My Changing World: Thematic Unit Home Economics: Stop the Rot! Learning for Life and Work (MLD) Writ Ers’ Group

My Changing World: Thematic Unit Home Economics: Stop The Rot! Learning for Life and Work (MLD) Writ ers’ Group

Nora O Baoil, Fleming Fult on School, Belfast (Edit or) Mura Kennedy, Fleming Fult on School, Belfast (Edit or) Avril Fryer, Rostulla School, Ne wt o wnabbey Ruth McCreadie, Longst one School, Belfast June Richardson, Cedar Lodge School, Belfast Fionnuala Saunders, St Gerard’s Education Resource Centre, Belfast Pauline Brady, Rathmore Guidance Centre, Antrim Colm Hassan, Belmont School, Londonderry Mary Connolly, Erne School, Enniskillen Eileen McKeo wn, Erne School, Enniskillen Mary McKendry, Castle To w er School (Loughan Campus), Ballymena

As sociat e Teachers Denise Maguire, Ne wt o wnabbey Educational Guidance Centre Bronac O’Connell, Sunlea Educational Guidance Centre, Coleraine

Co ver Pho t ograph: Bubbles Pho t o Library Unit Title: My Changing World Sub Theme: Home Economics: Stop the Rot!

Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

Curriculum Objective: To develop the young person as an individual

Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethical awareness

Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, curiosity, tolerance, integrity/moral courage, respect, community spirit

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, supportive environment, ongoing reflection, enquiry-based

The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.

Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills.

The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt and extend them as appropriate for your classes.

1 My Changing World Thematic Unit Home Economics: Stop the Rot! 2 Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:

Home Economics Home Economics Home Economics Healthy Eating Independent Living Independent Living Investigate the impact of Investigate consumer rights Investigate a range of factors storage, preparation and and responsibilities that influence consumer cooking on food choices and decisions

Home Economics Healthy Eating Explore ways to achieve a healthy diet

My Changing World Thematic Unit Home Economics: Stop the Rot! Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and Learners will have Capabilities opportunities to …

Why does food ... examine factors involved in Show the learners two apples, bananas, lettuces and/or slices of bread – one fresh Make links between cause need to be storing fresh food. and one rotten or mouldy. Ask which one they would prefer to eat. You could take digital photos at regular intervals while the food deteriorates to have a record to and effect kept fresh? show in class. Communication - Discuss the learners’ responses and the consequences of not keeping food fresh. Contribute Talk together about how it is best to eat fresh food to prevent food poisoning. comments, ask questions and Discuss how food comes from plants or animals. Create two large wall charts from respond to others’ pictures in magazines, one showing food from plants, and the other, food from points of view animals. Highlight that animal foods need careful storage because they are high-risk foods.

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in orange are Cross Curricular Skills

Skills tabs printed in yellow are Thinking Skills and Personal Capabilities

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Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and Learners will have Capabilities opportunities to …

Examine options, ... develop skills in the safe Storage conditions should maintain the nutritional value, appearance and taste of How can we keep weigh up pros storage of foods. food. Use the PowerPoint to introduce the need for foods to be stored correctly. food fresh? and cons Together discuss the different places food can be stored in the kitchen, for example a dry goods cupboard, vegetable rack, fridge or freezer.

Communication - PP: Food Storage Communicate information, Gather a wide selection of different foods and play the Four Corners game. Print ideas, opinions out Resource 1 and label each of the four corners of the room. Give each learner and feelings a food, or a picture of food, and tell them to stand in the corner they think is correct (for example, milk belongs in the fridge corner). Using ICT - Investigate, make Resource 1: Four Corners predictions and solve problems Use the pictures in Resource 2 to reinforce the information. Have the learners through interaction decide in small groups where each food should be stored. with electronic tools

Resource 2: Where Would You Store These Foods Safely? Using ICT - Research, Show the PowerPoint and discuss together the guidelines for storing food in the select, process fridge. Together consider the guidelines for storing food in the freezer. and interpret information PP: The Fridge And The Freezer

Use the fridge and freezer in the HE Room to illustrate all of the above. Alternatively, a visit to the school canteen might show a broader range of examples.

Select, classify, ... develop skills in the safe Provide copies of Resource 4 and, if possible, A3-sized copies of the picture in Resource 3. How can we keep compare storage of foods. Have the learners cut and paste or draw the foods into the appropriate storage area in the food fresh? and evaluate kitchen. This activity reinforces the information they have learned about food storage. information

Resource 3: The Kitchen Communication - Listen to and take Resource 4: Kitchen Storage part in discussions

Read through Resource 5 to consider facts about milk and different ways it was Communication - sold in the past. Research online the history of the milkman. Collect different Communicate packaging used for storing milk, for example paperboard cartons, plastic bottles, information, glass bottles and billycans. Group the containers into those that would keep ideas, opinions milk fresh for a day, for a week or for longer (long life). You could develop this and feelings using packaging theme into individual projects on the history of other packaging. an expanding vocabulary Resource 5: About Milk Communication - Stress again that some foods, including milk, need to be stored in the fridge to help Find, select and use stop bacteria multiplying. Highlight sell-by/use-by information on milk packaging, information from a and emphasise the dangers of using high-risk foods after these dates. range of sources

Emphasise that food poisoning is an avoidable illness. There is a selection of excellent websites with good resources covering this topic fully.

For further information, go to: www.foodlink.org.uk - click on Food Storage and Food Poisoning for good fact sheets.

www.storefoodonline.com - go to Education, then click on Post Primary.

www.eatwell.gov.uk/keepingfoodsafe

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Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and Learners will have Capabilities opportunities to …

Make predictions, ... combine and build on Explore with your learners what supermarket chains they know. Consider what is How do examine evidence information from a variety meant by the term ‘supermarket’. For instance, all supermarkets have common supermarkets and distinguish fact of sources. features: they have a design of layout to encourage impulse buying, a mixed range from fiction keep food fresh? of merchandise, and are often located on the outskirts of towns and cities. Carry out a survey to find out which supermarket chain is most popular, using as big a Communication - sample base as possible. Communicate information, Organise a visit to a local supermarket to enable the learners to complete Resource ideas, opinions 6. (If a group visit is not possible, they could do this as homework.) and feelings Resource 6: Supermarket Sweep Using ICT - Research, Have the learners work in groups to investigate various supermarket websites select, process and look at the procedures for ordering online. Together discuss the reasons and interpret why this method of shopping could be helpful to certain groups of people (for information example people who do shift work, mothers with young children and people with disabilities). Using ICT - Access and Make a shopping list of basic foodstuff (or ingredients for a recipe). Use manage supermarket websites or price comparison sites to check prices and record which information supermarket is best value.

Discuss the advantages of the different types of food available: fresh, chilled, frozen, dried and tinned. Explain that this wide variety of ways to preserve food allows us an extensive choice in our diets and can help us to prepare healthy meals more easily.

Justify methods, ... make informed choices. Together discuss why some people are critical of the big supermarket chains. Should I shop in a opinions and Supermarkets face criticism for contributing heavily to environmental damage by supermarket? conclusions importing foods unnecessarily, presenting overpackaged foods, using plastic carrier bags, etc. Explore environmental issues created by our shopping habits. Communication - Listen to and take Create two lists – one for the advantages of shopping in a supermarket and one part in discussions for the advantages of shopping in a smaller shop. As the investigation progresses, and explanations add comments under these headings.

Communication - Show the PowerPoint and discuss the information it contains. Speak clearly and structure talk so PP: Eco-Friendly Shopping that ideas can be understood by Discuss and/or investigate together on the internet some specific companies that others sell eco-friendly products, such as: − Ecover; − Divine; − Suma; − Traidcraft; − People Tree; and − Café Direct.

Use Resource 7 to evaluate what changes your learners would feel were acceptable in their lives to help the environment.

Resource 7: How Far Would I Go?

You can make links to Art & Design by: Creating a poster that encourages people to think environmentally, for example ‘Reuse plastic bags’.

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Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and Learners will have Capabilities opportunities to …

Make links ... investigate factors which Together discuss what influences the learners’ food choices. Include the following What influences between cause influence teenage food choices. factors where appropriate. my food choices? and effect Personal likes and dislikes: Have the learners list a number of their favourite and least favourite foods on Communication - separate post-it notes. Communicate information, You can make links to Using Mathematics by: ideas, opinions Creating a bar chart, Venn diagram or pie chart of the results. and feelings using Fashion trends and advertising: an expanding Together identify foods which are popular today but were not available or vocabulary fashionable some years ago. You could set this as research homework, asking the Using Mathematics - learners to interview their parents or grandparents about food trends in their youth, Read, interpret, recording or videoing their interviews if possible. Discuss how advertising may organise and influence our choices. Develop this theme if appropriate. present information Religion: in mathematical Using the internet, books and encyclopedias, investigate the reasons for food formats choices in a range of religions. Using ICT - Health issues: Research, Explore the issue of healthy food choices. Investigate which are healthy food choices select, process and why. and interpret information Together you could create a menu and cook a healthy meal.

Examine options, ... review learning and identify Together discuss the need for a personal or family change in choices about food, food Is there anything I weigh up pros some aspects that might storage or shops. Decide how best to bring about this change, for example talking should change? and cons be improved. with their parents about buying more fruit and vegetables, reusing plastic bags or exploring with younger siblings the need for appropriate food storage. Communication - Communicate Encourage the learners to present feedback to their peers on any success or information, challenges they encounter. ideas, opinions and feelings

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My Changing World Thematic Unit Home Economics: Stop the Rot! Resources

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Four Corners Resource 1

Fridge Freezer Cupboard Vegetable basket

My Changing World Thematic Unit Home Economics: Stop the Rot! Where Would You Store These Foods Safely? Resource 2

fresh milk carrots baked beans cooked ham

fresh strawberries sliced cheese fresh bread eggs

cooked chicken fresh apples pasta flour

lettuce rice yoghurt ice cream Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com) Widgit Software (contact Johnson LLC Johnson PCS Symbols © Mayer Mayer

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The Kitchen Resource 3

Salad Drawer

My Changing World Thematic Unit Home Economics: Stop the Rot! Kitchen Storage Resource 4

Do you remember all you have discovered about how important it is to store food safely? Cut and paste the foods below into the correct storage space in the kitchen. You may want to work in small groups.

tomato sauce salad ice cream fresh strawberries sugar rice

BEANS

bagel tinned beans tomatoes biscuits broccoli fruit juice

chicken fillet frozen chips bread jar of coffee frozen peas butter

MAYO HONEY

sliced cooked meat mayonnaise honey fresh meat milk bananas Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com) Widgit Software (contact Johnson LLC Johnson PCS Symbols © Mayer Mayer

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About Milk Resource 5

Originally, milk was delivered from There are many types of milk. Most people drink cow’s milk, but a large churn on the back of a cart. Some types depend on the milk some people are allergic to it. fat content (for example semi- They can drink soya milk, from skimmed) and some on the type of soya beans. processing (pasteurisation).

Pasteurised milk has been heated There are three main UHT milk and dried milk can be to kill most of the bacteria. types of milk that stored for a long time. we can buy: full-fat milk, semi-skimmed milk and skimmed milk. Cows in an organic herd have Many foods are made from milk, Milk used to be delivered by access to fields and are not given for example cream, ice cream, milkmen, but now there are any hormones. cheese and yoghurt. very few. Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com) Widgit Software (contact Johnson LLC Johnson PCS Symbols © Mayer Mayer

My Changing World Thematic Unit Home Economics: Stop the Rot! Supermarket Sweep Resource 6

Supermarkets are divided into different sections, carefully planned to get you to buy as much as possible! On your visit to the supermarket, tick the box as you find each section.

fresh fruit and vegetables frozen foods

chilled prepared food sauces

tinned foods bread

fresh meat soft drinks

detergents toiletries During your visit, find out if the supermarket offers services, for example credit cards or insurance. Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com) Widgit Software (contact Johnson LLC Johnson PCS Symbols © Mayer Mayer

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How Far Would I Go? Resource 7 Circle the changes you would be willing to make to help the environment.

Use shopping bags or baskets and say ‘no, thank you’ to plastic carrier bags. Reuse plastic bags as bin liners.

Buy food loose when you can, especially fruit and vegetables. Always choose refillable, reusable containers.

Cut back on using the car. Walking will keep you fit, save you money and stop all those poisons getting into the air.

Use eco-friendly washing powder and cleaning agents.

Choose fruit and vegetables that are in season and grown locally. For example, when you see strawberries in winter, you know they aren’t grown locally.

Find out where you can recycle bottles, paper and clothes near where you live. Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com) Widgit Software (contact Johnson LLC Johnson PCS Symbols © Mayer Mayer

My Changing World Thematic Unit Home Economics: Stop the Rot!