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Food & Health Consumer Cooking Teacher’s GUIDE Hygiene Well t a E • Food e f a •S lans P s s a • Cl culum ri • Cur ities iv • Act sheets rk • Wo Consumer Introduction This Teacher’s Guide, which supports the food cards and Food Safety scenes, is intended to provide teachers with support in delivering the Health and Wellbeing areas of the Curriculum for Excellence and to help teach young people about key food skills. The guide includes suggested classroom activities using the food cards and Food Safety Scenes along with key messages on diet & nutrition and food safety which teachers can use as a point of reference. You will find some additional information and links at the end of the guide which will direct you to other useful resources and guidance. We hope you find the guide useful, our contact details can be found at the back should you require further information or resources, or alternatively to provide us with some feedback on the resources and guide which we would very much appreciate. Contents Eatwell Food Cards ......................7 ........................................ .... .... .... .... .... .... .... .... . . ......................8 Introduction to Food Cards ........................................ .... .... .... .... .... .... .... .... .... .................... 10 Curriculum Links.............. ........................................ .... .... .... .... .... . t?. ske ba ...................11 Activity 1: What’s in my ........................................ .... .... .... .... .... .... eep Sw ......................14 Activity 2: Supermarket ........................................ .... .... .... .... .... .... .... . ck. ..................16 Activity 3: Beat the Clo ........................................ .... .... .... .... .... .... .... .... .... .....................18 Activity 4: Fruit Salad.... ........................................ .... .... .... .... .... . e. zzl Pu ch .................22 Activity 5: Packed Lun ........................................ .... .... .... .... .... .... .... s... rite ...................25 Activity 6: Family Favou ........................................ .... .... .... .... .... .... .... .... ys. .....................28 Activity 7: Food Journe ........................................ .... .... .... .... .... .... .... .... .... ......................30 Activity 8: Store it!..... ........................................ .... .... .... .... .... .... ..... ing ..................33 Activity 9: Meal Match ........................................ .... .... .... .... .... .... .... .... ts.. ..................36 Activity 10: Different Die ........................................ .... .... .... .... .... .... .... .... .... . .....................37 Activity 11: Guess What. ........................................ .... .... .... .... .... .... .... ia.. ...................38 Activity 12: Table Top Triv ........................................ .... .... .... .... .... .... .... .... .... ......................40 Activity 13: Adapt it!..... ........................................ .... .... .... .... .... .... .... .... .... .................... 42 Activity 14: Season it!. ........................................ .... .... .... .... .... .... s... ion lut Activity 15: Storage So Acknowledgements Food Scenes We wish to acknowledge the invaluable support, time and expertise of Tricker PR, the British Nutrition Foundation, teacher representatives and colleagues within Education Scotland and NHS Health Scotland in the development and production of this Teacher’s Guide. We would like to take this opportunity to express our sincerest thanks to the following teachers for their expertise, creativity and significant input during the development of these resources and Teacher’s Guide. Naomi Clemence, Nicola Corlett, Charlotte Sinclair, Eleanor Stenson, Sandra Williamson, Angela Lynch, Karen Dagg, Donna Smyth, Hilary Campbell, Lisa Wishart, Karen Whyte, Debbie McLeod, Samantha Holt, Andrea Hunter, Jill Cassidy, Kirsty Stewart Inga Shaw, Tracey Murphy, Kirsty McCready, Maureen Champion, Susan Carter, Sandra Peacock, Kay Morrison, Dianne Camlin, Stephanie Brown. .................4 ........................................ .................................... Safety Tips...................... Food ...............2 ........................................ ................................ Plate.................................. .....................45 ........................................ .... .... .... .... .... .... .... s... ne .................... 45 Introduction to Food Sce ........................................ .... .... .... .... .... .... .... .... .... ......................46 Curriculum Links.............. ........................................ .... .... .... .... .... .... .... n... ...................48 Activity 1: Crazy Kitche ........................................ .... .... .... .... .... . g. pin op Sh ......................51 Activity 2: Sort out my ........................................ .... .... .... .... . n. che Kit the ......................52 Activity 3: Hazards in ........................................ .... .... .... .... .... .... .... .... ts.. .................... 55 Activity 4: Fridge Fac ........................................ .... .... .... .... .... .... .... rs.. ste ..........................57 Activity 5: Bacteria Bu ........................................ .... .... .... .... .... . it!. re Sto Activity 6: Know it! Adaptations for Pupils with Additional Needs .......................59 ditional Needs................... Ad h wit pils Pu for s ion .....................59 Introduction to Adaptat ........................................ .... .... .... .... .... .... .... .... .... ........................ 62 Food Cards ................. ........................................ .... .... .... .... .... .... .... .... .... .......................63 Food Safety Scenes...... ........................................ .... .... .... .... .... .... .... .... .... . Hazards in the Kitchen. Key Messages ......................65 ........................................ .... .... .... .... .... .... .... .... s... ge ........................ 67 Healthy Eating Messa ........................................ .... .... .... .... .... .... .... .... . g. ......................68 Front of Pack Messagin ........................................ .... .... .... .... .... .... .... .... .... s... ........................ 71 Food Safety Message ........................................ .... .... s... ge ssa Me ce ran Food Allergy and Intole .......................72 ........................................ .... .... .... es. urc so Re l efu Resources and Other Us Hygiene Cooking Food Standards Scotland Food & Health 1 Food Standards Scotland - Teacher’s Guide Food & Health Consumer Cooking Hygiene The Eatwell Plate Use the eatwell plate to help you get the balance right. It shows how much of what you eat should come from each food group. Fruit and Fruit and vegetables vegetables Making Healthier Choices Bread, rice, Bread, rice, potatoes, pasta pastafoods andpotatoes, other starchy and other starchy foods We could all be making healthier choices when it comes to our diets. Food labels are an excellent way of helping us make healthier choices, and many food manufacturers and retailers now use colour coded front of pack labelling. These labels provide easy to understand information about calories, the levels of fat, saturated fat, sugar and salt within a product. EU legislation* requires a portion size declaration that is easily understood by the consumer. Foods and drinks drinks highFoods in fat and and/or sugar high in fat and/or sugar Milk and Milkfoods and dairy dairy foods Department of Health in association with the Welsh Government, the Scottish Government and the Food Standards in Northern Ireland Department of Health in association with theAgency Welsh Government, the Scottish Government and the Food Standards Agency in Northern Ireland © Crown © Crown copyright copyright 20122012 eggs, beans andeggs, otherbeans non-dairy and otherofnon-dairy sources protein sources of protein The UK scheme recommends the inclusion of colour coding, with the option of adding the text ‘high’, ‘medium’ or ‘low’. A balanced diet should be made up of products that are mainly green (low) and amber (medium), and smaller amount of products coloured red (high). The Eatwell Plate Explained The Eatwell Plate This means that there are some type foods which we should aim to eat more of, and some which we should only eat a small amount of. Try to eat: 2 • • • • • Plenty of fruit and vegetables Plenty of starchy foods, particularly wholegrain varieties. Some protein rich foods (e.g. meat, fish and eggs) Some milk and dairy foods. Only include a small amount of foods (and drinks) which are high in fat and/or sugar. Reference intake shows what percentage each nutrient contributes, per eating occasion, to their diet. EU legislation* requires information on energy or energy plus fat, saturates, sugars and salt. This is provided per portion but energy must be additionally provided per 100g. It is a good idea to try to get this balance right every day, but you don’t need to do it at every meal. It is likely however that you will find it easier to get the balance right over a period of a week. A worked example of what a balanced week looks like can be found at http://eatwelleveryday.org/ Avoid using the phrase “everything in moderation” particularly when discussing food and drink that should only be eaten in small amounts . This is a common response; however this is not the message of the eatwell plate. For more information about healthy eating please refer to healthy eating annex. *EU Regulation No. 1169/2011 on the provision of food information to consumers (EU FIC) For more information about a front of pack labelling please refer to front of pack annexe. The Eatwell Plate The eatwell plate shows the types and proportions of foods that make up a healthy balanced diet. The eatwell plate is a pictorial representation of the kind of diet that will support achievement of the Scottish Dietary Goals. http://www.scotland.gov.uk/Resource/0042/00421385.pdf 3 Food Standards Scotland - Teacher’s Guide Food & Health Consumer Cooking Hygiene Food Safety Tips As with all activities in the classroom, you should undertake an appropriate risk assessment to ensure food can be prepared and provided safely in the classroom. On a practical level, understanding and ensuring the basic principles of food and personal hygiene are observed during food preparation should avoid the occurrence of food poisoning. The basic principles of safe food preparation can be summarized as the “4C’s”: Clean Chill • • • To store cooked food, cool it as quickly as possible (ideally within one to two hours) and then store it in the fridge. Make sure your fridge is below 5°C. Don’t keep leftovers for longer than two days. Wash your hands - Before preparing food - After touching raw meat - After touching the bin. Clean worktops before preparing food and if they’ve been touched by raw meat, poultry or eggs. • Wash utensils thoroughly. Cross Contamination Cook Food Safety Tips • Make sure food is cooked thoroughly. • To test if food has been properly cooked, check that it’s steaming hot all the way through. This means it’s hot enough for steam to come out. • Cut open the food with a small knife so you can check that it’s steaming hot in the middle. Please note Chicken, pork, sausages and burgers should not be pink when cut into. 4 • Keep raw meat and unwashed vegetables separate from ready-to-eat food during storage and preparation. Don’t let raw meat drip onto other food. • Keep it in sealed containers at the bottom of your fridge. • Never use the same chopping board for raw meat and ready-to-eat food without washing the board (and knife) thoroughly in between. • Don’t wash meat before cooking it. Washing doesn’t get rid of the harmful germs that can be present – only proper cooking will. You also run the risk of splashing germs onto worktops and utensils. There is no legal requirement for teachers, staff, parents and volunteers who prepare and cook food in the classroom to attend a formal training course or to obtain a qualification in food safety. Some schools and local authorities may prefer their staff to have attended a formal training course. The necessary skills can also be obtained in other ways, such as through on the job training, self-study or prior experience. Anyone undertaking food handling and preparation in the classroom should also seek information about any children with food allergies or food intolerances. 5 The Food Cards The Food Cards have been developed as a resource to support schools in delivering the Health and Wellbeing area of the Curriculum for Excellence. The intention of this guide is to give some ideas for teaching activities that could take place in the classroom using the Food Cards as a basis. Some of the activities have accompanying worksheets which are positioned in the guide immediately after the activity description. Each activity is colourcoded according to difficulty: Suitable for pupils between P1-P3 Suitable for pupils between P3-P5 Food Cards Section Suitable for pupils between P5-P7 Suitable for pupils between S1-S3 There is some overlap between the stages and ideas for support and extension are suggested for each activity so they can be adapted for different ages and stages. Ideas for assessment are given under the headings of what the pupils can make, say, write or do in line with the guidelines from the National Assessment Resource. A Homelink activity or idea for each stage is available that can be used to encourage pupils to share their learning with their parents/carers. Activities Apples Activity 1: What’s in my basket? Diet & H ealth Aim for at least 5 po rtions of fru vegetables it and every day. An apple is one po rtion. Cooking There are two cooking ap groups of apples – dessert an ples. Dess ert apples d and cookin can be ea g ap ten ra baking who ples are used for purees, pies w le (often st or uffed with dried fruit) . Consum er Aware ness Apples ar e grown on small trees season in the UK in and are in the There are lots of diffe Autumn and Winte r. rent varietie the UK. s of apple from Food Sa fety 48 Wash appl es fruit away before eating. Keep fro ready to ea t vegetables m raw meat and un washed fru . it Activity 2: Supermarket Sweep Activity 3: Beat the Clock Activity 4: Fruit Salad Activity 5: Packed Lunch Puzzle Activity 6: Family Favourites and Activity 7: Food Journeys Activity 8: Store it! Activity 9: Meal Matching Activity 10: Different Diets 6 Activity 12: Table Top Trivia Activity 13: Adapt it! Activity 14: Season it! Activity 15: Storage Solutions Food Cards Section Food Cards Section Activity 11: Card Taboo 7 8 9 I am beginning to understand that nutritional needs change at different stages of life, for example the role of breastfeeding in infant nutrition. HWB 1-32a I experience a sense of enjoyment and achievement when preparing simple healthy foods and snacks. HWB 1-30b Supermarket Sweep Family Favourites By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a What’s in my Basket? Supermarket Sweep Packed Lunch Puzzle I explore and discover where foods come from as I choose, prepare and taste different foods. HWB 0-35a Supermarket Sweep Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion. HWB 2-34a Different Diets Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 2-33a I understand that people at different life stages have differing nutritional needs and that some people may eat or avoid certain foods. HWB 2-32a Different Diets By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a Different Diets Card Taboo Table Top Trivia I am discovering the different ways that advertising and the media can affect my choices. HWB 1-37a Food Journeys I can understand how advertising and the media are used to influence customers. HWB 2-37a Food Journeys By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices. HWB 2-36a Meal Matching Different Diets When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB 1-35a/2-35a Supermarket Sweep Food Journeys Meal Matching Card Taboo Table Top Trivia I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a/HWB 1-33a Fruit Salad Store it! I know that people need different kinds of food to keep them healthy. HWB 0-32a Beat the Clock Fruit Salad What’s in my Basket? Supermarket Sweep Beat the Clock Fruit Salad Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow and keep healthy. HWB 0-30a I enjoy eating a diversity of foods in a range of social situations. HWB 0-29a/HWB 1-29a/HWB 2-29a/HWB 3-29a/HWB 4-29a Food Cards Section Food and the consumer Safe and hygienic practices Nutrition Food and Health: Having explored the conditions for bacterial growth, I can use this knowledge to inform my practice and control food safety risks. HWB 4-33a Storage Solutions Having assessed how lifestyle or life stages can impact on people’s nutritional needs, I can explain how these needs are met. HWB 4-32b Having identified diet-related conditions, I can adapt and cook recipes to suit individual needs. HWB 4-32a Adapt It! I can apply my knowledge and understanding of nutrition, current healthy eating advice and the needs of different groups in the community when planning, choosing, cooking and evaluating dishes. HWB 4-31a Adapt It! Having researched food and health policy, and dietary legislation, I can explain how this impacts on individuals, the community, and the world of work. HWB 4-30a Using my knowledge of nutrition and current healthy eating advice, I can evaluate the information on food packaging, enabling me to make informed choices when preparing and cooking healthy dishes. HWB 3-36a Season It! By investigating different influences on the consumer, I can discuss how consumers can be influenced by external sources. HWB 4-37a I can explain basic legal rights and responsibilities of the consumer, recognising the agencies that can help. HWB 4-37b I have examined and evaluated food packaging and can understand the legal requirements for manufacturers. HWB 4-36a Having investigated the effects of food processing on the nutritional value of foods, I can critically assess the place of processed foods in a balanced diet. HWB 4-35a Season It! Having explored a range of issues which may affect food choice, I can discuss how this could impact on the individual’s health. HWB 3-34a/HWB 4-34a Adapt It! Season It! I can apply food safety principles when buying, storing, preparing, cooking and consuming food. HWB 3-33a Storage Solutions I am developing my understanding of the nutritional needs of people who have different conditions and requirements. HWB 3-32a Adapt It! Through practical activities using different foods and drinks, I can identify key nutrients, their sources and functions, and demonstrate the links between energy, nutrients and health. HWB 3-31a Adapt It! By taking part in practical food activities and taking account of current healthy eating advice, I can prepare healthy foods to meet identified needs. HWB 3-30a Adapt It! *Below are the main experiences and outcomes which the activities in this guide are designed to meet. Individual activities may link with experiences and outcomes from other areas which will be shown in the cross-curricular section on the activity plan.* Curriculum for Excellence Coverage Chart What’s in my Basket? Supermarket Sweep Activ ity 1 ity 2 Resources: Experiences & Outcomes: Resources: Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow and keep healthy. HWB 0-30a Food Cards Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow and keep healthy. HWB 0-30a By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a I experience a sense of enjoyment and achievement when preparing simple healthy foods and snacks. HWB 1-30b I explore and discover where foods come from as I choose, prepare and taste different foods. HWB 0-35a When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB 1-35a Having explored the variety of foods produced in Scotland, I can discuss the importance of agriculture in the production of these foods. SOC 1-09a Food Cards Learning Intentions / Success Criteria: Cross-Curricular Ideas: • • • • • Social Studies – People, place and environment Basket/bag picture on board for cards to be displayed on I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a Learning Intentions/ Success Criteria: Cross-Curricular Ideas: • Recognise and name a variety of foods. • Create and ask simple questions. Literacy & English – listening and talking Setting up: Assessment Opportunities: • Choose and display 10-20 of the food cards on board onto outline of basket, amount and complexity of food depending on ability of group. SAY – Can pupils formulate and respond appropriately to questions? SAY – Do pupils make appropriate choices based on information received? Suggested Learning & Teaching Activities: • Discuss existing knowledge through asking pupils their favourite foods. • From cards displayed, the teacher selects a food and writes its name on a post it without displaying this to the class. • Invite pupils to ask questions, which can only be responded to with ‘yes’ or ‘no’. Pupils can then make a guess based on the information they have received. • Examples of suitable questions can be given; * Is it a fruit? * Does it have a yellow skin? * Can it be eaten for breakfast? • When a pupil makes the correct guess, that card is removed from the board. • The pupil who made the correct guess can then take over the role of the teacher, with support if required. • Within plenary, discuss which questions were useful and which were less useful. What made them useful? Differentiation: Support: Pupils who find it difficult to formulate a question could choose one from a bank of sample questions. Food Cards Section Activ Experiences & Outcomes: By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a 10 30 – 40 mins in class over 2 sessions + supermarket visit Challenge: More complex foods can be chosen to challenge pupils. Possible choices of Food Cards need not be displayed to widen the possibilities for the other pupils guessing. Recognise and name a wider variety of foods. Find area in supermarket where each food will be found. Find country of origin for each food on a map. Recognise that similar foods can be cheaper or more expensive. Make a healthier choice. If possible, floor plan of supermarket to be visited World map Homelink sheet Setting up: Assessment Opportunities: • Prior visit to supermarket to check availability of foods. • If possible, prepare simple plan of supermarket. • Prepare suitable cards with foods for each group to find at the supermarket. • Invite and introduce activity to parent helpers if possible. DO – Can pupils find given foods in supermarket with minimal support? DO – Can pupils point to or mark on map country of origin? SAY – Through discussion at supermarket around healthy and good value foods Suggested Learning & Teaching Activities: • Each small group of pupils receives a selection of cards – check pupils know what each food is. • Prior to supermarket visit, discuss with pupils where they think the food products might be found in the supermarket if plan of supermarket is available, pupils could mark on the plan where they think foods will be. • For supermarket visit, pupils should be divided into small groups, each with an adult helper. • While at the supermarket each group has to find the food on their cards, taking note of the country of origin on the label where possible – draw particular attention to food that has come from Scotland. • If possible, pupils could photograph the food in situ or mark its position on their plan. • Discussion should take place around each food: *Which sort would you buy, and why? *Why do you think it is cheaper/more expensive? *Where has this food come from? *What could you buy to make a healthier choice? • Once back in the classroom, photos can be printed out and displayed alongside pupils’ comments about what they saw, as well as marking on the map of the world where their foods came from. • Homelink activity – pupils can be given a card (or photocopy of card) to find in the supermarket during a visit with a parent/guardian. NB: This activity could link with a cooking or food tasting session, with pupils buying the ingredients. Differentiation: Support: Adult support in guiding pupils towards the place where they will find the information required. Photographic evidence used with pupils’ responses scribed. Challenge: More independence given in suggesting where information could be found. Pupils could be encouraged to annotate photographs with their own recollections or draw pictures to record their learning. Food Cards Section 30 – 40 mins 11 Supermarket Sweep Supermarket Sweep Activ ity 2 Homelink Sheet World Map Activ ity 2 I had to find: I went to: (draw picture and label food) (draw or write name of supermarket/shop) This is where I found my food: Food Cards Section Food Cards Section (draw picture/write/take photo) Find the Country where each food comes from Your child is bringing home a food card. If it is suitable, during a supermarket visit with your child, see if they can find the food item in the shop. It would be great if they could take a photo of what they have found to bring into school, but if not, drawing a picture will be fine. Please support your child to fill in the information below, using words or pictures. 12 13 Beat the Clock Activ ity 3 30 – 40 mins Experiences & Outcomes: Resources: I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules. HWB 0-23a Food Cards I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 0-25a Blu-tac Food group labels (in line with Eatwell Plate) Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow and keep healthy. HWB 0-30a I know that people need different kinds of food to keep them healthy. HWB 0-32a Learning Intentions / Success Criteria: Cross-Curricular Ideas: • • • • HWB – PE – Cooperation and competition Setting up: Assessment Opportunities: • Choose suitable selection of food cards – cards with a single food to start with (e.g. apple), increasing challenge with cards that have foods from different food groups on them (e.g. cooked breakfast). • Label each corner of the room along with the centre or other suitable space with a separate food group. DO – Do pupils place food cards in correct area? SAY – Can pupils give appropriate justification for where they place food? Suggested Learning & Teaching Activities: Food Cards Section • Divide pupils into teams. • Each team has an equal number of cards they must sort into the correct food group. • Each person in the team takes turns to take the next card from their pile and place it in the correct area, with each team racing against each other, coming back to a central point to collect the next card. • Once all cards have been placed, allow pupils to walk round the different areas and look at what has been placed there. • Walk round as a class, choosing a few cards from each area and asking the group that placed it there why they chose that group. • Ask pupils if there is any card they would change and why. 14 Fruit and Vegetables Protein (Meat, fish, eggs, beans) Starchy Foods (bread, rice, potatoes, pasta) Differentiation: Support: Allow team members to consult each other as to where each card should be placed. Challenge: Pupils could use meal cards and decide which food groups are included in the meal. They could then place the card in the group which the largest part of the meal comes from. High in Fat/Sugar Food Cards Section Lots of space – either in hall or cleared classroom I am enjoying daily opportunities to participate in different kinds of energetic play, both outdoors and indoors. HWB 0-25a The names of the 5 food groups. Examples of foods from each food group. It is important to eat foods from different food groups. Some foods keep us more healthy than others. Milk and Dairy Foods 15 Fruit Salad Activ Experiences & Outcomes: Resources: Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow and keep healthy. HWB 0-30a I know that people need different kinds of food to keep them healthy. HWB 0-32 I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a/HWB 1-33a I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a/LIT 1-29a I can collect objects and ask questions to gather information, organising and displaying my findings in different ways. MNU 0-20a Food Cards Learning Intentions / Success Criteria: Cross-Curricular Ideas: • • • • Literacy – writing – recipes Numeracy – Information handling – data and analysis Identify a wide variety of fruit. Know why fruit and veg is an important part of our diet. Have a positive attitude towards trying new foods. Talk about likes and dislikes in the context of fruit. Activ ity 4 1 – 1½ hrs or over 2 sessions Samples of different fruit for tasting + fruit for making fruit salad Smiley faces Suitable knives, chopping boards, bowls for mixing and serving Setting up: Assessment Opportunities: • Prepare samples of fruit for tasting. • Prepare items needed for making fruit salads. • Cut out smiley faces for recording likes/dislikes – put into envelopes, one for each face type, sticking a sample face on the front of each envelope. • Prepare blank graph. SAY – What language do pupils use to talk about trying new foods? DO – Do pupils apply knowledge of hygiene? ity 4 I like it It’s ok I don’t like it 16 • Challenge each pupil to write/draw as many different kinds of fruit as they can think of in 2 minutes. • From a large selection of food cards, pupils take turns to identify a fruit, crossing the fruit chosen off their list if they have it written down or drawn. • When all fruit is taken from the pack, ask pupils if they have any other fruit written down which has not been mentioned. • Explain we are going to taste different kinds of fruits and demonstrate how to use smiley faces to record likes/dislikes (taking smiley face from appropriate envelope and placing it beside the fruit just tasted). • Remind pupils that people have different likes and dislikes, so there will be some fruit that they like that their classmates might not like, and vice versa. • Emphasise good hygiene by reminding pupils to wash hands thoroughly before touching the fruit. • Encourage pupils to try as many different types of fruit as possible. • Once all pupils have had the opportunity to taste several different kinds of fruit, come back together as a class and count up the smiley faces for each fruit, recording in the form of a tally chart. • The tally chart can then be used for pupils to produce a pictogram or bar graph on ‘Our Favourite Fruit’ – this could either be done as a whole class or pupils could be asked to make their own graphs. • Following on from fruit tasting, pupils can be put into group and each group challenged to choose 3 different fruits to make a fruit salad. • Remind pupils of hygiene and safety rules. * Wash hands before beginning to prepare food and after touching other parts of the body. * Turn away and cover mouth to cough or sneeze then wash hands. * Tie back long hair. • Close adult supervision is required for pupils cutting up the fruit to prevent accidents. • Each group can then present their fruit salad to the rest of the class and enjoy tasting the fruits of their labours! Differentiation: Support: Fruit can be ready cut for pupils with motor difficulties. Challenge: Pupils could investigate countries of origin of fruit and in what conditions they can be grown. Food Cards Section Food Cards Section Suggested Learning & Teaching Activities: 17 Packed Lunch Puzzle Packed Lunch Puzzle Activ ity 5 1 – 1½ hrs Experiences & Outcomes: Resources: I understand that my body needs energy to function and that this comes from the food I eat. I am exploring how physical activity contributes to my health and wellbeing. HWB 1-28a By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a (Outcomes covered by the different tasks) By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-26a I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate. MNU 1-01a Through discovery and imagination, I can develop and use problem-solving strategies to meet design challenges with a food or textile focus. TCH 1-11a I am developing an interest, confidence and enjoyment in using drawing and colour techniques, manually or electronically, to represent ideas in different learning situations. TCH 1-15a Food cards Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Choose foods suitable for a packed lunch. • Justify the choice made. • Work as a group to fulfil the task and present the finished outcome to the rest of the class. Numeracy – money Literacy – talking & listening, writing Technology – design Setting up: Assessment Opportunities: • Sort cards into a set for each group containing suitable and unsuitable foods for a packed lunch. • Prepare large sheets of paper with headings ‘suitable for packed lunch’ and ‘unsuitable for packed lunch’ or symbolic representation of this. DO – Are foods chosen suitable? DO – Self-assessment of my contribution to group MAKE – completed task from each group Resource suggestionSelf-assessment of my role within the group Access to the internet (online shopping tool) Packed lunch box outline Eatwell plate template (enlarged to A3) I didn’t make any suggestions I found it hard to disagree politely I found it hard to listen to others opinions Self- assessment sheet (PTO) I made one or two suggestions I usually listen to other people’s opinions I made lots of suggestions If I disagreed with an idea, I did it politely I listened to other pupil’s opinions Survey of Packed Lunches in Our Class Sandwich on white bread • Divide the class into groups of appropriate size depending on age/stage of pupils. • Each group is provided with a set of picture cards. • Within their group, the pupils must work together to decide which foods would be suitable for a packed lunch and which would not be suitable, placing the cards under the appropriate heading. • Each group is then given a task – this could be the only task the group will work on, or groups could rotate around the tasks, with more than one group working on a certain task. 1. Make up a shopping list for the packed lunch you have created. 2. Use a supermarket website to estimate how much you think your packed lunch might cost. 3. Write the foods you have chosen onto the correct place on the Eatwell Plate to make sure you have a balanced packed lunch. 4. Design a packed lunch box that would encourage pupils to eat a healthy packed lunch. • Each group presents their suitable packed lunch foods and their finished task to the rest of the class. Sandwich on brown bread Piece of fruit Crisps Yoghurt Chocolate or biscuit Differentiation: Challenge: Challenge is already built into the tasks, but allowing pupils more independence as they complete the task increases the level of challenge already there. Other Food Cards Section Food Cards Section 18 ity 5 Task cards Suggested Learning & Teaching Activities: Support: Use pictures/symbols to build shopping list rather than writing it. Adult support in navigating online supermarket. Self-assessment sheet Activ 19 Packed Lunch Puzzle Packed Lunch Puzzle Task cards Task cards Activ Activ ity 5 ity 5 Shopping Lists! A Balanced Lunch? • Write a healthy shopping list for the packed lunch you have created. • Write and draw the foods you have chosen onto the correct food group on the Eatwell Plate. • Think about how much of each item you will need to buy. • Do a survey of packed lunches in your class. • In what order would you write the items on your list? Some people write their list in the order they walk round the shop. Why do you think this might be useful? • Ask your classmates if you can look into their packed lunch and fill in the tally chart. • How can you present your shopping list to the rest of the class? You might want to illustrate it or use ICT to present it. • Write a list of recommendations for the class of how to make their packed lunches healthier. • You could use Eatwell plate to show this. 20 • How much do you think it would cost to buy everything you need to make your healthy packed lunch? What does everyone in your group think? Write down your ideas. • Go shopping! Try using a supermarkets’ website. • Ask an adult to show your group how to find the items you will need to ‘buy’. • Choose your product and round the price to the nearest pound, recording each price as you go along. • Add up all the prices to get an estimate of how much your ingredients might cost. • How near were your original estimates to the final estimate? Packed Lunch Packaging • Design a packed lunch box. • Think about what materials you would use to make it – you will need to think about protecting the food inside, keeping it the right temperature and making it easy to clean. • What design could you put on the box to encourage those who used it to eat a healthy packed lunch? Food Cards Section Food Cards Section Price it up! 21 Family Favourites Family Favourites Activ ity 6 1 – 1½ hrs over 2 sessions Experiences & Outcomes: Resources: I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 1-01a Food Cards Activ ity 6 Homelink sheet We have been looking at some Food Cards in class. Your child has brought home some food cards that s/he is familiar with. We are planning to build up a recipe book of our families’ favourite recipes. Your child will ask you the following questions. They can write and/or draw in the spaces. Feel free to send in a copy of the actual recipe! Homelink sheet with question prompts By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a Recipe template I experience a sense of enjoyment and achievement when preparing simple healthy foods and drinks. HWB 1-30b Can you tell me about your favourite meal or recipe that uses one of these ingredients? When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a I asked: I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a This meal/recipe is called: Draw a picture of what it looks like: (Or send in a photo) I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features. LIT 1-24a Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Recognise that a range of food can be enjoyed and that people have different likes and dislikes. • Gather relevant information to feed back to class by talking with a family member. • Write a familiar healthy recipe. Talking and Listening Literacy – Writing – Recipes Setting up: Assessment Opportunities: • Make selection of food cards that it is likely pupils will commonly experience at home, 2-3 per pupil – photocopy cards to send home and attach to Homelink sheet for each pupil. • Photocopy recipe template. SAY – Can pupils present their meal suggestions from home to the rest of the class? WRITE – Can pupils write out their given recipe in the format? You need these ingredients to make it: 22 • Prior to sending cards home, ensure each pupil knows the food that is represented and have seen it/eaten it in their home before. • Go over homelink sheet with pupils, making the expectations clear. • Set appropriate time to allow all pupils to bring back their meal ideas. • Pupils take home selected food cards and ask their family/friends what their favourite meals are using one or more of these ingredients. • Encourage parents to send in pictures of suggested meals for display. • Pupils feedback their suggestions orally to the rest of the class, using Homelink sheet as a prompt. • Using recipe template, pupils take their meal and write it into a recipe for inclusion in ‘Our Favourite Meals’ recipe booklet. • This could be extended as an enterprise activity with pupils producing and selling copies of the recipe book. Differentiation: Support: Recipes could be ready typed and cut into steps. The pupils must then sequence the steps appropriately. Challenge: Pupils could be encouraged to draw pictures of the foods to match their recipes or take photos themselves to print out in school. This is how you make it: Food Cards Section Food Cards Section Suggested Learning & Teaching Activities: 23 Family Favourites Recipe template Food Journeys Activ ity 6 Activ ity 7 45 mins – 1 hr Experiences & Outcomes: Resources: When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB1-35a/ 2-35a Food Cards Atlases Journey cards Ingredients: I am discovering the different ways that advertising and the media can affect my choices. HWB 1-37a I can understand how advertising and the media are used to influence customers. HWB 2-37a Writing template Access to internet Homelink – to find countries of origin Having explored the variety of foods produced in Scotland, I can discuss the importance of different types of agriculture in the production of these foods. SOC 1-09a Having explored the ways journeys can be made, I can discover the advantages and disadvantages of different forms of transport, discussing the impact on the environment. SOC 2-09a Method: Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Demonstrate an understanding that to get to our plate, foods make journeys from different parts of the world. • Explain what ‘Food Miles’ are and compare the food miles different foods take to get to our plates. • Social Studies – People, place and environment • Lit - adverts • Links with learning about Fairtrade Setting up: Assessment Opportunities: • Photocopy journey cards – 1 set per group, cut up and attach each set to a food card (e.g. banana, rice, beef, potato, orange, chocolate). • Open www.foodmiles.com or Google maps. WRITE – Can pupils write about the journey the food makes from producer to consumer? • • • • • • Food Cards Section • 24 • • • • • • Divide class into groups of 4/5. Looking at a selection of cards, ask pupils to identify the countries of origin. On a large world map, pupils place cards around the map, using arrows to point to countries of origin. Introduce terms ‘producer’ – who produces the food and ‘consumer’ – who buys/eats the food. Pose question for class discussion, how does the food they have looked at get from the producer to the consumer? Give each group a food card (banana, Scotch beef, rice, potato, orange or chocolate) and a set of journey cards – some journey cards will not be used. Using an atlas to check location of producer, each group must decide which journey cards will be used, and put them into the order of the journey that the food takes from production to consumer. If the group think any part is missing, they can draw this on the blank card. Come back together as a class to check journey order. Pupils must then write about the journey their food makes from producer to consumer, using the journey cards as a prompt. Introduce term ‘food miles’ to the class – the distance food travels from producer to consumer – and explain the idea that the more miles a food travels the more pollution is created. Explain that the form of transport used also has an impact on the amount of pollution created. Allow pupils to use the internet to estimate the food miles of their food. Differentiation: Support: May extend past one lesson if pupils require extra assistance. Challenge: Home investigation where pupils choose a food from home and investigate where it has come from. Food Cards Section Suggested Learning & Teaching Activities: 25 Food journeys Journey cards Food journeys Activ ity 7 Activ ity 7 Homelink – to find countries of origin Find foods in your house and look at the labels to find their countries of origin. Fill in the table below. If you have access to the internet, use www.foodmiles.com or Google maps to find out food miles for each food. Item of food Country of origin Food miles Food Cards Section Food Cards Section Colour the countries of origin on the map. Label each country with the food produced there. 26 27 Store it! Store it! Activ ity 8 30 – 40 mins Experiences & Outcomes: Resources: I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 1-16a/2-16a. Food cards I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 1-33a Storage pupil sheets Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Show suitable places for storing different foods. • Develop an understanding of what different foods need to be stored in different ways. Lit- writing Setting up: Assessment Opportunities: • Select appropriate food cards for use. • Label envelopes with different storage areas within kitchen – attach to kitchen drawing with blu-tac/Velcro if possible. SAY – Do pupils choose appropriate storage areas for given foods and give good reasons for choice? Storage pupil sheets Activ ity 8 Kitchen scene drawing/Food Scenes picture Suggested Learning & Teaching Activities: • Open with class discussion about different areas in the kitchen where food is kept, using kitchen scene as a visual prompt. • Pupils take it in turns to choose a food card from selection and put it in the appropriate storage envelope, giving reasons for choice. • I-Spy game - Pupils take it in turns to choose a storage area and think of a food item that would be stored there, saying “In my [e.g. fridge] I spy something beginning with …”, with other pupils taking turns at guessing the food item. • Follow up sheet – pupils draw storage area with an example of a food item that might be stored there. • Write some sentences under the picture explaining why the food is best stored in that area. Differentiation: 28 Challenge: Pupils can take their learning home, looking at where different foods are stored in their own kitchens. I would put in the because Food Cards Section Food Cards Section Support: Pupils use support sheet to complete sentences about storage. 29 Meal Matching Meal Matching Activ ity 9 45 mins – 1 hr Experiences & Outcomes: Resources: When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB 2-35a By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices. HWB 2-36a Using what I know about the features of different types of text, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a Through exploring ethical trading, I can understand how people’s basic needs are the same around the world, discussing why some societies are more able to meet these needs than others. SOC 2-20a Food Cards Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Identify individual foods within a meal. • Recognise the logos of some food assurance schemes. • Write a recipe for a simple healthy meal. Literacy – writing – recipes Social Studies – People in society, economy and business – Ethical trading within Scotland Setting up: Assessment Opportunities: • Choose meal cards from Food Cards pack and find all the food components of these meals on cards within the pack. • Photocopy recipe template and food standard symbols (or use version for Smartboard). • Prepare, or have the pupils bring in as part of previous week’s homework samples of simple recipes. • Divide class into smaller groups; group size dependent on age and ability. DO – Can pupils identify cards with individual foods on them? SAY – Can pupils suggest which foods we might find food assurance logos on? WRITE – Do pupils select relevant information to create their own recipe? Recipe template Activ ity 9 Recipe template Food assurance scheme factsheet Samples of recipes (collected by teacher) Ingredients: Method: • • • • • • • Food Cards Section • 30 • • Each group is given a meal card (e.g. ‘full cooked breakfast’). Find the individual foods that go together to make up that meal from a further selection of cards given to each group Come back together as class and allow each group time to feed back their ideas. Introduce food assurance logos – either with fact sheet or using Smartboards. Ask the pupils where they might have seen these logos, and what they think they mean. Briefly explain to the pupils the importance of each logo and on which foods it might be found – show examples on food packaging or photos. Back in groups, pupils decide which foods in their meal they would look for assurance logos on – match the logos to food cards. As a whole class, look over selection of recipes brought in – highlight key features such as ingredients, equipment, method. Pupils choose meal from selected meal cards and, using recipe template, have a go at writing a recipe for the meal, identifying which foods may be part of a food assurance scheme. If possible, during a future session, allow pupils to try out recipes they have written and edit them where necessary, encouraging pupils to see the importance of trying out their ideas. Differentiation: Support: Meal cards can be included which only contain two or three different foods. A word bank for recipe writing can be given to pupils requiring more support with writing. Alternatively, a recipe could be given to pupils who require more support ready typed and cut into steps. (The pupils must then sequence the steps appropriately). Challenge: Pupils can be given less support when writing their recipes and be expected to use a wider range of vocabulary to describe their recipes. Food Cards Section Suggested Learning & Teaching Activities: 31 Meal Matching Different Diets Activ ity 9 Examples of Food assurance schemes Logo Name of scheme Description Assured Food Standards (Red Tractor) Standards are applied at every part of the supply chain, including food safety and traceability, animal welfare and environmental protection. Soil Association and Organic Farmers and Growers Standards focus on avoiding the use of pesticides and GM ingredients in farming. Quality Meat Scotland Guarantees that meat bought has come from animals that have spent their whole lives being raised to very strict standards. Activ ity 10 45 mins – 1 hr Experiences & Outcomes: Resources: By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a I understand that people at different life stages have differing nutritional needs and that some people may eat or avoid certain foods. HWB 2-32a Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion. HWB 2-34a By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices. HWB 2-36a By investigating some body systems and potential problems which they may develop, I can make informed decisions to help me maintain my health and wellbeing. SCN 2-12a I can explain how the needs of a group in my local community are supported. SOC 2-16a I can discuss issues of the diversity of cultures, values and customs in our society. SOC 2-16c I can describe and reflect upon practices and traditions of world religions. RME2-06c Food Cards Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Show awareness of different health or religious dietary requirements. • Plan a meal which takes these requirements into consideration. Science – Body systems and cells Social Studies – People in society, economy & business RME – Practices and traditions Setting up: Assessment Opportunities: • Prepare space for displaying food packing and food substitutions for pupils to taste. DO – Can pupils identify suitable foods for specified dietary requirements? WRITE – Is the planned meal suitable for the given diet? Information sheet on different dietary requirements Meal planning sheet Food packaging samples showing allergy information and ingredients Selection of foods that meet different dietary requirements 32 Freedom Foods Focussing on welfare standards and conditions for animals on the farm. Lion eggs A quality code of practice that ensures eggs have been produced to the highest standards of food safety. This is only an example of some schemes. There is an opportunity for students to research other assurance schemes. • Using dietary requirements information sheet, ask pupils to read about different dietary requirements that come from health, culture or religious reasons. • Spread food cards out over table or on the wall. • Pupils choose foods which meet the dietary requirements of each group mentioned on the factsheet. • Discuss suitable food substitutions which could be made for the different requirements – e.g. use of Quorn for vegetarians. • If selection of foods are available, pupils could experience blind tasting of different substitutions and compare tastes – e.g. Quorn instead of beef. • Pupils use meal planner to plan meals for a day for a particular dietary requirement. Differentiation: Support: Symbolic representation of dietary requirements matched already to foods, so pupils just need to find foods with appropriate symbols. Challenge: Pupils could interview family member/friend/peer about their experiences living with a certain dietary restriction. Specify the intolerance – in this case, diabetes. Could change to gluten free, dairy free. Food Cards Section Food Cards Section Suggested Learning & Teaching Activities: 33 Different Diets Different Diets Examples of Different Diets Diet Activ ity 10 Requirements Vegetarian Excluding all meat and by-products of animal slaughter, such as gelatine. There are variations within this diet. Some vegetarians exclude eggs. Vegan Excluding all meat and any food produced by animals such as eggs, dairy foods and honey. Gluten free (Coeliac) Excluding the protein gluten, which is found in barley, rye and wheat. Dairy Free/Lactose intolerance Lactose intolerance is the inability of the body to properly digest milk sugar, which is known as lactose. Avoid milk and dairy products. Rice milk and soya milk can be used as substitutes. Activ ity 10 Meal Planner Choose a dietary requirement to plan meals for: Breakfast: Lunch: 34 Halal Muslims follow a diet which is halal. They are forbidden to consume alcohol, pork and meat from any animal that is not killed through the Islamic method of ritual slaughter. Kosher The word Kosher refers to food that is permitted for consumption by Jews. Pork and shellfish is not permitted. Certain animals are described as unclean and are not permitted. Meat and dairy products are not eaten at the same meal. All meat must be prepared by a qualified kosher butcher. Snacks: Food Cards Section Food Cards Section Dinner: 35 Guess What Table Top Trivia Activ ity 11 15 – 30 mins Resources: Experiences & Outcomes: Resources: By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a Food cards By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a Food cards When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB 2-35a Access to the internet Prepared questions/samples of questions No practical cookery involved in teaching activity so this should be removed or put in a simple practical lesson e.g . fruit salad. Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Use facts from the cards to give clues about different foods. • Develop an understanding of diet and health, consumer awareness, cooking and food hygiene. Literacy Activity suitable for a listening and talking lesson Setting up: Assessment Opportunities: To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. LIT 2-17a • Choose suitable selection of food cards. SAY – Can pupils make up suitable clues from facts on the card Learning Intentions / Success Criteria: Cross-Curricular Ideas: Literacy – listening & talking Suggested Learning & Teaching Activities: • To develop an understanding of diet and health, consumer awareness, cooking and food hygiene issues surrounding different foods. • • • • • Setting up: Assessment Opportunities: • Divide the class into two teams. • If going for a ‘Who Wants to Be a Millionaire?’ style quiz, choose a selection of cards with interesting facts and prepare questions based on these. SAY – Can pupils formulate and respond appropriately to questions? Support: Pupils could work in groups to help one another. Challenge: Pupils could be given list of words other than the name of the food that they are not allowed to use when describing their food. Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a Suggested Learning & Teaching Activities: • Each team is given a selection of food cards. • Using the facts on the back of the cards, or internet, the team must come up with 10 questions for the other team to answer, for example “What is another name for a bunch of bananas?”. • The teams then swap their selection of food cards and time is given to allow all members of the team to look over the cards. • The cards are then taken away, and the teams take turns to ask each other one of their questions. • Points can be given for correct answers with the team earning most points by the end of the quiz being the winning team. • Alternatively, quiz questions based on a selection of food cards could be prepared by the teacher, with a ‘Who Wants to Be a Millionaire?’ style quiz taking place after the pupils have had the opportunity to read over the cards. Differentiation: Support: Pupils could continue to have access to the selection of food cards while the questions are being asked. Challenge: Ask pupils to make up questions beginning with different question words, e.g. What? Where? When? How? etc. Food Cards Section Each pupil in turn chooses a card from the pack. Without showing it to the rest of the class, they must try and describe the food on the front without using its name. Clues can be taken from the information on the back of the food cards under the different headings. The rest of the class are given the opportunity to guess the name of the food. The pupil who guesses correctly can then take the next turn to choose a card to speak about. Differentiation: Food Cards Section ity 12 30 – 40 mins Experiences & Outcomes: When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. Remove as this does not relate to teaching activities. HWB 2-35a 36 Activ 37 Adapt it! Adapt it! Activ ity 13 1 – 1½ hrs Experiences & Outcomes: Resources: By taking part in practical food activities and taking account of current healthy eating advice, I can prepare healthy foods to meet identified needs. HWB 3-30a Through practical activities using different foods and drinks, I can identify key nutrients, their sources and functions, and demonstrate the links between energy, nutrients and health. HWB 4-31a Having identified diet-related conditions, I can adapt and cook recipes to suit individual needs. HWB 4-32a I am developing my understanding of the nutritional needs of people who have different conditions and requirements. Food cards Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Become aware of the Scottish dietary goals. • Demonstrate an understanding of these goals by adapting meals taking them into account. Literacy – writing Setting up: Assessment Opportunities: • Separate the meal cards from the rest of the cards. • Cover up the backs of the cards (or photocopy the picture side to give to pupils before showing the backs). WRITE – Does the paragraph written for ‘Diet and Health’ relate to the Scottish dietary goals? Revised Dietary Goals for Scotland A reduction in calorie intake by 120 kcal/person/day. Average energy density of the diet to be lowered to 125 kcal/100g by reducing intake of high fat and/or sugary products and by replacing with starchy carbohydrates (e.g. bread, pasta, rice and potatoes), fruits and vegetables. Fruit & Vegetables Average intake of a variety of fruit and vegetables to reach at least 5 portions per person per day (> 400g per day). Oily Fish Oil rich fish consumption to increase to one portion per person (140g) per week. Red Meat Average intake of red and processed meat to be pegged at around 70g per person per day. Homelink task Average intake of the very highest consumers of red and processed meat (90g per person per day) not to increase. Fats Average intake of total fat to reduce to no more than 35% food energy. Average intake in saturated fat to reduce to no more than 11% food energy. Average intake of trans fatty acids to remain below 1% food energy. • Explain the aim of the Scottish Dietary Goals to the class. (The Goals describe, in nutritional terms, the diet that will improve and support the health of the Scottish population. They are set at the Scottish population level. They indicate the direction of travel, and assist policy development to reduce the burden of obesity and diet-related disease in Scotland. They will continue to underpin diet and health policy in Scotland and will be used for scientific monitoring purposes). • If pupils are unfamiliar with the Goals, ask what they think might be on them, based on their current knowledge of healthy eating advice and common dietary problems- what types of foods/nutrients are included in the goals? • Give out hand-out and allow pupils time to look through the Goals. • Allow pupils to make comments or ask questions about the Goals. • Ask whether pupils can link the Goals and the Eatwell Plate. • Ask the pupils, based on the nutrient goals, what foods should we be increasing/ decreasing in our diets. • Working in pairs or small groups, give out one meal card per pair/group. • Pupils identify, from the card, foods which help meet goals and explain why. • Pupils identify, from the card, foods which do not help meet goals and explain why. • Based on the goals ask pupils to make suggestions how the meal might be adapted to be healthier. • Pupils (group) must write a paragraph to describe what changes could be made to the meal to make it healthier. Feed back to the class. • Pupils must write a paragraph under the heading ‘Diet and Health’ related to their meal – explaining about the health benefits of the meal, ways to make it healthier and its relevance to the Scottish Dietary Goals. • Home link task – to produce a small poster focussing on one of the dietary goals making suggestions of how individuals can make adaptations to their diet in order to meet the goal- (goals can be combined or taken individually). Differentiation: Challenge: Pupils could discuss changes that can be made to the cooking process (e.g. grilling versus frying) as well as to the actual ingredients. Meal cards could be more obviously unhealthy to allow for pupils to make healthy choices e.g. meat with visible fat, omission of vegetables (and/or fruit) in a recipe. Sugar Average intake of NMES1 to reduce to less than 11% of food energy in children and adults. Salt Average intake of salt to reduce to 6g per day. Fibre An increase in average consumption of fibre2 to increase to 18g/day by increasing consumption of wholegrains, pulses and vegetables. Chart taken from Revised Dietary Goals for Scotland http://www.scotland.gov.uk/Resource/0042/00421385.pdf Accessed 22.02.14 1 NMES (Non-Milk Extrinsic Sugars) are also known as added or free sugars and are found in sweets, biscuits, soft drinks, added to breakfast cereals, table sugar, honey 2 Non starch polysaccharide (NSP) as measured by Englyst method. Homework Task • Choose a Scottish Dietary goal which you think should be prioritised for achievement. You will be asked to give reasons for your choice. • Produce a poster giving suggestions of how people can make changes to their diet in order to meet the goal/goals. • Include a discussion of any other goals that may benefit from your suggested dietary changes. Food Cards Section Food Cards Section 38 ity 13 Calories Scottish dietary goals hand-out Suggested Learning & Teaching Activities: Support: More obviously unhealthy-type meals could be chosen which can be easily changed to be made healthier. Activ 39 Season it! Season it! Activ Activ ity 14 Two 30 – 40 min sessions Experiences & Outcomes: Resources: Having explored a range of issues which may affect food choice, I can discuss how this could impact on the individual’s health. HWB 3-34a/HWB 4-34a Food cards Having investigated the effects of food processing on the nutritional value of foods, I can critically assess the place of processed foods in a balanced diet. Large sheets of paper for poster By taking part in practical food activities and taking account of current healthy eating advice, I can prepare healthy foods to meet identified needs. HWB 3-30a Internet Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Show an understanding of seasonality and its impact on consumers. • Suggest balanced meals taking account of seasonality. Technologies – ICT to enhance learning Setting up: Assessment Opportunities: • Prepare pupil sheets. • Gather resources for pupils to make seasonality charts. DO – In making the seasonality chart, do pupils place foods in correct seasons? DO – Do posters show an understanding of the benefits of eating in season? MAKE – Does meal make use of food in season? ity 14 Spring Summer Seasons pupil sheet Coloured markers Seasonality Suggested Learning & Teaching Activities: • Explain to pupils the idea of ‘seasonality’ – a term to describe when certain foods are harvested and at their best flavour. • Pupils use the backs of the given food cards and internet to fill in the seasons pupil sheet, listing foods that are in season in spring, summer, autumn or winter. • Discuss with pupils why food can be better if it is eaten ‘in season’ locally – better flavour, freshness, reduced pollution coming from transporting foods from around the world, supporting local economy. • Produce seasonality chart incorporated into a poster encouraging the eating of seasonal foods for display in local supermarket – if class has access to computers, pupils could use appropriate software to produce seasonality chart for the poster. • Pupils are then challenged to plan, prepare and cook a nutritious meal using food currently in season. Autumn Seasonality Winter Food Cards Section Support: Pupils can be given recipes for meals to make which are seasonal. 40 Challenge: Internet/library research to add foods to the seasons sheet that are not included in the food cards. Food Cards Section Differentiation: 41 Storage Solutions Storage Solutions Activ ity 15 Two 30 – 40 min sessions Experiences & Outcomes: Resources: I can apply food safety principles when buying, storing, preparing, cooking and consuming food. HWB 3-33a Food cards Activ Food Storage Chart ity 15 Choose 5 food cards and fill in the chart below with storage information Food scenes Having explored the conditions for bacterial growth, I can use this knowledge to inform my practice and control food safety risks. HWB 4-33a Food storage chart Food I have contributed to investigations into the different types of microorganisms and can explain how their growth can be controlled. SCN 3-13b Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Demonstrate an understanding of the different storage conditions. • Store foods in appropriate conditions. • Explain why different foods need to be stored in different conditions. Science – body systems and cells Setting up: Assessment Opportunities: • If using, display kitchen scene in prominent place. • Storage areas around classroom labelled to be referred to throughout lesson. DO – Are foods placed in correct storage place in kitchen? WRITE – Does report highlight suitable conditions of storage for chosen food? Storage Area Reason Suggested Learning & Teaching Activities: • Discussion of different places for storing food within the kitchen – using food scenes kitchen picture as prompts if available. • Pupils suggest ideas why we need different types of storage. • Pupils take turns taking a food card and, either using the food scenes kitchen picture or the actual storage areas within the class room, place it in the appropriate storage area, giving reasons for the selection made. • From the food cards, pupils select five different foods and fill in table including information about how they should be stored and why. • Choose one of these foods to create an investigation looking at the effect of different conditions of storage e.g. variables of temperature, light, amount of air allowed in. • Present findings in a report with a recommendation on best storage solutions. Differentiation: Food Cards Section Challenge: Pupils could investigate shelf life/best before end dates as part of a future lesson of for homework. Food Cards Section Support: Pupils can be given the variable to test and support in setting up the investigation. 42 43 Food Scenes The food scenes pack comprises two posters and a set of bacteria and food stickers. One poster shows a kitchen scene and can be used to identify hazards within the kitchen. The other poster shows an open cupboard and refrigerator which looks at where best to store food in these areas. The food scenes pack has been developed as a resource to support schools in delivering the health and wellbeing area of the Curriculum for Excellence, particularly those addressing safe and hygienic practices. The intention of this guide is to give some ideas for teaching activities that could take place in the classroom using the food scenes as a basis. Some of the activities have accompanying pupil sheets which are positioned in the guide immediately after the activity description. Each activity is colour-coded according to difficulty: Suitable for pupils between P1-P3 Suitable for pupils between P3-P5 Suitable for pupils between P5-P7 Suitable for pupils between S1-S3 There is some overlap between the stages and ideas for support and extension are suggested for each activity so they can be adapted for different ages and stages. Food Scene Section Ideas for assessment are given under the headings of what the pupils can make, say, write or do in line with the guidelines from the National Assessment Resource. A homelink activity or idea for some of the stages is also included that can be used to encourage pupils to share their learning with their parents/carers. Activities Activity 1: Crazy Kitchen Activity 2: Sort out my Shopping Activity 3: Hazards in the Kitchen Activity 4: Fridge Facts Activity 5: Bacteria Busting Activity 6: Know it! Store it! Curriculum for Excellence Coverage Chart 44 Food and Health: Safe and hygienic practices I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a/HWB 1-33a Crazy Kitchen Sort out my Shopping Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 2-33a Hazards in the Kitchen Fridge Facts I can apply food safety principles when buying, storing, preparing, cooking and consuming food. HWB 3-33a Bacteria Busting Know it! Store it! Having explored the conditions for bacterial growth, I can use this knowledge to inform my practice and control food safety risks. HWB 4-33a Sort our my shopping Bacteria Busting Food Scenes Section Food Scenes Section *Below are the main experiences and outcomes which the activities in this guide are designed to meet. Individual activities may link with experiences and outcomes from other areas which will be shown in the crosscurricular section on the activity plan.* 45 Crazy Kitchen Crazy Kitchen Activ Activ ity 1 30 – 40 mins Experiences & Outcomes: Resources: I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a/HWB 1-33a Kitchen poster from Food scenes ity 1 Kitchen Pledge Whiteboard pens Kitchen pledge Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Identify kitchen hazards. • Demonstrate understanding of ways to prevent kitchen hazards. Setting up: Assessment Opportunities: • Display kitchen scene in prominent place. DO – Can pupils find problems on the poster? SAY – Can pupils tell what might happen because of the problem? I will try to: Suggested Learning & Teaching Activities: • • • • • • • • • Working together as a whole class, ask pupils, ‘What is wrong with this kitchen?’ Allow pupils to come up to the front and circle a problem (using whiteboard pens). Ask ‘What might happen here?’ for each problem the pupils identify. Allow pupils to look carefully at the poster for up to a minute, trying to remember the different problems. When the minute is up, remove the poster, or turn it round. Pupils take turns to name a problem on the poster. Keep going until at the problems have been remembered – some prompting may be needed towards the end! Display poster again and ask pupils to think about their own kitchens. What can they do to help sort problems in the kitchen? Encourage ideas such as, ‘I can help tidy up after dinner’, ‘I can help to put food back in the fridge’, or ‘I can make sure I don’t leave anything on the floor’. • Pupils fill out ‘Kitchen pledge’ to take home – either individually or as a whole class. Differentiation: 46 Challenge: Signed: Food Scenes Section Food Scenes Section Support: Pupils can tell an adult their pledge, which can then be scribed onto the pledge page or copied by the pupil. 47 Sort out my Shopping Sort out my Shopping Activ ity 2 1 hr Experiences & Outcomes: Resources: I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a/HWB 1-33a Storage poster from food scenes Set of food cards/other pictures of food items with Blu-tack Activ ity 2 Choose different food items and stick them on the cupboard or the fridge to show how to store them correctly. Shopping bag Individual cupboard and fridge outlines (enlarged to A3 if possible) Food catalogues/magazines Homelink sheet Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Know that some food items must be stored in the fridge to keep it safe. • Know that storing food in the fridge helps prevent bacteria growing. Setting up: Assessment Opportunities: • • • • DO – Do pupils place their chosen food item into the correct storage space? Display storage poster prominently. Prepare selection of food cards suitable for ‘storing’. Put food cards into a shopping bag. Enlarge cupboard & fridge outlines to A3 to allow more space for food. 48 • Set the scene for the pupils – someone has just come back from doing their food shopping and everything has to be put away. • The pupils must help put all the food away into the correct places in the kitchen. • Allow pupils to take turns at taking one of the food items out of the bag and place it onto the correct storage place – cupboard or fridge. • Encourage pupils to talk about why some food needs to be stored in the fridge. • Questions to encourage discussion, check previous knowledge and increase understanding: *What might happen to our food if we keep it out of the fridge too long? *What can you tell me about bacteria? *Bacteria need a warm place to grow, so why do you think bacteria is less likely to grow on food if it is in the fridge? • Give pupils fridge and cupboard outlines and copies of food catalogues or magazines (such as those that often come inside local newspapers or are put through the door from local shops). • Pupils can cut out different foods and stick them onto the cupboard or fridge depending on food item – if no catalogues are available an alternative would be for pupils to draw their own pictures. • Homelink sheet – pupils look inside a kitchen cupboard and fridge at home and draw food items they find onto Homelink sheet. Differentiation: Support: Challenge: Pupils can label the food items they have stuck onto their cupboards or fridges. Food Scenes Section Food Scenes Section Suggested Learning & Teaching Activities: 49 Hazards in the Kitchen Sort out my Shopping Activ ity 2 Homelink - Food hunt In class we have been learning how to store food safely. We looked at the different foods that we might store in a cupboard or in the fridge. Please support your child to complete the sheet. Look in a food cupboard and the fridge in your kitchen. Draw at least 2 things that you find in each one. Activ ity 3 1 – 1½ hrs Experiences & Outcomes: Resources: I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a/HWB 1-33a Kitchen poster from food scenes Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama. EXA 2-13a I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere. EXA 2-14a Cupboard Fridge Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Identify hazards within a kitchen setting. • Link kitchen hazards to possible consequences. • Suggest ways to prevent or remove these hazards. Expressive arts - drama Setting up: Assessment Opportunities: • Display kitchen poster and have stickers ready for use with the poster. DO – Does the group’s performance demonstrate an understanding of the consequences of kitchen hazards and how to prevent them? Suggested Learning & Teaching Activities: • • • • • • Pupils use bacteria stickers to identify hazards on the kitchen poster. Allow some time to discuss as a whole class the consequences of these hazards. Split pupils up into small groups. Each group is allocated one of the hazards and must come up with a short drama that shows: *What happened to cause the hazard *What the hazard is. *What the consequences of the hazard might be. *What could have been differently to ensure safety. Pupils come together after allocated time to watch each group’s drama. If possible, each group could put their dramas together as a sequence and present it to another class or at an assembly. Food Scenes Section Support: 50 Think about it ! Look on some of the food packaging. Can you find storage instructions? Challenge: Groups could create a script for their performance. Explore the use of other drama conventions such as the use of mime, voice over or freeze frame. Food Scenes Section Differentiation: 51 Fridge Facts Fridge Facts Activ Activ ity 4 1 – 1½ hrs Experiences & Outcomes: Resources: Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 2-33a Storage poster from food scenes I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem. EXA 2-06a Fridge Fact Sheet Food cards/food pictures ready cut from magazines/food packaging ity 4 Keep food covered in the fridge Dry-wipe pens Cool hot food before putting it in fridge Keep fridge temperature below 5°C Character sheet – for Homelink Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Know which foods should be stored in the fridge. • Understand the importance of keeping our fridges clean and safe. • Identify steps we can take to ensure fridges are kept clean and safe places for storing our food. Expressive arts – art and design Setting up: Assessment Opportunities: • Photocopy fridge facts sheet for pupils to see. • Draw simple fridge outline on large sheets of paper. • Prepare food pictures or selection of real foods for sorting into appropriate spaces in fridge – selection needed for each group. WRITE – Do the children write appropriate suggestions to keep their characters happy? • Allow pupils to look at rules of fridge storage on the fridge facts sheet. • Divide pupils into groups and set the task of sorting out the food they have been given (using food cards, food pictures from magazines or food packaging) into the correct spaces on their fridge outline, using the fridge fact sheet to help in decision making. • Back as a whole class, pupils take turns draw items of food they put in their fridge onto the Storage poster using drywipe pens – either allow all pupils to draw one food or choose a representative from each group to draw 2/3 foods. • Working individually or in pairs, pupils design two characters – one to represent a clean and safe fridge and the other to represent a fridge where bad bacteria is growing and spreading onto different foods. • Draw characters on sheet and pupils fill in the speech bubble for each character based on what they know about keeping fridges clean and safe places to store food, listing the things we can do with our fridges to keep the characters happy. • For the character representing a clean and safe fridge, ideas might include: * store raw meat on the bottom shelf * keep fridge temperature at 5°C * clean fridge regularly • For the character representing a fridge where bad bacteria grows and spreads, ideas might include: * don’t cover food * put hot food in your fridge * let your milk drip all over the fridge • Pupils take home their fridge characters for display on their own fridges to share their learning with home. Differentiation: Challenge: Pupils could use characters in an imaginative story entitled ‘The Secret Life of Fridges’, developing the ideas of cleanliness and safety within a fridge. Sala vege d table s, fruit & vege table s Bottl e and j s ars Regularly clean inside and outside Don’t put too much in the fridge Food Scenes Section Food Scenes Section 52 Read y eat fo to od Dairy s food s Raw me and fi at sh Suggested Learning & Teaching Activities: Support: Store eggs in their box in the fridge 53 Bacteria Busters Fridge Facts Activ Homelink - Character sheet Clean and safe fridge character ity 4 Things that make me happy: Activ ity 5 45 mins – 1 hr Experiences & Outcomes: Resources: Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 3-33a Kitchen poster from food scenes Pupil sheet Having explored the conditions for bacterial growth, I can use this knowledge to inform my practice and control food safety risks. HWB 4-33a Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Identify the four things bacteria need to grow. • Suggest ways to reduce the likelihood of bad bacteria being found. Literacy and English- listening and talking Setting up: Assessment Opportunities: • Prepare kitchen poster with associated stickers for each group. SAY – Identifying the four things bacteria need grow WRITE – Write suggestions to remove bacteria Suggested Learning & Teaching Activities: Fridge where bad bacteria grows character Things that make me happy: • • • • • • • • Split pupils into small groups. Working together, pupils place stickers on kitchen scene where they feel bacteria might be found. Groups feed back to the rest of the class where they thought bacteria might be found. Challenge pupils to explain why they think bacteria might be found in these places – list reasons on board. Look together at list of reasons for finding bacteria, can pupils suggest headings that we could group reasons into? Link this to the things bacteria need to grow. * Food * Moisture * Warmth * Time Going back into group, pupils look again at their kitchen scenes and where they have placed bacteria. Write a suggestion for each place to reduce the likelihood of bacteria being found there, which can then be fed back to the rest of the class. 54 Support: When thinking of suggestions for reducing likelihood of finding bacteria, pupils can be referred back to the four things bacteria need to grow and encouraged to think about how to take away these things – e.g. Bacteria needs warmth to grow, so I will put my food in the fridge. Challenge: Add science outcomes. Food Scenes Section Food Scenes Section Differentiation: 55 Know it! Store it! Bacteria Busters Activ ity 5 Group members: Date: Write the place you found bacteria in the first column and your suggestion to bust the bacteria beside it. Where? Bust that Bacteria! Activ ity 6 1 – 1½ hrs Experiences & Outcomes: Resources: I can apply food safety principles when buying, storing, preparing, cooking and consuming food. HWB 3-33a Storage poster from food scenes I can consider the impact that layout and presentation will have on my reader, selecting and using a variety of features appropriate to purpose and audience. LIT 3-24a Blu-tack Learning Intentions / Success Criteria: Cross-Curricular Ideas: • Identify which part of the fridge different foods should be stored in. • Explain how to keep food safe in the fridge. • Emphasise the importance of food safety to others by the effective use of text and graphics on a poster. Literacy and English - writing Setting up: Assessment Opportunities: • Display storage poster in class. • On each shelf of fridge, Blu-tack 1/2 food items that would be stored there. WRITE – Can the pupils produce an effective poster that demonstrates an understanding of the importance of food safety? Food cards/other pictures of food Suggested Learning & Teaching Activities: • With pupils, look at foods already stuck onto fridge poster and suggest other foods which should be stored on each shelf. • Explain to pupils which foods should be stored on which shelf in the fridge. * Top/middle shelves – Ready to eat foods e.g. dairy products, cooked meats, covered left-over foods. * Bottom shelves – Raw meat and fish. * Salad drawers – Salad vegetables, fruit and other vegetables. • Can pupils think of any other safety points in relation to storing food in the fridge? • Pupils should be encouraged to think of the temperature of the fridge, covering food, use-by dates and keeping the fridge clean. • Challenge pupils to design a poster which clearly demonstrates how to store food safely in a fridge. • Pupils can choose either to produce a poster which incorporates all the above safety points or which emphasises one in particular. Differentiation: 56 Challenge: Food Scenes Section Food Scenes Section Support: Pupils may find it easier to concentrate on one aspect of fridge safety rather than try to include them all on one poster. Well done for making your kitchen a safer place! 57 Adaptations for Pupils with Additional Support Needs (ASN) Apples Diet & H ealth Aim for at lea vegetables st 5 portions of fruit every day. and An apple is one portio n. Cooking There are two cooking ap groups of apples – de ple and cooking s. Dessert apples ca ssert and n be apples are baking wh used for pu eaten raw ole (often rees, pies stuffed wi th dried fru or it). Consum er Aware ness Apples are grown on small trees season in the UK in and are in the There are lots of differ Autumn and Winte r. ent varietie the UK. s of apple from Food Sa fety 48 Wash apple s fruit away before eating. Keep fro rea vegetables m raw meat and un dy to eat washed fru . it and Many of the activities contained within the Teacher’s Guide will be suitable for pupils with ASN as they stand, with minor adaptations made, particularly with the organisation of the activity. What follows is a list of particular activities where clear adaptations have been made to suit the needs of some pupils with ASN. It is recognised that teachers know their pupils best and the needs and abilities of pupils with ASN are very diverse. This is therefore not intended as a definitive list of adaptations, rather a list of ideas to support teachers who are looking for ideas on how to adapt activities when working with pupils with ASN. 58 Adaptations for Pupils with Additional Support Needs Activity Suggestions What’s in my Basket? • Pupils working in a small group (max 6) along with a leading adult, seated round table/on floor in a circle. • A number of food cards are spread out on table/in middle of circle – actual foods/food packaging could be put alongside the food cards if appropriate. • A clue is given by the leading adult, initially which can only lead to one food card, e.g. ‘I’m thinking of a food which is yellow’. • Pupils take turns picking up the card that matches a clue. • Challenge can be increased by giving a clue that could lead to more than one card. • More than one clue can then be given to lead to the answer. • Pupils can be supported to choose a card and give a clue for the rest of the group to guess. Packed Lunch Puzzle • Working in a pair, pupils choose foods they would like in a packed lunch from a selection of suitable food cards. • Actual foods/food packaging could be displayed along with food cards to assist pupils in recognition. • Use adapted task cards for pupils to work on individually with or without adult support as necessary. Different Diets • An introduction to different dietary requirements can be given orally to the pupils, with visual supports of foods suitable for each chosen diet. • Reduce number of diets focussed on to 2/3. • Allow pupils the opportunity to taste different food substitutions e.g. Quorn, dairy-free chocolate, and record likes/dislikes. • Meal planning – allow pupils to choose a meal to plan for. • Match suitable meals to different dietary requirements and as a class, choose one meal to make. Adaptations for Pupils with Additional Support Needs Adaptations for Pupils with Additional Support Needs Food cards 59 Shopping Lists! A Balanced Lunch? • Write a shopping list for the packed lunch you have created. • Write or draw the foods you have chosen onto the correct space of the Eatwell Plate. Adaptations for Pupils with Additional Support Needs • Use the internet to print out a picture of each item on your shopping list and stick them onto your shopping list. 60 • Is you packed lunch well-balanced? • Add some different foods onto the plate to make it more balanced. Price it up! • How much do you think all the food in your packed lunch might cost? • Work with an adult to find each item in your packed lunch on an internet shop such as www.tesco.com or www.asda.com. • Either round each price to the nearest pound to get an estimate of the cost, or add each item to the ‘shopping basket’ to get a total cost. • Were you close to your original guess? Packed Lunch Packaging • Draw a design for a packed lunch box. • Recycle cardboard boxes to make up a model packed lunch box. • Paint your design onto the box. Adaptations for Pupils with Additional Support Needs • Write beside each item how many you will need to buy. 61 62 • As some children with ASN may find an open-ended drama task very difficult, another way of achieving the learning intentions for this lesson while encouraging pupils to be creative in their thinking could be with the use of comic strips. • Using the accompanying sheet (photocopied onto A3), pupils draw comic strip-style pictures before and after each hazard showing what might have caused it and what the consequence of it might be. • Pupils could then make an alternative comic strip starting with their picture of what happened first and adding on to it what should have been done. Fold here Adaptations for Pupils with Additional Support Needs Hazards in the Kitchen Stick over ‘What happened before?’ • Enlarge fridge and cupboard outlines and pupils could choose one to fill with suitable food. • Have a selection of food pictures ready cut out for pupils to stick onto their fridge or cupboard. • If pupils find it difficult to understand the concept behind which foods must go in the fridge and which do not need to be refrigerated, a fridge outline could be prepared with suitable foods stuck on it. • Pupils can be presented with a choice of two pictures at a time and asked, ‘Which food is in the fridge?’. • Looking at the example, they must choose the picture of the food that is in the fridge and stick it onto their own fridge outline. What should have been done instead? Sort out my Shopping! Copy ‘What happened before?’ Suggestions What happened after? Activity Glue here Adaptations for Pupils with Additional Support Needs Food Safety Scenes Instructions: Pupils complete their cartoon strips with pictures of ‘before’, ‘after’ and ‘what should have been done instead’. If desired, the bottom strip can then be cut out and the first section glued over the top strip so it can be folded back and both comic strips can be seen. (Illustration from kitchen poster of one particular hazard) Many of the activities contained within the Teacher’s Guide will be suitable for pupils with ASN as they stand, with minor adaptations made, particularly with the organisation of the activity. What follows is a list of particular activities where clear adaptations have been made to suit the needs of some pupils with ASN. It is recognised that teachers know their pupils best and the needs and abilities of pupils with ASN are very diverse. This is therefore not intended as a definitive list of adaptations, rather a list of ideas to support teachers who are looking for ideas on how to adapt activities when working with pupils with ASN. Hazards in the kitchen What happened before? Adaptations for Pupils with Additional Support Needs 63 Healthy Eating Messages A healthy balanced diet Consumer Cooking Hygiene Starchy Foods • Starchy foods (such as bread, pasta, potatoes and rice) should make up about a third of what we eat. Most of us should be eating more starchy foods. • Some people think starchy foods are fattening, but gram for gram starch contains less than half the calories of fat. Often it is the other ingredients which we add to bread or pasta that are high in fat and increases the calorie content. • Try to base meals around starchy carbohydrates, particularly wholegrain versions such as wholemeal bread, pasta and brown rice. • Wholegrain foods contain more fibre than white or refined starchy food, and are often higher in other essential nutrients. Fruit and Vegetables • Fruit and vegetables also make up a large section of the Eatwell Plate, and we should aim to eat at least five portions each day. Eating at least 5 a day may decrease the risk of heart disease and some cancers. • A portion of around 80g counts as one of your 5 a day. The following are some examples of a portion : - 1 apple, banana, pear, orange or other similar-size fruit. - 3 heaped tablespoons of vegetables. - Dessert bowl of salad. • Dried fruit, fresh fruit juices and baked beans can also count towards your 5 a day. However these can only ever be counted once. • A portion of fruit juice is just 150ml, any more does not count. • Tinned fruit and vegetables are another good way of reaching your 5 a day; try to choose versions which have no added sugar or salt. • Variety is important as it gives us a wider range of nutrients and it makes the diet more interesting. • Although potatoes don’t count towards your 5 a day, they are important as a source of starchy carbohydrate. Milk and Dairy • We should aim to include some milk and dairy foods, such as milk or cheese, every day. It is important to choose lower fat, sugar and salt varieties where possible. • These foods contain protein as well as vitamins and minerals like calcium, which is important for bone health. • Dairy foods can also contribute to fat, saturated fat, sugar and salt intakes. Check the labels and try to pick the healthiest options including: - Semi-skimmed, skimmed or other low fat milks which are all recommended for school age children and adults. - Reduced fat cheese. - Lower fat and sugar yogurts. • High fat dairy products should only be eaten in small amounts and less frequently than the lower fat alternatives. Key Messages Key Messages 64 Key Messages Food & Health • Consuming a healthy, balanced diet can help maintain a healthy weight and reduce the risk of developing some common diseases such as cancer, heart disease, stroke and diabetes. • The amount of energy (calories) you need from food and drink depends on a number of factors, including age, gender, body weight and composition and physical activity. On average a woman needs around 2000kcals and a man around 2500kcals. Young children need less energy, while some adolescent boys, for example, may need more. • The Scottish Dietary Goals (http://www.scotland.gov.uk/Resource/0042/00421385.pdf) underpin and set the direction for dietary improvement in Scotland. To achieve our goals it is important that dietary intakes are rebalanced to contain more fruit and vegetables, more foods that are rich in starchy carbohydrates and fibre, more oil rich fish, fewer calories and less fat, salt and sugar. • Eating a varied diet helps ensure you are getting all the essential nutrients. • The Eatwell Plate (http://www.food.gov.uk/scotland/scotnut/eatwellplate/) is a pictorial representation of what is meant by healthy eating. It shows the balance of the different foods groups that constitute a healthy balanced diet. Where possible, the balance may be achieved over the period of a day but more likely the balance will be achieved over a week. • The Eatwell Plate does not apply to children under the age of 2 years or people with special dietary requirements. 65 > 0.9g/portion > 13.5g/portion > 0.75g/100ml ≤ 0.3g/100ml Salt >0.3g to ≤0.75g/100ml > 11.25g/100ml ≤ 2.5g/100ml (Total) Sugars > 2.5g to ≤ 11.25g/100ml > 2.5g/100ml ≤ 0.75g/100ml Saturates > 0.75g to ≤ 2.5g/100ml > 8.75g/100ml ≤ 1.5g/100ml Fat > 1.5g to ≤ 8.75g/100ml Green Colour code MEDIUM LOW Table 3: Criteria for drinks (per 100ml) Text Criteria for drinks (per 100ml): Amber >1.5g/100g ≤ 0.3g/100g Salt > 0.3g to ≤ 1.5g/100g > 22.5g/100g ≤ 5.0g/100g (Total) Sugars > 5.0g and ≤ 22.5g /100g > 5.0g/100g > 1.5g to ≤ 5.0g/100g ≤ 1.5g/100g Saturates > 3g/portion >10.5g/portion HIGH >1.8g/portion > 27g/portion > 6.0g/portion > 21g/portion ≤ 3.0g/100g Fat > 3.0g to ≤ 17.5g/100g Green Amber > 17.5g/100g Red HIGH MEDIUM Red Key Messages • Food labels are an excellent way of making healthier choices, and many manufacturers now use colour coded front of pack labelling. These labels provide easy to understand information about the levels of fat, saturated fat, sugar and salt within a product. • Take a look at the label: the ingredients list always starts with the one which has been used the most in the product. Drink Additional Consumer Information Colour code • Eating too much salt is bad for your health. It can raise blood pressure and increase your risk of heart disease and stroke. • Around 75% of the salt that we eat comes from processed foods. • Look out for salt when shopping; check the labels and try to choose products that are low or reduced salt products. • If there is no amount given for salt on the label, multiplying the amount of sodium by 2.5 will allow you to find the salt level. • Adults and children aged 11 or older should aim to consume no more than 6g of salt a day. This is roughly around 1 teaspoon of salt. • Children aged 7 - 10 should only be consuming 5g per day, and children aged 4 – 6 should consume no more than 3g. LOW Salt • Most of the sugar we eat comes from foods like sugary soft drinks, sweet biscuits, confectionary, sugary yogurts and fromage frais - so it’s a good idea to try and cut down on these; sugar containing soft drinks are the largest contributor to added sugars in the diets of Scottish children and young people. • Sugar can cause tooth decay, especially if eaten between meals. • Sugary foods can also be high in calories, and can therefore make it difficult to control your weight. Text Sugar • Fat is necessary for the body to function properly so we do need to consume some fat, however most of us consume too much. • We should be aiming to reduce the total amount of fat that we eat, in addition to lowering our saturated fat consumption. • Total fat – This refers to the total amount of fat which we get from our food, and includes all types of fat. • Fat should contribute no more than 35% of food energy (calories) each day. • Saturated fat – This type of fat comes mainly from animals and animal products, and having too much can increase our blood cholesterol level, which can then increase the risk of heart disease and stroke. • Saturated fat should contribute no more than 11% of food energy (calories) each day. • Check food labels to help you make the best possible choice. Criteria for 100g of food (whether or not it is sold by volume): Fat Food • In Scotland we eat too many foods from this food group such as confectionery biscuits, cakes and pastries, savoury snacks and sugary drinks. Other foods in this group, such as fat spreads and oils, are necessary but should be used sparingly. • Treat foods like confectionary, sweet biscuits, savoury snacks and sugar containing soft drinks are among the top contributors to calorie intake in the Scottish diet. These particular foods are also known to be among the greatest contributors to fat, saturated fat and sugar intakes. • The high amounts of fat, saturated fat and sugar found in these products can be harmful to health if eaten in excess. New voluntary front of pack labelling scheme (FoP). The new FoP label will show the amount of energy, fat, saturates, sugars and salt in a specified portion of a product. The four nutrients (fat, saturates, sugars and salt) will be colour coded: red (high), amber (medium) or green (low). The energy value will be shown in kilojoules and kilocalories and will not be colour coded. The label will also display the percentage of the maximum daily amount that people are recommended to consume of the four nutrients (% Reference Intakes). • Reference Intakes used to be called Guideline Daily Amounts. High Fat, Salt & Sugar foods Front of Pack Messaging • • • • • • Meat, fish and eggs are important sources of protein, although we also get protein from other foods such as dairy foods, pulses and even from foods in the starchy carbohydrate group. We should aim to eat some of these foods every day. Meat: • Meat provides good quality protein and many other essential nutrients. • Meat and meat products can often be high in fat, saturated fat and salt. Try to choose lean cuts and reduced fat and salt meat products where possible. • There is a link between high consumption of red and processed meats and bowel cancer. Therefore adults who consume more than 90 g/day of red and/or processed meat should consider reducing their intake to 70 g/day. Fish: • We should be aiming to eat at least two portions of fish a week, including one portion of oily fish such as salmon, mackerel, sardines and fresh tuna as they contain essential fatty acids which help to lower the risk of heart disease and stroke. • It is also recommended that children avoid certain types of fish (swordfish, shark and marlin) due to their mercury content. Non-dairy sources of protein: • Beans, peas, lentils and meat substitutes can also be valuable sources of protein. Front of Pack Key Messages 66 Meat, Fish , Eggs & Nondairy sources of protein 67 Food Safety Messages Keeping yourself and your kitchen clean is essential to keep food safe otherwise bacteria can grow and spread. Cooking Hands: • Having clean hands is the first step to making safe food. Our hands can carry dirt and bacteria, which can spread on to food very easily if we don’t wash our hands properly. • So wash your hands thoroughly with soap and warm water: - Before starting to prepare food. - After touching raw meat or poultry. - After using the toilet, touching the bin. - Touching pets. - Blowing your nose or sneezing. • Don’t forget to dry your hands thoroughly because if they are wet they will spread bacteria more easily. Worktops and Chopping Boards: • keep worktops and chopping boards clean. If they aren’t properly clean, bacteria could spread to food and make you ill. • Always wash worktops before and after preparing food. Wipe up any spilt food straight away. • Always wash worktops thoroughly after they have been touched by raw meat, including poultry, or raw eggs. • Never put ready-to-eat food, such as salad, bread or fruit, on a worktop or chopping board that has been touched by raw meat, unless you have washed the board thoroughly first. • Ideally, it’s better to have separate chopping boards for raw meat and for ready-to-eat food. • Reheating rice can be dangerous however it’s not actually the reheating that’s the problem – it’s the way the rice has been stored before reheating. - Uncooked rice can contain spores of bacillus cereus, bacteria that can cause food poisoning. When the rice is cooked, the spores can survive. Then, if the rice is left standing at room temperature, the spores will germinate into bacteria. These bacteria will multiply and may produce toxins (poisons) that cause vomiting or diarrhoea. Reheating the rice won’t get rid of these toxins. - So, the longer cooked rice is left at room temperature, the more likely it is that bacteria, or the toxins they produce, could stop the rice being safe to eat. - It’s best to serve rice when it has just been cooked. If that isn’t possible, cool the rice as quickly as possible (ideally within one hour) and keep it in the fridge for no more than one day until reheating. Cloths: • Dirty, damp cloths are the perfect place for bacteria to breed. So it’s very important to wash kitchen cloths and sponges regularly and leave them to dry before using them again. • Tea towels can also spread bacteria, so it’s important to wash them regularly and be careful how you use them. Remember, if you wipe your hands on a tea towel after you have touched raw meat, this will spread bacteria to the towel. Then, if you use the tea towel to dry a plate, the bacteria will spread to the plate. Utensils • It’s important to keep knives, wooden spoons, spatulas, tongs, etc. clean to help stop bacteria spreading to food. • It’s especially important to wash them thoroughly after using them with raw meat, because otherwise they could spread bacteria to other food. Key Messages Cross contamination • Cross-contamination is one of the major causes of food poisoning. 68 • Cross-contamination is the transfer of bacteria from foods (usually raw) to other foods. The bacteria can be transferred directly when one food touches (or drips on to) another, or indirectly, for example from hands, equipment, work surfaces or knives and other utensils. • Lots of people think they should wash raw chicken, but there’s no need. Any germs on it will be killed if you cook it thoroughly. In fact, if you do wash chicken, you could splash germs onto the sink, worktop, dishes, or anything else nearby. • To prevent cross contamination and stop bacteria from spreading: - Keep raw meat and unwashed vegetables separate from ready-to-eat foods. - Don’t let raw meat drip onto other food – keep it in sealed containers at the bottom of your fridge. - Never use the same chopping board or knife for raw meat and ready to eat food, unless the utensils have been washed thoroughly in between. - Ideally, it’s better to have separate chopping boards for raw meat, unwashed vegetables and for ready-to-eat food. - Always wash your hands thoroughly after touching raw meat and before you touch anything else. - Don’t wash meat before cooking it. Washing doesn’t get rid of harmful germs – only proper cooking will. You also run the risk of splashing germs onto worktops and utensils. • Cooking food properly is essential – to make sure it is safe as well as tasty. Cooking kills harmful bacteria in the food. • To check food is properly cooked, make sure it’s steaming hot all the way through – this means that it is hot enough to have steam coming out of it when you cut into the middle. • It is very important to make sure poultry, pork, burgers and sausages are cooked all the way through. Check that there isn’t any pink meat or that the juices don’t have any pink or red in them. • It’s fine to eat steaks and other whole cuts of beef and lamb rare, as long as the outside has been properly cooked or ‘sealed’. It’s important to seal meat to kill any bacteria that might be on the outside. You can tell that a piece of meat has been properly sealed because all the outside will have changed colour. • When you have cooked food, serve it straight away. Or, if you are cooking food in advance, cool it down as quickly as possible and put it in the fridge until you are ready to eat it. Don’t reheat food more than once. When reheating, ensure that it is steaming hot all the way through. If the food is only warm, it might not be safe to eat. Chilling • It is important to keep certain types of food in the fridge, to ensure they are safe to eat. Remember to keep your fridge at the right temperature (below 5°C). If your fridge is full, turn the temperature down to help it fight germs. You can check your fridge temperature using a fridge thermometer. • Keep the fridge door closed as much as possible. • Make sure food is cool before you put it in the fridge. • If you have any leftover cooked food, cool it as quickly as possible (ideally within one to two hours) and then store it in the fridge. • If you have cooked something large, like a turkey or a big pot of stew or curry, split it up into smaller portions. This will help the food cool down more quickly and will make it easier to fit in the fridge. • If you’re having a party or making a buffet, leave the food in the fridge until people are ready to eat. Generally, you shouldn’t leave food out of the fridge for more than four hours. Barbecue & Outdoor • Defrost meat and poultry before cooking. • To avoid cross contamination store, cook and prepare raw meats, particularly chicken, Eating separately from other foods. • Always use, where possible, separate utensils for raw and cooked meat. • Cook all meat and meat products until they are steaming hot and the juices run clear. • Turn food regularly as it cooks to avoid burning on one side and under cooking on the other. • Never part-cook food on the barbecue and finish cooking later. • Keep marinating meat and poultry in the fridge. Don’t re-use the marinade. • Keep food out of the fridge for the shortest time possible. • Keep hot foods hot and cold foods cold - don’t leave them standing around. • Clean work surfaces and utensils before, during and after use. • Keep pets away from food, dishes and preparation surfaces. Key Messages Cleaning 69 • You will see ‘use by’ dates on food that goes off quickly, such as smoked fish, meat products and ready-prepared salads. Don’t use any fresh food or drink after the ‘use-by’ date on the label, even if it looks and smells fine. This is because using it after this date could put your health at risk. • ‘Use by’ does not always mean ‘eat by’. Some foods can be frozen, its life can be extended beyond the ‘use by’ date. But make sure you follow any instructions on the pack - such as ‘freeze on day of purchase’, ‘cook from frozen’ or ‘defrost thoroughly before use and use within 24 hours’. It is also important you follow any instructions for cooking and preparation shown on the label. • Once a food with a ‘use by date’ on it has been opened, you also need to follow any instructions such as ‘eat within a week of opening’. However, if the ‘use by’ date is tomorrow, then you must use the food by the end of tomorrow, even if you only opened it today. Best Before • You will usually see ‘best before’ dates on foods that last longer, such as frozen, dried or canned foods. It should be safe to eat food after the ‘best before’ date, but the food will no longer be at its best. After this date, the food might begin to lose its flavour and texture. Eggs • Store eggs in a cool, dry place, ideally in the fridge. • Store eggs away from other foods. It’s a good idea to use your fridge’s egg tray, if you have one, because this helps to keep eggs separate. • As part of drive to cut food waste, the FSS has revised its advice on using eggs after the “best before” date. The advice is that providing the eggs are cooked thoroughly, they can be eaten a day or two after the date mark. Previously, the advice was that eggs should not be eaten after their ‘best before’ date, as eggs can sometimes contain salmonella bacteria. If salmonella is present in eggs, it could multiply to high levels and cause food poisoning. But salmonella contamination levels in UK-produced eggs are low, and salmonella is killed by thorough cooking. Food Borne Pathogens Key Messages Allergens & Intolerances Shopping Prepacked Foods: • Always read the ingredients list on any pre-packed food you buy to make sure it doesn’t contain the foodstuff you must avoid. • From 13 December 2014 allergens will be emphasised in the ingredient list to highlight their presence. Allergy advice boxes will only be used to indicate where allergen information may be found on the label and/or how the allergens have been emphasised. • Sometimes small amounts of an allergen may get into a product by accident, even though food producers take great care to stop this happening. If there is a risk this could happen, the label might say something like ‘may contain [name of allergen]’. These warnings should be taken seriously. • Check information on food bought online. Sometimes the online information might not be up to date, so always check the label when the food is delivered. • Most of the major supermarket chains sell a range of products that are free from particular foods or ingredients (such as wheat, gluten or dairy products). Remember you don’t have to buy specialist foods. Lots of normal foods won’t contain the food you are trying to avoid. Foods sold non-prepacked: • Ask the person serving for information about the foods that don’t have labels. Foods that aren’t pre-packed, such as bread from a bakery, salads or cold meats from a deli counter, might be sold in a wrapper but they don’t have to be labelled. However, from 13 December 2014 allergen information must be provided for all food sold loose/non-prepacked. • Beware of accidental contact with food you need to avoid. Small amounts of the allergen may come into contact with the food you wish to buy e.g. from being next to it, or from using the same knife or spoon, or from being wrapped in paper that has touched another food. This is a particular problem with seeds and nuts, which can fall off baked items, and at deli counters, where little pieces of food can drop into another bowl. • Look out for ‘hidden’ ingredients. Biscuits and cakes might contain hidden nuts e.g. almonds in marzipan, ground hazelnut might be in chocolate and icing can contain egg. Eating Out • When you book a table at a restaurant, inform them about your food allergy or intolerance to ensure they can provide you with a meal that doesn’t contain the food or ingredient you react to. • When you arrive at a restaurant, make sure the waiting staff are aware of your allergy or intolerance and how serious it is. Read the menu carefully to see if there is any mention of the food you react to in the name or description of a dish. • Ask staff to check with the chef about allergens or to order something else. • Remember that meals aren’t always made the same way. If you have eaten a particular dish in one restaurant, don’t assume it will be ok the next time or in a different restaurant. Always ask about the dishes. • Be careful when using self service areas in restaurants/cafés where food is in open containers. Even though dishes might not contain the food you react to, it’s easy for a small amount to get into a dish accidentally, either because containers are next to each other, or because people use the same tongs or spoons for different dishes. Allergen Alerts • When the allergy information on food labels is missing or incorrect, or if there is some other allergy risk, the affected foods need to be withdrawn from sale. • When this happens, the Food Standards Scotland, or one of the allergy support groups, can let you know by issuing an allergy alert. If you want to know when a food has been withdrawn because of a food allergy risk, you can sign up for a free SMS text message or email service on the Food Standards Scotland’s website at: food.gov.uk/safereating/ allergyintol/alerts. E. coli: • Most strains of E. coli are harmless, but the strain called E. coli O157 can cause severe illness because it can produce toxins (called verocytotoxins). • E. coli O157 is transmitted through eating, and having contact with undercooked minced beef and drinking milk that is unpasteurised, hasn’t been pasteurised properly, or has been contaminated after pasteurisation. • E. coli O157 is also transmitted through non-foodborne routes such as by direct contact with people or animals that are infected, or with land contaminated with animal faeces. Listeria: • Listeria is a food poisoning bacteria that can live and grow in food – chilled food in particular, for example pâté, cooked sliced meats, soft cheeses and smoked fish and prepacked sandwiches. • Pregnant women, anyone over the age of 60 and anyone who is ill or who has a long-term medical condition are at a higher risk from listeria. • The number of cases of listeria in people over 60 has doubled in the past nine years. • If someone has a food allergy, their immune system reacts to a particular substance in a food that other people find harmless. Most allergic reactions are mild and symptoms include raised itchy red skin rash and swelling of the face. However, severe allergies may cause a reaction called anaphylaxis (or anaphylactic shock) which can be fatal if not treated immediately. • Food intolerance is different from allergy since it does not involve the immune system and thus is not generally life-threatening. • There are 14 major food allergens that must be labelled when present in food (this requirement will be extended to include non-prepacked food from 13 December 2014): Celery, cereals containing gluten, crustaceans (e.g. prawns and crabs), eggs, fish, lupin (seed and flour), milk, molluscs (e.g. mussels, oysters), mustard, nuts, peanuts, sesame seed, soybeans, sulphur dioxide & sulphites (over 10mg/kg or 10mg/l). Campylobacter: • Campylobacter is the most common identified cause of food poisoning, causing over half of all estimated cases of food poisoning. • It’s found mainly in poultry, unpasteurised milk and untreated water. • Campylobacter does not grow in food but it can survive if the food is not cooked properly. • If you’re not careful only a few bacteria in a piece of raw chicken could spread onto food that is ready-to-eat and cause food poisoning. Salmonella: • Salmonella is the second-most common cause of food poisoning after campylobacter. • It has been found in unpasteurised milk, eggs, and products containing raw egg, meat and poultry. • It can survive if food isn’t cooked properly. • Salmonella can grow in food if the food isn’t chilled. • There only needs to be a small number of bacteria in a food for them to multiply. 70 Food Allergy and Intolerance Messages Key Messages Use By 71 Other Useful Resources Education Scotland - Food for Thought Food on Focus The Food for Thought series of support materials look at ideas for food as a context for interdisciplinary learning, and how Curriculum for Excellence supports learning about food and health. These resources aim to support learning about Scotland’s food and drink through well planned interdisciplinary learning from early to fourth level. Healthier Scotland Cooking Bus Any school, community-focused organisation, project or company can apply for a fully funded visit from the Healthier Scotland Cooking Bus. Unfortunately not every application can be successful, but we try to visit those who need our support most. Find out more and apply here www.focusonfood.org/scotland Food for Thought Resources: Mind Map poster – www.educationscotland.gov.uk/Images/ FoodforThoughtposter_tcm4-723969.pdf Food for Thought Leaflet – food as a context for Learning – www.educationscotland. gov.uk/Images/FoodforThoughtleaflet_tcm4-723970.pdf Progression of skills in food and health – www.educationscotland.gov.uk/resources/f/foodhealthskillssupportresource. asp?strReferringChannel=studyingscotland&strReferringPageID=tcm:4-75709764&class=l6+d160980 Practical Food Skills – Developing practical food skills and knowledge – for early years/ primary led by secondary subject specialist. www.educationscotland.gov.uk/resources/c/ cpdsupportframeworktodeveloppracticalfoodskills/introduction.asp Education Scotland also has a number of useful resources: • Scottish Food and Health leaflet and link to learning journeys. • The Way we Grow and Catch Food in Scotland leaflet and link to learning journeys. Resources & Other Useful Resources • The Scottish Food Industry leaflet and link to learning journeys. 72 The resources and information about them can be found on their website: www.educationscotland.gov.uk/studyingscotland/resourcesforlearning British Nutrition Foundation Food - a fact of life Food - a fact of life provides a wealth of free resources about healthy eating, cooking, food and farming for children and young people aged 3 to 18 years. The resources are progressive, stimulate learning and support the curriculum throughout the UK. All resources are designed to ensure that consistent and up-to-date messages are delivered. www.foodafactoflife.org.uk/ Focus on food also has a number of useful resources; information about these can be found on their website: • Skill Up, Start Cooking - This brand new teaching resource is specially designed to support the planning and teaching of cooking to children ages 3-11 in primary schools or early years settings. www.focusonfood.org/resources_equipment • The COOKIT - A set of hand-selected, high quality cooking equipment contains everything you need to teach groups of up to 12 pupils. www.focusonfood.org/equipment • Skills Snippets - Focus on Food’s expert team of food teachers developed Skills Snippets to make teaching cooking skills easier for teachers and other cooking leaders. You can access Skills Snippets online for free - www.focusonfood.org/skills_snippets Scottish Food and Drink Federation The Scottish Food and Drink Federation (SFDF) is an independent, industry funded trade association, representing food and drink manufacturers from major global brands through to small and medium-sized enterprises in Scotland. SFDF is a division of the Food and Drink Federation (FDF), which is the voice of the UK food and drink industry. Establishing the sector as a recognised ‘career destination of choice’ is a priority issue for SFDF. Supported by Scottish Government, SFDF’s Schools Programme - A Future in Food is a national programme that aims to help young people understand the wide variety of careers on offer in the industry and explores the routes to access them. The programme works by facilitating partnerships between school and industry to help use industry expertise to support teachers delivering the curriculum, using food as a context for learning. Resources and more information can be accessed here. www.sfdf.org.uk/sfdf/schools_programme/ SFDF’s Skills Ambassadors Network, funded by Skills Development Scotland, is designed to inspire young people to join the sector by harnessing the skills, knowledge and expertise of people working within food and drink. Resources and more information can be accessed here. www.sfdf.org.uk/sfdf/skills_ambassadors_network.aspx Core competences The core competences for children and young people aged 5-16, set out a progressive framework of skills and knowledge around the themes of diet and health, consumer awareness, cooking, food safety and active lifestyles. Uses for the competences include being an audit tool for teachers, a guide for developers creating resources for schools and a framework to support curricula change and examination specifications. Book designed by Social Enterprise Foyer Graphics. www.foyergraphics.com Tel: 01224 562865 Resources & Other Useful Resources Food is something we can all relate to. It is a powerful vehicle to help young people investigate a wide range of issues and can be taught meaningfully across curricular areas. The increased focus on food and health within the curriculum is especially important at a time when it is essential to raise levels of physical activity, address mental and emotional health concerns and tackle the rise in levels of obesity. 73 Food Standards Scotland 4th Floor, Pilgrim House Old Ford Road Aberdeen AB11 5RL Email: [email protected] © Crown Copyright 2015
