HEALTHY Schools Lesson Resource Bank First Level – Eat Smart, Play Smart
Interdisciplinary Learning Project – Get Healthy, Stay Healthy Planning Framework Context for Learning – Healthy Eating Healthy Eating Module – Where Does My Food Come From?
1 HEALTHY Schools Why Do People Choose Unhealthy Options? Contents
Theme Topic Suggested Learning Activity
Food Sources Where does my food come from? Paint the picture
Food Sources Bread, Rice, Potatoes and Pasta Where do my starchy carbohydrates come from? Food Sources Milk and Dairy Where does milk and dairy come from?
Food Sources Proteins Meat and fish based sources of protein
Food Sources Fruit and Vegetables Fruit and Vegetables 1
Food Sources Fruit and Vegetables Fruit and Vegetables 2
Food Sources The function of additives Sugar, Salt and Fat
Food Sources Availability and accessibility of foods Shop to plate
Food Sources Culture and Religion Different cultures, different foods
Food Sources Review What have I learned?
2 Where Does My Food Come From?
Theme: Food Sources
Topic: Where does my food come from?
3 SUGGESTED LEARNING ACTIVITIES
Paint the picture Explain that over the next 8 weeks we are going to look at food and where it comes from.
Each week we will look at a different topic and further discuss how these foods make their journey from production to plate.
Sessions include: Where my carbohydrates come from? Where my milk and dairy come from? Meat Fruit and veg Salt Sugar Supermarket to plate Different cultures, different foods
Explain that all foods start their journey as one of 2 things; ask the children what they think these might be?
Following discussion confirm that all food comes from either plants or animals.
Now that the class understand all our foods come from either plants or animals they should be encouraged to consider which of these might form the foods we eat.
The pupils should be broken up into groups and given paper with the heading: “Plants or Animals we might eat”
Remind the class that there are various different areas to consider including sea and foreign foods.
On instruction to Stop the group with the most ideas will win. All other groups should perform the song “Old MacDonald had a farm” as a forfeit.
This should encourage further participation. Each group should feedback their ideas and discuss their answers, the answers could be written on the board under “Plant” and “Animal” heading.
Once each group has had a chance to feedback, discuss any other answers you feel to be relevant. Each pupil should draw a picture of their favourite meal. 4 Example; Chips and Cheeseburger Steak Pie, Potatoes and Vegetables Pizza and Chips 5 Where Does My Food Come From?
Theme: Food Sources
Topic: Bread, rice, potatoes and pasta
6 SUGGESTED LEARNING ACTIVITIES
Where do starchy carbohydrates come from? Introduce the carbohydrates session and explain what a starchy carbohydrate is.
Ask the children to come up with types of foods that are a carbohydrate. Give them a couple of examples such as:
Bread Rice Potatoes Pasta Cereal
Now inform the pupils, most of these foods can be made from 2 different types of grain, “Wholegrain” and White grain”. Ask the pupils which of the foods from the list are wholegrain or white-grain. Answers should consist of:
Bread Rice Pasta Cereal
Try and relate these foods to products the pupils may eat and discuss whether they are wholegrain or white grain foods. (This could be written on the board, under 2 headings “Wholegrain” and “White-grain”. Such as:
Wholegrain
Wheatobix Wholegrain (Brown) Bread
Multigrain (Wholegrain in them)
Cheerio’s Bread Puffed Wheat (Cereal)
Now ask the pupils which type of grain do they prefer and eat within their household. This could be done by a show of hands. Some pupils may not have tried or even been aware of the 2 different types of grain, later within the session we will discuss how these types of foods are different and how they are made.
So now that we have looked at the different types of grains, this part of the session looks at where these grains come from and why they are different.
Show the pupils the picture of wheat plant and ask them what they think it is. Inform the pupils that wheat is a plant and can be used to make bread, cereals, pasta, cakes etc…
Either draw on the board the wheat plant or give each group/table the picture of the wheat plant. Discuss each part of the plant and its function. 7
Now discuss Wheat to Bread
Now look at where oats come from. 8 Where Does My Food Come From?
Theme: Food Sources
Topic: Bread, rice, potatoes and pasta
9 SUGGESTED LEARNING ACTIVITIES
Where does milk and dairy come from? Explain that we are about to do a session which looks at milk and dairy including where it comes from.
Ask the pupils if they can name any foods from this group, ideas could include: Full fat, skimmed and semi skimmer milk Cheese Yoghurt Butter Cream Focus specifically on milk – ask the pupils if they can name the different colours of milk carton (they may not know why these are different but should be able to name the colours from their fridge at home)
Once pupils have identified the Blue, Green and Red cartons ask them by show of standing which colour of milk they drink at home. Ask if anyone knows the difference between each colour? Explain that blue milk is full fat and red skimmed.
We are now going to look more specifically at where each of these foods comes from. Take each of the dairy products in turn and discuss; Cheese - The basic principle in making all cheeses is to curdle milk so it separates into: Curds (milky white lumps) and Whey (a thin watery liquid). The curds are then used to make most cheese. Yoghurt – Is made by blending fermented milk with various ingredients that provide flavour and colour. Butter – Split the class into groups and hand out the “Butter Making Cards” the groups should aim to place the cards in order. Following this confirm the correct order as shown on attached answer sheet. Milk – As we have seen from the above examples many dairy products begin with milk. Ask the pupils where we get milk from?
We are now going to discuss n depth where milk comes from;
Farm to Glass – The Cow 1. Firstly let’s look at the cow, interestingly they don't chew their food - they just swallow until they feel full and makes up for not chewing by digesting extra slowly and thoroughly, using their four stomachs. 2. The un-chewed grass goes straight into stomach number one until that stomach is full. 3. The grass then passes into stomach two where it starts to ferment and forms into balls called the cud. The cow then regurgitates the cud (brings it back up into her mouth) and re-chews it. 4. Once the cow has finished chewing the cud it swallows again and it goes into the third stomach where it is broken up by bacteria. 5. The fourth and final stomach digests the thoroughly broken up grass and passes nutrients into the cow's bloodstream and udder where they are used to make milk. A dairy cow produces about eight litres each time it is milked or about 16 litres per day. That's about 80 glasses of milk every day!
Farm to Glass – Milking 1. The farmer slips rubber-lined, metal teat cups onto the cow's udder where they're held on by suction. The cups are connected to a vacuum pump which mimics the rhythmic on-off pressure of a calf drinking. Pipes carry the milk away from the cups and into a refrigerated vat where the milk stays until collected each day by a tanker from the local dairy factory.
Farm to Glass – Tankers 1. Milk tankers are huge trucks with special refrigerated compartments that keep the milk cool from the farm all the way to the factory. The milk must be kept cool so it remains bacteria free. Once the tankers have collected milk from all the farms on their run, they drive to the dairy factory and pump the milk into huge storage silos. 10
Farm to Glass – The Factory 1. At Anchor, milk is processed very quickly to make sure it stays fresh.
Farm to Glass- Pasteurisation
11 Where Does My Food Come From? Theme: Food Sources Topic: Protein
SUGGESTED LEARNING ACTIVITIES
Meat & fish based sources of protein Explain that we are about to do a session which looks at meat including where it comes from. Before further discussing this topic, hand out week ones meal pictures as drawn by the pupils.
In groups the pupils should list any meats they think are present in the pictures, for example; the meal could be pizza and chips with the meat being chicken or ham on the pizza. This will encourage them to separate the meat from all other parts of the meals.
Please note that there are other sources of protein such as lentils, check peas, beans, tofu, mushrooms & meat substitutes such as quorn & soya which are essential for vegetarians, pescetarians & vegans and an important source of protein in the diet of non-vegetarians.
Each group should then feedback to the full class with all meats being listed on the board. We are now going to consider where exactly these meats have come from. Typical examples might include; Burgers - Cow Chicken – Chicken Ham – Pig Bacon – Pig Steak – Cow Fish Fingers – Fish Having identified which animals each food comes from take the animals one at a time and aim to list as many foods as possible to show the diversity available with one type of meat. Example – Cow Burgers Steak Steak Pie Mince / Spaghetti Bolognese / Mousaka Meat Balls Sausages
Hand out the food pair cards. In small groups the cards should be laid across the table, only 2 cards can be turned at a time. The group are aiming to match the food to the animal it came from, for example; A chicken curry should be paired with the picture of a chicken.
When they have matched all cards the group should shout bingo. If all cards are correct they will win the game. 12 Where Does My Food Come From? Theme: Food Sources Topic: Fruit and vegetables 1
SUGGESTED LEARNING ACTIVITIES
Fruit and vegetables 1 Explain that we are about to do a session which looks at fruit and vegetables including where they comes from.
Background Thousands of years ago many fruits and vegetables grew in the wild then people began to gather them as food.
It was not until around 11,000 years ago that people began to plant fruit and vegetables and farmers experimented, learning to grow new kinds.
Fruits and vegetables found growing in one part of the world were taken by explorers and traders to many other parts of the world. The fruits and vegetables were then planted and grown in many countries around the world. For example, it is believed that Christopher Columbus took pineapples to Spain from South America in the 1400s.
Today we are going to look at fruit and vegetables in relation to countries. Ask the pupils to consider which fruits and vegetables they think came from which countries. Write these ideas on the board for future reference.
A large world map should be displayed within the classroom so all pupils can view clearly the countries.
5 minutes should be taken to familiarise the class with the map before discussing fruit and veg. Ask the pupils if they can identify each country on the map.
Using the attached sheet “Origins of Fruits and Vegetables” discuss where each originated. Each example should be referred back to the map.
Each group should be given a blank map.
Using coloured pencils’ the group should aim to draw fruits/vegetables over the countries where they originated.
Differentiation
Extension - Draw some pictures of fruits and vegetables with the national flag of where it is produced
Support – World map posters with post-it notes showing which fruits and vegetables come from each country could be displayed in a public area of the school to encourage all the children to be aware of where fruit and vegetables are produced.
13 Where Does My Food Come From? Theme: Food Sources Topic: Fruit and vegetables 2
SUGGESTED LEARNING ACTIVITIES
Fruit and vegetables Explain that we are about to do a session which follows on from the previous lesson about where fruit and vegetables come from.
Why we should eat 5-a-day Eating five portions of fruits and vegetables a day helps to keep our bodies healthy. This is because of the nutrients in them.
All foods contain nutrients and different foods give us different kinds. You can’t see nutrients but your body needs them to grow, get energy and stay healthy.
Fruits and vegetables give us lots of important nutrients, like fibre and vitamins. This is why it’s good to eat lots of them – at least five portions every day.
Did you know Canned, dried and frozen fruits and vegetables still count towards your 5 A DAY It’s best to eat a range of colours of fruits and vegetables so that your body takes in a range of nutrients Fruits and vegetables still count when they are mixed with other foods, like with porridge or in a pasta sauce Fruit juice, beans, pulses AND baked beans also count towards your 5 A DAY… but only as one portion, no matter how much of them you have Potatoes don’t count towards your 5 A DAY (but they’re still important to help you stay healthy)
Pupils should complete either the 5-a-Day Basket or Colourful Present worksheets.
Pupils should complete the Eat a Rainbow worksheet
14 Where Does My Food Come From? Theme: Food Sources Topic: What are additives and what do they do?
15 SUGGESTED LEARNING ACTIVITIES
Sugar, salt and fat Explain we are going to discuss ‘Sugar, salt and fat’, we will discuss different types of fats and sugars and where sugar, salt and fat come from.
Get the pupils to think of things they might eat, that has sugar, salt or fat in them and write these answers on the board. Examples of these could be:
Sugar I add sugar to my tea Its in my cereal – Frosties Fizzy juice Chocolate Sweets
Salt I add it to my chips Crisps
Fat I cook my food in oil Butter Chocolate
Take each additive in turn.
Sugar Discuss the 2 different types of sugar you may have in your diet. Healthy – Sugar that is natural and found in foods like fruit, this is not damaging to my body but it could damage my teeth if I do not look after them properly. Unhealthy – Man made sugar – comes from a plant which is crushed to make sugar, which can be damaging to our bodies and teeth if we eat too much.
Visual activity for sugar
Take a food and a drink that the pupils may have for their morning break. You will need these items, a packet of sugar and a clear cup or container. For every 5 grams in the ingredients list = a teaspoon of sugar, with this in mind visually show the pupils how much man made sugar (Unhealthy sugar) is in their foods. Try and use a full fat can of juice like coke and a bar of chocolate like a milkyway. In one can of coke there are 7 teaspoons of sugar and the milkyway has 6 ¾.
After the visual part of this session is complete, explain that they should only consume 52 grams of man made sugar a day, which sounds like allot but that is only 10.4 teaspoons and if you had a can of coke and a milkaway you are 3 teaspoons over already.
What other foods is sugar in?
This part of the session will illustrate that not only foods like chocolate or fizzy juice has sugar. Look at the pupils answers from earlier in the session and discuss and add to this list. 16 Sugar can be found in most foods, for example:
Cereal Bread Where Does My Food Come From? Theme: Food Sources Topic: Availability and accessibility of foods
17 SUGGESTED LEARNING ACTIVITIES
Shop to plate Explain that we are about to do a session which looks at our foods journey from the supermarket to the plate. We are going to consider the different phases which might have an influence on what foods reach our homes and how accessible these foods are.
Ask the pupils to name different foods we might have in our cupboards at home. Write these ideas on the board.
General examples might include; Milk Crisps Meat Chips Frozen foods etc
In groups the pupils should create a drama named “Family shopping trip”
The drama should be based on a family going for the weekly food shop and should specifically mention the following; Which supermarket they are going too Which foods they are buying Why they are buying those foods What they might make with those foods
Each group should then show their drama with the teacher noting on the board as they go the above points.
Above we looked at the foods we buy, why do the pupils think we buy these foods? Marketing (the way they look, adverts, familiarity) Ease (frozen foods require less preparation) - Today lots of people choose to eat frozen foods in place of freshly prepared meals. - Ask the pupils to name some frozen foods which could be replaced with fresh cooked foods - Examples; chips/potatoes, Taste (sugar and fat appeals to our taste buds)
Ask the pupils what happens when we get home? How does the food continue its journey? Unpack the bags Choose what we are going to have for dinner Cook the food
Let’s look more specifically at the food preparation phase. On many occasions food needs to be combined to create a meal. We generally do not eat meals straight from the packet.
Ask the pupils to name their favourite homemade meals; Mince and potatoes Soup Spaghetti Bolognese Steak Pie etc 18 Choose one meal and talk the pupils through its full journey, ex; Steak Pie – - Steak comes from the cow goes to the butchers, is then sold to the supermarket where it is bought by the customer who takes it home to cook. - It is then combined with other ingredients to produce a steak pie which is served on our plates for dinner
19 Where Does My Food Come From? Theme: Food Sources Topic: Culture and religion
20 SUGGESTED LEARNING ACTIVITIES
Different cultures, different foods Explain that we are about to do a session which looks at religion and culture in relation to different foods.
To begin with encourage the children to identify the foods they “think” are related to different countries. Write each of the following countries on the board and ask the class to come up with as many ideas as possible; Africa – Rice, fruit, veg America – Burgers, chips, pizza Scotland - Haggis, neeps and tatties, scotch pie England – Fry up, Sunday roast, chip shops, pies China – Noodles, curry, duck, rice India – Curry, spices, herbs, chicken Italy – tomatoes, pizza, pasta, Spain – Fish, seafood, ommlette,
The map could be used again to highlight where these countries are located.
We are now going to look specifically at religions in relation to food.
Ask the class if they can identify any religions, these might include; Christian Catholic Muslim - Eating is a matter of faith in Islam. Muslim dietary practise is fundamentally about obeying God. All practising Muslim believers obey God Almighty by eating the allowed foods (halal) and avoiding the forbidden foods (haram). Hindu - Food plays an important role in worship, and the food offered to God (prasada) is thought to bestow considerable religious merit, purifying body, mind and spirit. Meat, fish, poultry, and eggs as they are usually considered tamasic (influenced by ignorance) and are not sanctioned by either the scriptures or saints. Buddhist - There are no set dietary laws in Buddhism. Buddhist dietary restrictions are structured very differently than those of the Abrahamic religions such as Judaism and Islam. In those religions, the dietary restrictions make a clear distinction between permitted foods and forbidden foods.
Taking each in turn are the pupils aware of any foods which link to religion? Both the Christian and catholic religion do not have any special requirements however the others do. Discuss these using the table provided.
Religion Main dietary Restrictions Hindu Beef and Veal and any derivative. Eggs Muslim Port and any derivative. Often shellfish. Other meats must be Halal. No Alcohol Orthodox Jewish Pork and any derivative, certain fish and shellfish. Other meats kosher. Separation 21 of meat and diary Sikh Beef and any derivative. Specific methods and slaughter.
22 Where Does My Food Come From? Theme: Food Sources Topic: Review of learning
SUGGESTED LEARNING ACTIVITIES
What have I learned Explain that today’s session will be an overview of the last 8 lessons.
It will briefly re-instate each topics main message while also testing the pupils on how much they remember.
Ask the pupils if they can name the 8 topics discussed: Carbs Milk and Dairy Meat Eggs and Peas Fruit and Veg Sugar, Salt and Fat Supermarket to plate Culture and Religion
Take each topic in turn and ask the pupils what feel they have learned.
An A3 sheet of paper should be stuck on the board and a spider diagram created for all topics, with pupils coming out one at a time to write their lessons learned on the page. Complete the crossword “Where does my food come from”
Differentiation
Extension – Individual sheets may be used and mounted on displays to illustrate progress and development within Health and Wellbeing.
Support - children could use shoulder partners when creating spider grams
Answers to the crossword should be given and any questions related to the overall theme answered. 23