Download inside. Science - British Cheese Board

Loads of creative ideas for primary activities
CHOOSE
CHEESE
SC I E N C E PAC K
Fully curriculum-linked Science teaching pack for Key Stage 2
Choose Cheese
British Cheese Board Science Pack for Key Stage 2
Contents
Introduction
3
Curriculum matrix
4
Section 1: Science activities
Section 2: Photocopiable sheets
15–25
Section 3: Further information
26
Author: Rachel Sparks Linfield
Design: Pulleygraphics
Poster and illustrations: Fred Pipes
Published by Magenta Project
Management Ltd
www.magentaonline.co.uk
ref: M11/96
Acknowledgements
This pack was originally produced in 2002
by the British Cheese Board with support
from British dairy farmers through the
Milk Development Council.
This edition published 2011
© British Cheese Board
2
5–14
Introduction
This pack could be used for a science unit of work over half a term or to
support ongoing work throughout the year. It is of relevance to classes studying
food, good health or properties of everyday materials.
This pack aims to encourage children to
● understand what is meant by a ‘balanced diet’
● realise that foods affect growth and health
● become aware of cheese as a source of calcium,
protein and vitamin B12
● enjoy carrying out a variety of scientific activities.
For new and updated facts and statistics visit our
website www.britishcheese.com where you can find
extra information you can download.
Section 2 provides a number of sheets that can be
photocopied. They include pictures taken from the
PowerPoint slide, sheets for recording observations,
a fact sheet on tooth decay and pictures of a healthy
bone and one suffering from osteoporosis.
Section 3 gives further information. It includes
suggestions for useful websites and a ‘topic web’
based on cheese.
Safety
Section 1 outlines a number of scientific activities
that could be carried out with Key Stage 2
children. Each activity is referenced to the
National Curriculum for Science and also
includes details of the resources, key vocabulary
and learning intentions. Where appropriate,
cross-curricular links are suggested. In order to
maximise the use of activities, year groups are not
given. Instead, it is hoped that teachers
throughout Key Stage 2 will see the relevance of
particular activities for their classes. By varying
the amount of teacher input, and in some cases
the technical vocabulary used, the activities can
be appropriate for a range of ages and abilities.
Some of the activities use the Food types
PowerPoint slide supplied with the resource.
All the activities outlined within this pack have been
trialled with Key Stage 2 children. When carrying
out practical science activities, please follow
school/area health and safety guidelines. It is also
vital that teachers consult children’s records and
carers for information on food allergies and
medical conditions before undertaking activities
that include food. This is particularly important
where activities involve handling, smelling or
tasting foods.
The following table outlines the strands of the
National Curriculum for Science that are relevant
to the science activities described in Section 2.
3
Key Stage 2 Science curriculum matrix
Activity
Science
Life processes: Nutrition
Scientific enquiry
Materials and their
properties
Healthy
lifestyles
Functions
and care of
teeth.
Importance
of testing
ideas using
evidence
from
observation
and
measurement.
Compare
everyday
materials
and objects
on the basis
of their
material
properties.
What
makes a
healthy
lifestyle,
including
the
benefits of
exercise
and healthy
eating.
Sorting
foods
Planning a
balanced
meal
Comparing
food
contents
x
Calcium for
bones
Healthy
teeth
PSHE
x
About the
need for
food for
activity and
growth,
and about
the
importance
of an
adequate
and varied
diet for
health.
Planning.
Obtaining
and
presenting
evidence.
Considering
evidence
and
evaluating.
x
x
x
x
x
x
x
x
x
x
x
x
Observing
cheeses
x
x
x
Sorting
cheeses
x
x
Observing
cheese
when
heated
4
x
Comparing
cheeses
Cheese
with fruits
Describe
changes
that occur
when
materials
are heated
or cooled.
x
x
x
x
SECTION 1:
Science activities
Although the following activities include some learning objectives for scientific
skills, these will vary from class to class depending upon the way teachers
choose to structure the lessons. Throughout all the activities, children should be
encouraged to ask questions, to make observations, to enjoy making discoveries
and to consider what else they would like to find out.
SCIENCE AND HEALTHY EATING
A1 Sorting foods
Learning objectives:
Children will sort foods into groups.
Children will develop awareness of food groups
that make up a balanced diet.
Key vocabulary:
Names of foods, names for chosen food groups,
e.g. cereals, dairy products
Organisation:
Whole class working in pairs/small groups
Resources:
Food types PowerPoint slide provided with this
resource; set of photocopied food pictures for each
pair/small group
Introduction:
Show children the PowerPoint slide. Help them to
identify the foods. Ask them to name foods on the
slide that are fruits. Ask for suggestions of different
ways that the foods could be grouped.
Activity:
Show children the photocopied sheets. Ask them to
cut the sheets into separate foods and to sort them
into potatoes and cereals (including bread);
vegetables and fruits; dairy foods; proteins; fats and
foods containing sugar. Encourage the children, as
they sort the cards, to give reasons for placing a
food in a particular group. Where children cannot
agree, ask them to place the food in a separate pile
to be discussed during the plenary.
Plenary:
As a class, sort a set of cards. Encourage children to
realise that some foods may belong to more than
one group. Explain the function of the foods for
health and growth. Introduce the notion of a
balanced diet.
Extension:
Ask children to sort the foods eaten for a lunch,
using the groupings of the above activity.
5
SCIENCE AND HEALTHY EATING
A2 Planning a balanced meal
Learning objectives:
Children will further their understanding of
‘balanced’ meals.
Children will collaborate to plan balanced meals.
Introduction:
Remind children of the groupings used for sorting
foods. Together, look at the slide of foods. Help
children to realise how the foods can be used in a
balanced diet.
Organisation:
Whole class
Activity:
Invite children, in pairs, to plan balanced lunches.
Provide paper plates to stick on pictures of foods.
Some children may wish to use foods depicted on
the slide whilst others may prefer to draw pictures
of other foods.
Resources:
Food types PowerPoint slide provided with this
resource; paper plates, crayons, paper, glue,
scissors; photocopied Menu for a day (page 21) and
food picture sheets
Plenary:
Invite children to talk about the meals they have
planned. Encourage children to give reasons for
their choices and to use words such as ‘protein’,
‘dairy products’ and ‘fibre’.
Key vocabulary:
Names of foods, names for chosen food groups,
e.g. cereals, dairy products
Extension:
Encourage children to use the ‘Menu for a day’
sheets to plan balanced meals for a day.
6
SCIENCE AND HEALTHY EATING
A3 Comparing food contents
Learning objectives:
Children will research the contents of foods.
Children will develop understanding of the role of
food in the growth and maintenance of healthy
bones and teeth.
Children will make comparisons.
Key vocabulary:
Names of foods
Organisation:
Whole class working in pairs/small groups
Resources:
A collection of clean labels/packets from foods such
as cheese, cereals, fruit juice, baked beans and milk
that detail nutritional values; calculators; Eatwell
Plate PowerPoint slide.
Introduction:
Invite a child to select one of the food
labels/wrappers and to read out the nutritional
information. Encourage children to say what they
think the various vitamins, minerals, etc., do.
Explain the importance of eating sufficient amounts
of protein, carbohydrates, vitamins and minerals
within a healthy diet.
Activity:
Provide each pair/group with a selection of food
labels/packets. Encourage them to research the
contents and to compare the amounts of minerals,
vitamins, available carbohydrate and protein within
each one.
Plenary:
Compare the contents. Talk about the various
sources of calcium identified in the Teachers’ Notes.
As a class, draw up lists of foods that are good
sources of vitamins and calcium. During the
following days/weeks encourage children to add
further foods to the list.
Extension:
Make a class collage of clean food wrappers.
Encourage children to research the foods’ contents.
Compare the fat content in a 30g serving of cheese
with that in a similar weight portion of chocolate,
crisps and biscuits. Then compare the other
nutrients.
7
SCIENCE AND HEALTHY EATING
A4 Calcium for bones
Learning objectives:
Children will compare the structure of a healthy
bone and one suffering from osteoporosis.
Children will understand the need for calcium for
healthy bone growth and maintenance.
Key vocabulary:
calcium, osteoporosis, bone
Organisation:
Whole class
Resources:
For each child a photocopiable sheet showing bones
(page 20) and a 1cm x 1cm card window;
magnifiers; pencils; plain paper
Introduction:
Show children the sheet showing a healthy bone
and one suffering from osteoporosis. Explain that
strong bones are built during childhood and early
adulthood by eating a balanced diet that is rich in
calcium and in vitamin D, which is needed to help
the body absorb calcium. Explain that exercise is
also important to build strong bones.
Activity:
Show children how to lay the card window on the
healthy bone and to observe carefully the holes and
the amount of bone material. Then put the window
in a similar place on the bone suffering from osteoporosis and again observe the section closely. Ask
children to carry out observations on further
sections in order to compare the bones on the
sheet. Provide magnifiers for children to make close
observational drawings of two sections.
Plenary:
Ask children to report on their observations.
Remind children of the importance of eating foods
that are rich in calcium, such as cheese.
Extension:
Invite an adult known to the class who suffers from
osteoporosis to talk about how it affects their life.
Window for viewing bones
Normal bone
Osteoporotic
bone
4 x card strips
3 x 1 cm
8
staple
SCIENCE AND HEALTHY EATING
A5 Healthy teeth
Learning objectives:
Children will understand the need for calcium for
growing and maintaining healthy teeth.
Children will set up an experiment to observe the
effect of vinegar (acid) on a hard-boiled egg.
Key vocabulary:
calcium, healthy, teeth, plaque, decay, enamel,
saliva, neutralise, acid
Organisation:
Whole class
Resources:
Teeth fact file photocopiable sheet, (page 22) felt
pens/crayons; plain paper; vinegar; a hard-boiled
egg in its shell; clear plastic beaker
Introduction:
As a class, make a list of ways to promote healthy
teeth. Encourage children to think about the way
they clean their teeth, the foods they eat and visits
to dentists.
Activity:
Show children the pictures outlining the process of
tooth decay. Talk through each stage. Explain that
eating a small piece of cheese at the end of a meal
can help to prevent tooth decay by increasing the
amount of saliva in the mouth and neutralising the
acids. Also, tell children that eating cheese can help
to replace minerals in tooth enamel such as calcium.
Provide paper and pens for children to make
posters of ways to look after teeth.
Plenary:
Encourage children to show and explain their
posters. Show children the hard-boiled egg. Ask
children to give words to describe it. Lightly tap the
egg to show it has a hard shell. Place it in a clear
plastic beaker filled with vinegar. Explain that the
vinegar, like plaque, is acidic and will dissolve the
calcium. Ask children to predict how this will affect
the hard-boiled egg.
Extension:
Examine the hard-boiled egg after it has been left in
vinegar over night. It should demonstrate that the
acid attacks the eggshell and makes it soft. Relate
this to the action of plaque on teeth. A similar effect
can also be seen by placing a clean bone in vinegar.
Invite a dentist to talk about caring for teeth.
Prior to the visit, involve children in writing
questions they would like to ask.
Note: Dentists advise to not clean teeth for 30
minutes after eating fruit because brushing has the
effect of rubbing acid into the enamel, which can
cause damage.
9
SCIENCE AND CHEESE
A6 Observing cheeses
Learning objectives:
Children will observe cheeses.
Children will record their observations for a class
dictionary of cheeses.
Children will handle blunt knives in a safe,
considered manner.
Key vocabulary:
Names of cheeses, texture, taste, words to describe
the cheeses, observation, observe, features
Organisation:
Children working in pairs
Resources:
Food types PowerPoint slide; photocopiable
recording sheet, (page 23) selection of cheeses (e.g.
West Country Farmhouse Cheddar, Wensleydale,
blue Stilton, British Brie, red Leicester, white
Cheshire, coloured Cheshire); paper plates; blunt
knives; book containing clear plastic A4-sized
wallets
Note: This activity is best when carried out with
cheeses from identified areas of the country.
Introduction:
Show children the slide. Ask them to point to the
pictures of cheese. Show children the packets of
cheese. Ask whether they are similar to those on the
10
slide. Has anyone ever eaten any of the cheeses?
Which one did they prefer? Explain that, in pairs,
they are to observe the cheeses and fill in their
observations for one on the record sheet.
Activity:
Ensure children have clean hands. Provide each pair
with a slice of each cheese. Ask children to make as
many observations of the cheeses as possible.
Encourage them to be imaginative and precise
when describing the colour, taste, smell and
texture. When cutting the cheeses, ensure children
use the blunt knives in a safe way and observe both
the ease of cutting and the ‘cleanness’ of the cut, i.e.
is the edge smooth or broken? Do pieces break off?
Plenary:
Invite children to talk about their observations for
each cheese. Encourage children to think about the
words that are used for the same cheese and to
consider which ones provide the clearest picture.
Explain that the sheets will be used to start a class
dictionary of cheeses.
Extension:
Encourage children to complete further record
sheets for cheeses eaten at home. Arrange
completed sheets in alphabetical order and display
them in the plastic wallets along with clean cheese
packets/labels.
SCIENCE AND CHEESE
A7 Comparing cheeses
Learning objectives:
Children will observe and compare cheeses of
differing strengths.
Children will consider systems for classifying
cheeses.
Key vocabulary:
Names of cheeses, hard, soft, strength, mature,
medium, mild
Organisation:
Whole class introduction, followed by paired work
Resources:
Packets of mature (strength number 4 or 5),
medium (strength number 3) and mild
Cheddar (strength number 1 or 2); medium
strength Leicester, double Gloucester, mature or
extra creamy blue Stilton; class dictionary of
cheeses; blindfold; blunt knife; paper plates;
photocopiable table for class results, (page 24)
Introduction:
Remind children of their observations for the class
dictionary. Show them the packets of cheese. Point
out the strengths and discuss the likely differences
between mature, medium and mild strength
cheeses.
Activity:
Explain that, working in pairs, one child will be
blindfolded and taste pieces of mature, medium and
mild strength cheese. Their task is to identify the
cheese strength. Their partner will record the
strength. For example, if the taster says the mature
cheese is mature, a ‘5’ would be entered. If,
however, they thought it to be of medium strength,
a ‘3’ would be written down.
Plenary:
As a class talk about the results. How easy was it to
differentiate between the cheeses? Was it a fair test?
If the testing was to be done again, could anything
else be done to make it even fairer? (E.g. does the
taste of one cheese affect observations of another?
Were the pieces of cheese of equal size?) Provide
pieces of medium-strength cheeses for children to
eat and compare.
Extension:
Invite children to invent their own systems for
classifying cheeses such as smoothness, crumbliness,
by scent, consistency and by colour. Encourage
them to consider times when such scales might be
useful. Place any scales invented in the class
dictionary of cheeses.
Compare the texture, appearance and taste of
full fat and low fat cheeses.
Before starting the tasting, ensure children’s hands
are washed. Put on a labelled plate the three pieces
to be tasted. Explain that the child who records
should direct the taster to the cheese so that only
the taster is touching the cheese. Also talk about the
need for the cheeses to be tested in random orders.
11
SCIENCE AND CHEESE
A8 Sorting cheeses
Learning objectives:
Children will make branching keys for sorting cheeses.
Children will use keys to sort cheeses.
Key vocabulary:
Names of cheeses, branching key
Organisation:
Small groups
Resources:
Plain paper, ruler, pencil; flip chart/whiteboard; for
each group pieces of four different cheeses
Introduction:
Explain that branching keys can be used for sorting
and for identification. Demonstrate how to make a
branching key to sort four numbers or children.
Encourage children to suggest questions that have a
yes/no answer and think about what makes a good
question for a key. Write the key on the flip
chart/whiteboard.
A9 Observing how cheese
behaves when it is heated
Learning objectives:
Children will observe the effect of heating cheese.
Children will compare cheese before and after
heating.
Children will consider safety when heating cheese.
Key vocabulary:
heat, melt, names of cheeses, names of ingredients
within the chosen recipe
Organisation:
Pair/small group (this will depend on individual
schools’ facilities for cooking activities)
Activity:
Provide each group with four different cheeses and
check children know their names. Ask them to
make a key to identify the cheeses.
Plenary:
Invite groups to show their keys and to try them
out on the rest of the class. Encourage children to
consider which keys work best and whether some
cheeses are harder to write questions for than
others (e.g. white Cheshire and Wensleydale).
Extension:
Write more branching keys for a greater number of
cheeses or other foods.
Resources:
Ingredients/cooking utensils for the chosen recipe
(see below)
Note: By far the most enjoyable and effective way to
observe the effects on cheese when it is heated is to
cook. If, however, this is not possible foil cake cases
containing small pieces of cheese can be floated in a
bowl of hand-hot water. Although the cheese will
not melt completely, some changes can be observed.
Introduction:
Ask children what they think will happen when
cheese is heated. Explain that they are going to
cook with cheese and compare the differences
between cooked and uncooked cheese.
Activity:
Cook Cheesy Toast, Quick Pizza, Cheesy Beans or
Cheesy French Stick. Involve children in the
preparation.
Plenary:
Enjoy eating the product!
Extension:
Make a class book of recipes that include cheese.
Encourage children to ask parents/carers for ideas.
12
SCIENCE AND CHEESE
Recipes
Cheesy French Stick
Cheesy Beans
Ingredients:
French stick
Slices of cheese
Slices of tomato
Ingredients:
pitta bread
1 small can baked beans
grated cheese
1 Cut the French stick in half lengthways and then
into pieces about 10cm long.
2 Put on slices of cheese. If desired, decorate with
pieces of tomato.
3 Grill the French stick pieces until the cheese
‘bubbles’ and starts to go brown.
1 Heat the beans.
2 Warm the pitta bread.
3 Put the beans on the bread, sprinkle on the grated
cheese and place under a grill for about one minute.
Cheesy Toast
Ingredients:
1–2 slices bread
5g butter or margarine
50g grated cheese
1 tablespoon milk
1 Toast the bread.
2 Melt the butter in a saucepan, remove it from the
heat and add the grated cheese.
3 Stir in milk to make a stiff mixture.
4 Spread the mixture on the toast and grill until the
cheese becomes golden brown.
Quick Pizza
Ingredients:
100g self-raising flour
pinch of salt
25g margarine
2 tablespoons milk (approx.)
grated cheese, tomato, pineapple
1 Grease a baking tray.
2 Rub together the flour, salt and margarine to
make a breadcrumb consistency.
3 Add milk and mix to make a ball of dough.
4 Roll out the dough on a floured board into a
circle of about 18cm diameter and place it on a
greased baking tray.
5 Top with grated cheese and, if desired, pieces of
tomato or pineapple.
6 Bake for about 15 minutes at Gas Mark 6/200C
until the pizza is golden brown.
13
SCIENCE AND CHEESE
A10 Cheeses with fruit
Learning objectives:
Children will discover which fruits go well with
cheese.
Children will plan collaboratively.
Children will make comparisons.
Children will handle equipment in a safe,
considered manner.
Key vocabulary:
Names of fruits and cheeses
Organisation:
Whole class introduction followed, later in the
week when fruits chosen by the children have been
bought, by children working in small groups
Resources:
For the introduction: a cheese containing fruit (e.g.
Wensleydale with cranberries, white Stilton with
apricots); for the practical activity: cubes of
Cheddar, Leicester, Lancashire and Brie; cocktail
sticks, paper plates, a selection of fruits
Ideas for cheese investigations
An important part of science is encouraging
children to use their imaginations and
creativity when planning investigations.
Possible investigations that use cheese include:
● comparing ways to package cheese
● finding ways to test for cheese hardness
● finding ways to test for the ‘crumbliness’ of
cheese
● finding the best way to grate cheese without
a shop-bought grater.
Within all these topics children should be
encouraged to consider the resources they
would need and how to make their tests as fair
as possible.
A sheet for planning an investigation is
provided on page 25.
14
Introduction:
Ask whether anyone has ever eaten cheese with
fruit. Has anyone ever had cheese with pineapple
on a pizza? Blue cheese with mango chutney?
Cheshire with apple? What did they taste like?
Show children the packet of cheese containing fruit.
Provide pieces to taste and describe. Explain that
later in the week they are going to investigate which
fruits, if any, taste good with Cheddar, Leicester,
Lancashire and Brie. Encourage children to
consider what types of fruits they would like to try
and to give reasons for their choices.
Activity:
Invite groups to explore the taste and appearance of
a fruit eaten with cubes of Cheddar, Leicester,
Lancashire and Brie. Ask them to prepare a poster
to show their observations.
Plenary:
As a class, consider the posters. Which fruits did
children feel worked best with cheese? Why? Did
all the cheeses work with the fruits?
SECTION 2:
15
SECTION 2:
16
SECTION 2:
17
SECTION 2:
18
SECTION 2:
19
Bones
SECTION 2:
Normal bone
Strong, dense,
compact bone
Spongy bone
Osteoporotic
bone
Thin, weak,
compact bone
Thin, broken,
spongy bone
20
Menu for a day
Breakfast
SECTION 2:
Lunch
Evening meal
21
Teeth fact file
●
●
Humans have two sets of teeth. Children have 20
teeth. When children are about six years old
these teeth start to be replaced by 32 permanent
teeth.
Humans have four types of teeth: incisors,
canines, molars and premolars.
SECTION 2:
●
Incisors are for
biting
Canines are used
to tear food
When we eat, pieces of food are chewed by
teeth, mixed with saliva and moved by the
tongue until they are small enough to be
swallowed. Plaque can form if food is left
between the teeth. Plaque is a sticky substance
made up of bacteria and food remnants. The
bacteria breaks the food up into acid, which then
attacks the tooth enamel and makes a cavity.
molar
cavity
decay
gum
Premolars grind
food
Molars grind
food
●
●
Teeth are living parts of our body. They contain
blood vessels and nerves.
Enamel
Dentine
Pulp cavity
Gum
Root
Jaw bone
Blood vessels
and nerves
22
Plaque can be prevented by:
regular brushing and using dental floss
regular visits to the dentist
not eating sugary snacks between meals
eating a piece of cheese at the end of a meal
because it gets rid of the acid that attacks the
teeth.
Observing cheese
SECTION 2:
Name ...................................................................................................................................
Observation of ........................................................................................................ cheese
Observations
Colour
Texture
Smell
What happens when
the cheese is cut
Taste
Other features
23
Cheese strengths
SECTION 2:
Table to show which strengths of cheese blindfolded children could identify
Name of taster
24
Mature
Medium
Mild
Strength number 5
Strength number 3
Strength number 1
Investigation planner
Investigation to find out
I predict
This is what I am going to do
This is what happened
I found out
If I did this investigation again
SECTION 2:
25
SECTION 3:
Further information
The ‘topic web’ below shows further ideas for
activities based on cheese. It is hoped that schools
that have enjoyed using the activities within this
pack will also enjoy using the ones for Design
Technology, Geography, and Personal, Social and
Health Education.
More information about British cheeses and a list of
current members of the British Cheese Board can
be found on the website www.britishcheese.com
Research methods of
producing cheese
History
Research
cheese on the
Internet
Do a class
survey of
favourite
cheeses
Useful websites
British Nutrition Foundation:
www.nutrition.org.uk
Dairy Council Northern Ireland:
www.dairycouncil.co.uk
Dairy Council: www.milk.co.uk
National Osteoporosis Society: www.nos.org.uk
Vegetarian Society: www.vegsoc.org
Plot cheese producers
on a map
Geography
Design and
Technology
(DT)
Information and
Communication
Technology (ICT)
English
Make a
glossary of
words used in
cheese making
26
Investigate the
best size and
shape for
making
‘cheese
wheels’ for
using in
cheese-rolling
festivals
Design and
make cheesebased toppings
for pizzas
CHEESE
Make a flow
chart of the
cheese-making
process
Investigate
materials used
to package
cheese
Write menus
and recipes
First Published 2002 by Magenta Project Management Ltd
Updated 2011 © British Cheese Board
www.magentaonline.co.uk
CHOOSE
CHEESE
S C I E N C E PAC K
This pack aims to encourage children to
● understand what is meant by a ‘balanced
diet’
● realise that foods affect growth and health
● become aware of cheese as a source of
calcium, protein and vitamin B12
● enjoy carrying out a variety of scientific
activities.