheet along with a list of materials and dimensions.
3. Each group should brainstorm ideas for their company name and design a decorative label that will go on the fruit. This should be recorded on the lab sheet.
4. As homework, each student will gather their necessary packaging materials. Suggest that students look in their recycling bins at home or at school. You may supply some basic materials, such as tape or cardboard if needed. Examples of packing materials include cardboard, wood shavings, corn packing peanuts, newspaper, tissue paper, cellophane, poster board, foam board, lint, and wool.

Day 3

1. Students will meet in their groups and each student will design and build their own prototype package. Students may use the sample pieces of fruit to establish necessary dimensions for package design, however, package evaluation and testing will be done without fruit inside the package.

Day 4

1. Each student will present their prototype package to the group and the group will evaluate the prototype for craftsmanship, aesthetics, and use of materials using the packaging rubric.
2. Each student will then subject their package prototype to a durability test for tearing and crushing. Following the test, students will report back to their groups to use the rubric to rate the durability of their packaging.
3. The package design with the highest score from the rubric will be chosen for further development.

Day 5

1. The group will develop one final package for their fruit based on improving the design of the package that received the highest score from the rubric. The group must keep track of materials cost, package dimensions, shipping cost, and logistics.

Day 6

1. Groups will present their package design, cost of materials, and cost of shipping to the class.
2. Ask students to think like a farmer who has grown the fruit. This farmer wants to choose a design that is durable enough to deliver their fruit to customers without any damage. The farmer also wants to choose a cost effective package.
3. Instruct the class to vote on the best package for shipping a piece of fruit.
4. The chosen package should be dropped off at the post office and shipped to the class address. When the package arrives at school, the class will evaluate the condition of the package and the fruit and will come up with ideas for package improvements.
5. Use the Packaging Grading Rubric for grading.

Variations

• Have each group mail their own package of fruit.
• Have groups compare rates of different shipping companies.

ELL Adaptations

• This lesson incorporates hands-on activities. Kinesthetic learning events provide an excellent learning environment for English language learners.
• Demonstrate all lab procedures to the class before beginning the lab.
• Add new vocabulary to a word wall and match photos to the new words.