Food - a fact of lifearchive.foodafactoflife.org.uk/attachments/... · Web viewTeachers’ Guide....

Teachers’ Guide

Cooking: 5-8 years (revised 2012)

Contents

Welcome 2Key Facts 2Using Food – a fact of life 3Key Facts and learning objectives 4Downloadable resources 5Key Fact ‘Planners’ 6Curriculum links 32The Food – a fact of life resources 33Videos 37Recipes 38Sources of further information 39

WelcomeThis guide will help you plan a series of successful lessons exploring cooking and food skills for children aged 5-8 years. The messages and concepts for this module are derived from the eatwell plate – the UK healthy eating model.

Key FactsThe key messages and concepts are delivered through 5 Key Facts:

1. There is a variety of ingredients that can be used for cooking.

2. There are lots of different pieces of equipment used in cooking, some of which have special jobs.

3. There are a number of basic food skills which enable us to cook a variety of dishes.

4. It is important to store, prepare and cook food safely and hygienically.

5. When planning to cook, we need to consider the time of day, person and occasion.

Why Key Facts?The 5 Key Facts have been developed to provide a comprehensive and progressive approach to teaching the topic of healthy eating. It provides a framework to build upon, ensuring that consistent and up-to-date messages are delivered in school.

Using this framework, children will be gradually introduced to different concepts, skills and knowledge about ingredients, equipment and cooking skills and techniques.

It is recommended that each Key Fact is taught in order – to ensure that there is a clear progression in learning and understanding of fundamental concepts. The Key Facts provide an excellent base for creating your own lessons.

Uses in schoolFood – a fact of life provides a comprehensive framework for teaching children about fundamental food and nutrition facts. The activities and resources provided are mapped explicitly to the different curricular requirements around the UK. See page 32 for details.

© Food – a fact of life 20122

Using Food – a fact of lifeAs described, the teaching and learning about food and nutrition for 5-8 year old children is divided into 5 Key Facts.

For each Key Fact, the following is provided:

Learning objectives; Classroom activities, e.g. investigations, research, ICT, cooking; Useful resources, e.g. worksheets, PowerPoint presentations, SMART Board activities and

recipes (which can be laminated for future use); Sources of further information.

Pages 7 to 31 show how each Key Fact can be taught in your school, with ideas for introduction, main task and plenary sessions. These ‘planners’ highlight the most appropriate resources to use – most of which can be downloaded from the Food – a fact of life website.

The Key Fact ‘planners’ and downloadable resources are designed to be flexible and allow you, the professional, to dip-in and use what you feel is best for your school and the children you teach. Feel free to use the Key Fact ‘planners’ in detail or in part – the choice is yours.

Food – a fact of life fully supports and exploits the appropriate use of ICT in teaching and learning, using a range of interactive activities to enable children to learn about fundamental food concepts, as well as PowerPoint presentations and videos that can be used directly in the classroom. However, the Key Fact ‘planners’ also promote and encourage hands-on practical work with food, suggesting different tasting, handling and cooking activities for children.


Key Fact and Learning Objectives Overview

Key Fact Learning objectives1. There is a variety of ingredients that can be used for cooking.

a) To be able to recognise a range of basic ingredients.b) To know that ingredients are available from different shops, markets, or can be grown at home.c) To know that a lot of the food we eat is produced in the UK and be able to talk about a place in the UK where this happens, e.g. apples in Warwickshire.d) To know that some ingredients need to be prepared before they can be eaten.

2. There are lots of different pieces of equipment used in cooking, some of which have special jobs.

a) To be able to name a range of simple equipment.b) To know that some equipment has a special job and know what that special job is, e.g. colander, peeler.c) To be able to use a range of simple equipment.

3. There are a number of basic food skills which enable us to cook a variety of dishes.

a) To understand that there is a range of basic cooking skills.b) To be able to use basic cooking skills to make a dish.

4. It is important to store, prepare and cook food safely and hygienically.

a) To know that different foods need to be stored differently.b) To know the hygiene and safety rules which need to be followed before, during and after cooking work.

5. When planning to cook, we need to consider the time of day, person and occasion.

a) To know that people eat different food and meals according to the time of day, who they are and the occasion.b) To be able to modify a recipe to suit the time of day, person and occasion.c) To be able to use a tasting session to inform recipe planning.d) To be able to prepare a recipe which considers the time of day, person and occasion for which it is needed.


Downloadable ResourcesFor each Key Fact, a number of downloable resources have been developed for use in the classroom.

The resources include: Worksheets: photocopiable masters that can be used by children for a variety of

different activities.

Cards: photographs and pictures of different ingredients, equipment and actions that can be printed (perhaps in colour) and laminated. These are ideal for sorting tasks.

PowerPoint presentations: if you have an interactive whiteboard, these can be used to introduce many of the Key Facts. They also include a number of questions and tasks – these could be completed by the class. The presentations could also be printed for an attractive display. All PowerPoint presentations can be customised, allowing you to tailor them to the needs of your children.

SMART Board files: if you have an interactive whiteboard, these can be used to support lessons and stimulate discussion or engage children in small group work.

Guides: support information for teachers and teaching assistants on various issues about working with food and children in the primary school classroom.

Videos: 22 videos highlight specific food skills, as well as demonstrations of basic recipes for use in the primary school classroom, as well as more advanced recipes for inspiration.

Recipes: three different sets of recipes have been provided, focusing on non-cook, the use of heat and baking.

It would be useful to download the resources in advance, as you might like to laminate some for the future, e.g. Food bingo boards, or save others onto CD-ROM, e.g. PowerPoint presentations.

Key Fact ‘planners’ list the different resources available and give examples of how they may be used. A summary of all the resources provided can be found on pages 33-36.

Healthy eatingTo compliment the resources outlined in this guide, an additional range of resources can be found in the Healthy Eating module on the Food – a fact of life website. This includes worksheets, PowerPoint presentations and four interactive activities addressing the eatwell plate.


Key Fact ‘Planners’

How to use the ‘planners’The planners provide guidance for teaching about different food and nutrition concepts in school.

Each Key Fact ‘planner’ is divided into 3 columns, these being:

Learning objectives Activity Resources

Learning objectivesThese highlight the main learning objectives for each Key Fact. In essence, these are core competences for what children should know and understand at this age.

ActivityThis is the main part of the ‘planner’. It details how you, the teacher, can introduce concepts, organise tasks and question children’s understanding.

The text highlights appropriate questions that could be asked, as well as the most appropriate resources to use. These are only suggestions, and should be used in conjunction with ‘tried and tested’ methods you currently use.

ResourcesDifferent Food – a fact of life resources are highlighted for use. The name and type of the resource is provided, along with a number. This is unique for each resource.

For example: Where do ingredients come from Worksheet 200 Let’s get ready to cook Poster 201 Hygiene PowerPoint 204 Skills SMART Board 201

All the resources can be found in the Cooking and food skills module on the Food – a fact of life website. In each Key Fact area, you will find a copy of the ‘planner’ as well as the downloadable resources.

Key Fact 1: There is variety of ingredients that can be used for cooking.

Learning Activity Resources


objectivesa) To be able to recognise a range of basic ingredients.

*Before this lesson, laminate and cut out the Food bingo boards and Food Cards.

b) To know that ingredients are available from different shops, markets, or can be

Show children the Eatwell plate poster.Explain that we need to eat different foods from these groups to be healthy. Ask the children to name each food group and some of the foods they can see.

Show children the Food Cards one at a time, keeping the food name covered. You could use the Food PowerPoint to make it easier for the whole class to see the foods. Ask them what each one is called and then ask some of the following questions for each food:

Have you tried this food before? What does it taste like? What can you eat it with? Which food group does this belong

to?

Module link: Healthy eating module 5-8 Key Fact 4. This module provides lesson notes and resources to teach children about the eatwell plate.

Organise the children into pairs and give each pair a Food bingo board.Explain that you will take a Food Card and call out the food on that card. If the children have this food on their board, they can cover it with a counter. The first pair to cover all their foods will be the winner. The boards can be swapped and the activity repeated.

Encourage the children to think about where the different foods in the meals they eat come from. Introduce the term ‘ingredients’ for the different foods which make up meals. Start by asking 2-3

Eatwell plate Poster 200

Food Cards 200

Food PowerPoint 200

Healthy eating module 5-8 Key Fact 4

Food bingo boards Cards 201

Counters


grown at home.

c) To know that a lot of the food we eat is produced in the UK and be able to talk abouta place in the UK where this happens, e.g.

children the following questions:

What did you eat for your evening meal last night?

What ingredients did it contain? Who made your meal? Where did that person get the

ingredients from? E.g. supermarket, local market, fish mongers, butchers, the garden, an allotment.

Ask the whole class to help you note down other places, not already mentioned, where ingredients can be found.

Where do their parents/carers and wider family, get ingredients from? e.g. Grandad in Norfolk or Auntie in Pakistan.

Establish that ingredients are available in different shops, markets and grown at home.

Show the Ingredients PowerPoint to reinforce this idea.

Based on what has been discussed and the PowerPoint, ask children to complete the Where do ingredients come from? Worksheet. Display the Food Cards and/or Food bingo boards to help the children with ideas.

Look at the UK food PowerPoint. This shows some of the food produced in the UK. Talk about the slides and question the children on the produce shown in the PowerPoint:

What can you see?

Ingredients PowerPoint 201

Where do ingredients come from? Worksheet 200

Food Cards 200

Food bingo boards Cards 201

UK foodPowerPoint 202


apples in Warwickshire.

*Teacher note: When you select these foods, consider the following:-Do these foods represent a variety of areas in the UK? Will they be well spaced around the UK map?-Will the children recognise some of these places? Perhaps one of the foods could be from the local area and some could be from places children have come across in other curriculum subjects.-Depending on the age and ability of your class, you may wish to mark and label the places where the foods come from on the Where in the UK? Worksheet before you copy it for the class. This will make it easier for the children to find and indicated where the foods were produced.

d) To know that some ingredients need to be prepared before

Question the children to see if they know any other foods produced in the UK.

Grown - wheat, apples, strawberries, plums, potatoes, peas, spring onions, asparagus, carrots, herbs

Reared – cows, sheep, chickens Caught – trout, salmon.

Show the children food that has the Red Tractor label. Explain that farmers/producers are inspected to make sure they meet standards and are British. How many Red Tractor logos can they see on the food selection?

Buy a selection of foods* which have been produced in different places in the UK. Show children each of the items and question them:

What is it called? Have you ever eaten it? What dish or meal does it go in or

with? What does it taste like?

Ask one of the children to look at the label and say where the item was produced, then mark this place on a large UK map. Repeat this with all the foods.

Give each of the children a copy of the Where in the UK? Worksheet. Depending on the age and ability of the children, you may wish to mark the places where the food comes from on the worksheet before you copy it. Older or more able children will be able to use the large UK map you marked earlier to find the places on their own maps. Re-cap where each of the foods you discussed were produced and explain that they need to draw 4 of the foods, one in each box. They then need to draw a line from each food to where it comes from on their map.

Extension: use the internet to find out what other ingredients are produced in the UK.Find out what is produced in the local area.

A selection of 6 foods which are labelled with where they were grown or produced, e.g. spring onions form Worcestershire, Caerphilly cheese from Glamorgan.

A large map of the UK

Where in the UK?Worksheet 201

Food to show and discuss with the children

Or


they can be eaten. Talk about what has to happen before some food/ingredients can be eaten. Show some foods, or the Ingredients Cards if you prefer: grapes, carrots, pepper, courgette, potatoes, pasta, meat, eggs, cheese. If you have a school garden, this is a great opportunity to take the children out to look at or pick some of the foods available.

Question children about each food: What is this called? Have you eaten it before? How is it prepared before you eat

it? (washed, cut, grated, shaped, cooked)

Talk about what must be done with some foods and what can be optional, e.g. fruit and vegetables generally have to be washed or peeled, eggs must be cooked, carrots can be eaten raw or cooked, but do need to be washed first.

Look at some of the recipe videos and talk with children about how the ingredients are prepared in order to make the different dishes:Coleslaw – cut – grate – combine.Vegetable Kebabs – cut – arrange –grill.

Show children the Bread Video. Draw attention to the ingredients which go into the bread, the process and the cooking.

Weighing; Sieving; Mixing; Kneeding; Proving; Shaping; Baking.

Display the foods or Ingredients Cards from earlier. Show the Making a meal of it! Worksheet. Explain to the children that they need to draw and ingredient in the first box, draw how it is prepared in the next box and then draw it in a meal in the last box, e.g. a carrot – a carrot

Ingredients Cards 202

Coleslaw Video

Vegetable Kebabs Video

Bread Video

Ingredients Cards 202

Making a meal of it!Worksheet 202

Bread Recipe


being peeled – carrot in a coleslaw.

Extension: organise for the children to make some bread. Highlight the processes involved. See Bread Recipe.

Key Fact 1 plenary

Revise the names of different basic ingredients with the children. This could be done by:

showing children the Food Cards and asking them to name the foods;

choosing a card, keeping it hidden and getting the children to ask yes/no answer questions to try and establish what food is on the card;

display the cards or foods, cover them, remove one, uncover, and ask children to say what has been taken.

List the places where ingredients can be acquired, e.g. butcher, baker, allotment. Ask the children to say what ingredients can be found in each place,

Question children to see if they can give examples of places in the UK where food is produced.

Show the ingredient cards and ask the children to explain how the foods need to be prepared before they can be eaten and what dishes they can be made in to.

Food Cards 200


Further activitiesArrange a visit local supermarket, find foods from given pictures and record information about them. Talk to a shop manager and encourage the children to ask questions, e.g. where does the food come from. Give children a Food treasure hunt Worksheet to record their findings.If possible, ask a farmer, parent, friend of the school who grows food to come and talk to the children about what they grow, what it involves, planting and harvesting times. Perhaps they can bring in some examples of foods they have grown, e.g. herbs, tomatoes, carrots, runner beans.

Food treasure hunt Worksheet 203


Key Fact 2: There are lots of different pieces of equipment used in cooking, some of which have special jobs.

Learning objectives

Activity Resources

a) To be able to name a range of simple equipment.

Show children a variety of different equipment. Or use the Equipment photographs Cards or the Equipment PowerPoint.Some of the available equipment photographs are:

Knife, fork, spoon; Chopping board; Peeler; Grater; Mixing bowl; Cutter; Kitchen scissors; Garlic press; Can opener; Weighing scales; Measuring spoons; Sieve; Measuring jug; Wooden spoon; Vegetable knife.

Question the children: What is this piece of equipment

called? What is its special job/s?

Demonstrate how some of the equipment is used by making a guacamole dip:

Halve avocado and lime – knife and chopping board

Squeeze the lime – juice squeezer

Crush garlic – garlic press Combine ingredients – bowl

and forkShow the children the Dips Video and ask them to spot what equipment is need to make the hummus dip and how it is used.

You could allow the children to taste some of the dip. Refer to the Tasting checklist Guide. You will also need the Permission letter Guide.

Use the Equipment SMART Board

Equipment

Equipment photographs Cards 203

Equipment PowerPoint 203

IngredientsEquipmentGuacamole Recipe

Dips Video

Tasting checklist Guide 200Permission letter Guide 201

Equipment SMART


activity to show the children how to match items to their names and functions.

Sort the children into groups of 2 or 3 and give them the What is it? Cards, cut out (you may wish to laminate them as well). The children need to match the pictures of the equipment to their names and functions. Tell the children that this is the same task that was demonstrated on the SMART Board. For younger or less able children you could omit the function cards.

The cards could also be used to play a pairs activity. This is done by taking the pictures of the equipment and their names, shuffling them, and spreading them out face down. Children then take it in turns to choose two cards and see if they go together. If they do not, the must replace the cards but if they do, they win the cards.

Extension: give children the What’s that? Worksheet. They need to identify what the equipment is and then draw in the rest of it.

Board 200

Equipment Ingredients

What is it? Cards 204

What’s that? Worksheet 204


b) To know that some equipment has a special job and know what that special job is, e.g. colander, peeler.

c) To be able to use a range of simple equipment.

Organise the classroom so you can demonstrate to the children how to use some equipment. Look at the teacher sheet Demonstration Guide for tips on how to organise your classroom.

Demonstrate the following using best practise, see Skills Guide:

Sieve; Cutter; Scissors; Peeler; Grater; Juice squeezer.

Discuss each skill. Question children: Have you seen this equipment/skill

used before? Do you know what can be made

using this skill and equipment? How can we make sure this is done

safely?

Show some of the videos which show these skills and being used in recipes.

Get children to complete the Using equipment Worksheet. The worksheet requires them to draw hands using the equipment, food being prepared and also asks children to indicate any safety considerations.

Organise the classroom and the children for food work. See Demonstration and Hygiene and safety checklist Guides

DemonstrationGuide 202

Skills Guide 203

ApronsEquipmentIngredients

Coleslaw Video – gratingCous Cous Salad Video– snipping with scissorsDips Video – juice squeezerGingerbread People Video – sieving and cutting out

Using equipmentWorksheet 205

Demonstration Guide 202


*Note: children will look at food hygiene in more detail in the following lesson. For the food work in this session, instruct the children on what

for tips on how to organise your classroom.

Explain to the children that they will be preparing some playtime snacks using some of the equipment they have learnt about previously, and some new equipment.

Demonstrate, using best practise, the skills you will be asking the children to use you can use some or all of the activities from the following list:

Grapes being washed in a colander, rest the colander on a plate after to prevent dipping;

A carrot being peeled with a peeler;

An orange being juiced with a juice squeezer;

Cheese being grated with a stand up grater (this can then be arranged on crackers);

Kitchen scissors being used to cut pepper slices (deseed and half the pepper lengthways, first).

Kitchen scissors, a bowl and spoons to make a Cheese dip.

Note: these activities deliberately do not include knife cutting skills as these will be taught in following sessions.

You could also show the skills videos Peeling and Grating for reinforcement.

As you show each skill, talk to the children about what you are doing and highlight the safety points. Demonstrate how to present the food well, e.g. in an attractive arrangement.

Plan this task so that each child will be able to experience working with at least 2 pieces of equipment.

When the activity is complete, arrange what has been made on one table and ask some of the children to talk about what they did and name the equipment

Hygiene and safety checklist Guide 204

Aprons EquipmentIngredients

Cheese dip Recipe

Peeling VideoGrating Video


they must do, save discussion for following lessons.

they used.Allow the children to eat what they have prepared. Remember to instruct the children on how to do this hygienically* (Hygiene and safety checklist Guide).

Hygiene and safety checklist Guide 204

Key Fact 2 plenaryRevise the names and uses for different piece of equipment. Use some of the activities suggested in the Key Fact 1 plenary but substitute the ingredients for the equipment.

Further activitiesCreate a wall display of ingredients and equipment to remind the children what different equipment is called and how it is used.


Key Fact 3: There are a number of basic food skills which enable us to cook a variety of dishes.Learning objectives

Activity Resources

a) To understand that there is a range of basic cooking skills.

b) To be able to use basic cooking skills

Explain to the children that we need certain skills to be able to make snacks and meals. Ask them to recall some of the skills they used last session when making their playtime snacks.

Washing; Peeling; Juicing; Grating; Cutting (with scissors).

You could make a list of these or display the appropriate Actions Cards.

Ask the children to think of other food skills which might be needed for cooking. What have they seen others do when cooking?

Show some or all of the following videos: Coleslaw; Cous Cous Salad; Fruit Salad; Sandwiches; Smoothie.

As you show each video, ask the children to identify 2-3 key skills needed for each recipe and keep a list, which can be seen by the whole class, of these skills under the heading of each recipe. You could use the Skills SMART Board resource to help record this.

The children should decide on 2 of the recipe videos they have seen and, using the, Cooking skills Worksheet, illustrate 2-3 key skills needed in those recipes.

In advance of the lesson, decide on 1 or 2

Actions Cards 205

Cool creations VideoColeslaw VideoCous Cous Salad VideoFruit Salad VideoSandwiches VideoSmoothie Video

Skills SMART Board 201

Cooking skills Worksheet 206


to make a dish. non heat cooking activities that will require children to use a knife, e.g. sandwiches, fruit salad, dip.

Organise the classroom, equipment and ingredients to allow a cooking session to take place. Plan how you will work with the children, e.g. half a class at a time. See Cooking Guide.

Explain to the children what they will be making. Talk through the hygiene rules for cooking. Use the Hygiene and safety checklist Guide for reference and display the Let’s get ready to cook Poster for the children to see.

Talk through the recipe and demonstrate what the children will have to do.

Be clear and precise when demonstrating how to use the knife in a safe and appropriate way. See Skills Guide. Demonstrate:

Bridge Hold; Claw Grip; Fork Secure.

Use the Bridge Hold and Claw Grip Videos to reinforce good practice.

Ensure children understand that when they finish cutting they must put the knife down. They should not hold it while they do other things or move around the room. This rule also applies to other sharp or pointed equipment.

Allow the children to carry out their cooking activity.

Gather the children to look at what they have made. Question them:Did you enjoy making this?

Would you make it again? Would you do anything differently? What equipment did you use? How did you use it safely? What can you do now that you had

not done before?Allow the children to taste what they have made. Remember to instruct the children on how to do this hygienically. See Tasting checklist Guide.

Recipes

Cooking Guide 205

Hygiene and Safety ChecklistGuide 204

Let’s get ready to cook Poster 201

Skills Guide 203

Bridge Hold VideoClaw Grip Video

IngredientsEquipment

Tasting checklist Guide 200


Key Fact 3 plenaryAsk different children to come to the front of the class and mime a food skill, e.g. grating cheese, washing grapes. See if other children can guess what they are doing. For each skill guessed, ask if anyone can name another food this skill could be used with.

Get the children to talk about the rules for tasting, being hygienic while cooking and using a knife safely.

Further activitiesUse other non heat recipes which allow children to explore different food skills. To help create time for more food work, link it into other curriculum subjects.

Healthy eating module 5-8 Cross Curricular


Key Fact 4: It is important to store, prepare and cook food safely and hygienically.

Learning objectives

Activity Resources

a) To know that different foods need to be stored differently.

Note: raw foods should be kept separate from cooked or ready to eat foods to prevent cross-contamination. Raw foods should be stored below cooked or ready to eat foods and should be covered.

Discuss where different food is stored; In a fridge; In a cupboard (i.e. room

temperature).Can the children suggest other places where food might be stored? E.g. freezer.

Discuss, in simple terms, why foods need to be stored in different places:

to keep food safe to eat.

Discuss how packaging also helps keep food safe to eat. Ask children to name different types of packaging. Show some examples:

Foil bags (crisps); Vacuum packs (cheese); Cans (fruit, vegetables, meat); Bottles (sauce); Jar (jam, pickle, sauce).

Use the Where should food be stored? SMART Board activity to organise the foods into a cupboard or fridge. They should be placed as follows:Cupboard:

Bread; Lentils; Oil; Onion; Cake; Spaghetti.

Fridge: Cheese top shelf Yogurt Bacon bottom shelf Eggs Bok choi salad drawer Tomato

This task offers lots of opportunity for discussion. For example, it should be pointed out the food in the fridge and cupboard should be covered. Onions can be stored in either place. If the cake was a fresh cream cake, it would be stored in the fridge.

Get the children to cut out the foods on

Food package examples

Where should food be stored? SMART Board 202


b) To know the hygiene and safety rules which need to be followed

the Food Worksheet and stick them where they belong on the Storing food Worksheet. With younger or less able children you might like to divide the Food Worksheet to reduce the amount of cutting for each child.

As children will have already been briefed with some hygiene rules earlier in this module, question them to see what they can remember and record their

FoodWorksheet 207

Storing foodWorksheet 208


before, during and after cooking.

responses.

What do you need to do before you begin any work with food?

For example: Make sure the cooking area

is tidy and clean; Tie back long hair; Remove jewellery; Wash hands; Put on an apron.

Look through the Hygiene PowerPoint and at the Let’s get ready to cook Poster and see if the children have remembered all of the rules. Have they managed to think of anything in addition? Display the poster as a reminder of what to do before cooking.

Talk about hygiene rules which must be followed during food work. (See the Hygiene and safety checklist Guide for notes.) Make some notes or illustrations on the board.

Read out the Scenario Cards to the children and see if they can explain what should be done, e.g. somebody wants to sneeze while they are in the middle of peeling a carrot, what should they do?

Talk to the children about what should be done after cooking is finished:

Wash equipment in warm water and washing up liquid and dry it thoroughly;

Clean down surfaces; Put ingredients or food away

appropriately, e.g. wrap, seal, refrigerate.

Make some notes or illustrations on the board.

Talk with the children briefly about why it is important to follow these rules, e.g. so food is safe to eat.

Split the class into 3 groups and get each

HygienePowerPoint 204

Let’s get ready to cookPoster 201

Hygiene and Safety Checklist Guide 204

Scenarios Cards 206


group to design a poster to remind everyone about the hygiene and safety rules which should be followed at one of the 3 stages when cooking work takes place:

before; during; after.

The Let’s get ready to cook Poster and notes/illustrations you made earlier, should help the children remember key points.

Key Fact 4 plenarySort the Food Cards into where they should be stored, cupboard or fridge.

Recap on the before, during and after hygiene rules.

Further activitiesGet children to cut foods out of a magazine and stick them in the right place on the Storing food Worksheet. This will challenge children to apply their understanding of what foods need to be stored where with these different foods.

Food Cards 200

Storing food Worksheet 208

Key Fact 5: When planning to cook, we need to consider the time of day, person and occasion.Learning objectives

Activity Resources

a) To know that people eat different food and meals according to the time of day,

Prepare the Meals time Cards and draw 4 columns on the board headed: Breakfast, Lunch, Dinner, Snack.

Take each card and ask children to name

Meal time Cards 207


who they are and the occasion.

the food or meal and say which heading they think the card should be placed under. Ask the children to think about the food groups represented in the meals and if they would add or remove parts of these meals to make them healthier. For example, the sandwich meals lack foods from the Milk and dairy group and most of the meals are without a drink.

You could use the Meal time SMART Board activity instead of the cards if you wish.

Can the children explain their reasons for putting the foods/meals under particular headings?

Question the children: What do you eat at these different

meal times?

What do other people you know eat at these times, e.g. baby brother or sister, grandparent.

Does what we eat change if it is the weekend, holiday or special occasion, e.g. a birthday party, Passover, Eid, Pancake day?

Why do these events change what we eat? (More time to prepare and eat meals, it’s a celebration, once a year occasion.)

Establish that what people eat depends on the time of day, who they are and the occasion.Help children understand that some foods are traditionally eaten at certain times of day. Ask the following questions to elicit this:

Would you eat spaghetti bolognaise for breakfast? Why not?

Meal time SMART Board 203


Too much first thing, too long to make in the morning.

Would you just eat an apple for your lunch? Why not?

Not enough to keep your body working properly. During the day you need food so you can learn and be active.

Would you have toast for your evening meal?

You might do if you have had larger meal at lunch time.

Would you eat a vegetable curry and rice for a snack?

No, this is too large for a snack.

Split the class into 4 groups, each to represent a different meal during the day. The children in each group can work alone or in pairs to design a meal appropriate for the time of day and occasion. The meal could be for themselves, a baby brother or sister, a parent or grandparent. They could use drawing packages on computers or art materials, e.g. salt dough, to record their ideas.

Display the work with captions from the children explain who the meal is for, when it is to be eaten and why, e.g. I eat this for my breakfast so I can learn and be active, I eat this bigger lunch when I am on holiday because I have more time to enjoy it, my baby sister eats this for a snack because it is just the right amount to stop her being hungry until she has her evening meal.Extension: children could carry out research on people in school to answer questions such as:

What is the most popular breakfast?

What do people like to eat as a snack?

What do people eat for lunch at the weekend?

Further activitiesOrganise a cooking session to prepare


b) To be able to modify a recipe to suit the time of day, person and occasion.

dishes for a certain time of day, e.g. breakfast – fruit salad, toast with a topping.

Before the lesson, decide on the time of day, people and occasion for a cooking activity.

Tell the children the time of day, person and occasion the food will be for, e.g. an after school snack for themselves and a friend or a dish to share at a lunchtime party. Talk to the children about the requirements of this, e.g. finger food, attractive presentation.

RecipesEquipment IngredientsVideos


c) To be able to use a tasting session to inform recipe planning.

Show children recipes ideas which fit in with the occasion or event and talk to the children about why they will suit the requirements, e.g. it is light so will be good for a snack, it can be eaten easily – finger food. Dips or salads would suit this work well because they provide plenty of opportunity to modify and add ingredients to suit the purpose.

Make one of the recipes as a demonstration. As you do this, question children:

What hygiene rules do I need to follow before, during and after this cooking work?

What skills will I need to use? E.g. peeling, cutting – the Bridge Hold.

Ask the children how they might make changes to this recipe so it is suitable for the person/people eating it or the occasion, e.g. adding ingredients enjoyed by the recipient/s, adding seasonal ingredients, presenting the dish in a festive way.

Working in small groups, ask the children to look at the recipes and decide what they will make.

Children can then fill out their Planning Sheet Worksheet.

Set up an ingredient tasting session so children can experience ingredients that could potentially be added to their recipes.

Remind children how to taste the ingredients and use sensory vocabulary.Use the Investigating ingredients SMARTBoard resource to demonstrate how to record this.

Explain to the children that while they taste the ingredients, they should think about which ones they might want to add

Planning Sheet Worksheet 209

Ingredients

Investigating ingredientsSMART Board 204


d) To be able to prepare a recipe which considers the time of day, person and occasion for which it is needed.

to their chosen recipe, keeping in mind who and what their recipe is for.

Children taste and use the Investigating ingredients Worksheet to record their thoughts.

At the end of the session, they should discuss with their group which of the ingredients they will add to their recipe and if there are any they want to take out. Question the children to check they have thought about the time of day, person and occasion. They should also think about how their dish will be presented to suit its purpose.

Set up a cooking session for children to make their snack or dish. See the Cooking Guide.

Before food work begins, re-cap the following:

hygiene rules that must be followed, e.g. aprons, wash hands;

safety rules which must be followed, e.g. handling equipment;

techniques to be used, e.g. bridge hold, claw grip, fork secure;

audience and occasion for the snack or dish;

presentation.

Ensure the children are clear about what they are doing and have copies of their

Investigating ingredientsWorksheet 210

Cooking Guide 206

IngredientsEquipmentAprons


recipes near by.

Allow children to carry out their cooking.

Set up a table with a cloth and perhaps a decoration, e.g. a small vase of flowers. Ask children to set out their food on the table. Allow all the children to look at each other’s work. Question the children:

How is your snack or dish suitable for the person or people it was planned for?

How is your dish presented to suit the occasion?

Take some photographs of the dishes with a digital camera. These could be used for a display.

Allow the children to serve their snacks or dishes to the intended person or people, or perhaps taste them themselves. Remember to instruct the children on how to do this hygienically (guidance in the Cooking Guide).

Optional:Table clothFlowersDigital camera


Key Fact 5 plenary

Question children to see if they understand what food is appropriate for different occasions:

What could you eat for breakfast? What makes a good snack? What occasions can you think of

where you might eat something special? What would you eat?

What time of the day do people usually eat their lunch?

What could you eat for your evening meal?

Further activitiesCarry out more cooking sessions in related curriculum areas. See Cross Curricular for ideas of how to link food into different curriculum subjects.

Healthy eating module 5-8 Cross Curricular


Curriculum linksThis chart shows the main curriculum links to different subjects throughout the UK. There are also lots of other opportunities in school for cross-curricular links, including geography, history, art and design, health education, numeracy and literacy. Food – a fact of life also supports the appropriate use of ICT.

England Wales Scotland Northern IrelandKey Fact 1

ScienceLife processes and living things 2c

ScienceMaterials and their properties 2a, 2b

Personal Social Health Education 2a

ScienceLife processes and living things 2.4

ScienceMaterials and their properties 2.1, 2.2

PSE Skills: Listen well, express own views

Health and WellbeingFood and health: Nutrition

Technologies: Food and textile contexts

Science: Materials

The World Around Us

Personal development and mutual understanding

Key Fact 2

ScienceLife processes and living things 2c

Design and Technology 1b, 2c, 2f, 5b

ScienceLife processes and living things 2.4

Design and Technology 2.2, 3.2,Health and safety


The World Around Us


Key Fact 3

ScienceMaterials and their properties 2a

Design and Technology 2a, 2c, 2d, 2f, 5b

Personal Social Health Education 2a

ScienceMaterials and their properties 2.1

Design and Technology 3.1, 3.2, 3.3, Health and safety

PSE Skills: Listen well, express own views


The World Around Us


Key Fact 4

Design and Technology 2f

Personal Social Health Education 2a, 2d, 3b

Design and Technology, Health and safetyPSE Skills: Listen well, express own viewsAttitudes and values: have respect for rulesPhysical aspect: hygiene

Health and WellbeingFood and health: Safe and hygienic practices


Science: Biological systemsMaterials


Key Fact 5

ScienceMaterials and their properties 2a

Design and Technology 1e, 2a, 2b, 2c, 2d, 2e, 2f, 3a, 3b

Personal Social Health Education 2a, 2d, 3b

ScienceMaterials and their properties 2.1Design and Technology 2.4, 3.1, 3.2, 3.3, 3.4, 3.5 Health and safetyPSE Skills: Listen well, express own viewsAttitudes and values: have respect for rulesPhysical aspect: hygiene

Health and WellbeingFood and health: Nutrition Food and the consumer


The World Around Us



Cooking and Food Skills Resources

The chart below summarises all the downloadable resources to support the teaching of the Key Facts for children aged 5-8 years. Suggestions for use are also provided.

Key Fact

Type No. Title Description

1 P 200 Eatwell plate A downloadable A4 poster showing the eatwell plate.

PP 200 Food A PowerPoint showing the same foods as on the Food Cards. This can be used to introduce foods to the whole class on an interactive whiteboard.

PP 201 Ingredients A PowerPoint looking at where food can be acquired, e.g. supermarket, allotment.

PP 202 UK food A PowerPoint looking at what is produced in different places in the UK. 2 examples are given for England, Northern Ireland, Scotland and Wales.

C 200 Food 44 pictures of different foods to be cut out, laminated and used to teach children about different foods, and as part of the bingo game.

C 201 Food bingo boards 16 bingo boards which children can work on in pairs. As the foods on the Food Cards are called out, corresponding foods on the boards can be covered with counters.

C 202 Ingredients 12 photographs of food for discussion when thinking about how ingredients need to be prepared before we can eat them.

WS 200 Where do ingredients come from?

A worksheet where children have to draw foods that can be obtained from 5 given places.

WS 201 Where in the UK? A sheet which requires children to draw 4 foods and indicate where they are produced on a UK map. For younger children, the places on the map could be pre-marked before the sheet is copied.

WS 202 Making a meal of it! A worksheet requiring children to draw an ingredient, how it is prepared and how it fits into in a meal.

WS 203 Food treasure hunt A worksheet to help children learn about food which is available in supermarkets and where it can be located.

2 PP 203 Equipment A PowerPoint showing a number of pieces of cooking equipment.


Resource KeyC – CardsG – GuideP – PosterPP – PowerPointSB – SMART BoardWS – Worksheet

C 204 What is it? A card activity for children which requires equipment to be matched to its name and job. These cards should be cut out, and perhaps laminated, before the lesson.

C 203 Equipment photographs Labelled photographs of different equipment which can be used to help children learn what different equipment is called and what it looks like. These are ideal for a display.

WS 204 What’s that? This sheet shows 6 pieces of equipment with parts hidden. The equipment has to be identified and missing parts drawn.

WS 205 Using equipment This sheet shows 4 pieces of equipment and requires children to draw how it should be held.

SB 200 Equipment A SMART Board activity for whole class teaching which requires equipment to be matched to its name and job.

G 200 Tasting checklist A guide showing how to set up a tasting session in the classroom.

G 201 Permission letter An example of a permission letter for food work in school.

G 202 Demonstration This guide provides guidance for carrying out a cooking demonstration.

G 203 Skills This guide provides information on how to teach children to use different equipment safely.

G 204 Hygiene and safety checklist

This guide provides a list of things which teachers should check before they carry out any cooking work with children.

3 P 201 Let’s get ready to cook A poster with information for children about what to do before they cook.

C 205 Actions Cards showing photographs of different actions and skills which are needed for cooking work.

WS 206 Cooking skills This worksheet allows children to record skills they have seen used in the video recipes.

SB 201 Skills This activity can be used to record the food skills children see on some of the video recipes.

G 205 Cooking A guide with information for teachers about how to set up a cooking session in the primary classroom.




G 203 Skills This guide provides information on how to teach children to use different equipment safely.

G 200 Tasting checklist A guide showing how to set up a tasting session in the classroom.

4 P 201 Let’s get ready to cook A poster with information for children about what to do before they cook.

PP 204 Hygiene A PowerPoint to help children learn about the hygiene and safety rules they need to follow before doing any cooking work.

C 206 Scenario cards Cards describing hygiene and safety scenarios children might encounter while cooking. These cards can be used for discussion with children so they are equipped to deal with situations which might arise.

C 200 Food 44 pictures of different foods to be cut out, laminated and used to teach children about different foods, and as part of the bingo game.

WS 207 Food This sheet provides a collection of foods for children to cut out. These can then be glued in the correct place on the Storing food sheet. For younger children, the sheet can be cut in half and shared between 2.

WS 208 Storing food This sheet shows the outline of a fridge and a freezer. Children need to sort foods from the Food Cards into the place they should be stored.

SB 202 Where should food be stored?

This activity requires a collection of food to be sorted to into either a cupboard or fridge.



5 C 207 Meal time 12 meals for children to discuss and sort under the headings breakfast, lunch, dinner and snack.

WS 209 Planning sheet A planning sheet for children to use to plan what they are going to cook.

WS 210 Investigating ingredients

A table and word bank for children to record their findings as they taste different ingredients. The sheet is


designed to encourage the children to use their senses while tasting foods.

SB 203 Meal time An interactive activity showing meals for the children to discuss and sort under the headings breakfast, lunch, dinner and snack.

SB 204 Investigating ingredients

A table and word bank to record children’s findings as they taste different ingredients. You could fill this out as a whole class activity as the tasting is going on, use it to draw together opinions at the end of tasting or use it to demonstrate to children how they should fill out their worksheets.


VideosThe Cooking and food skills module features 22 exciting videos which show food skills being demonstrated and recipes being made. These are supported by easy-to-follow recipes. All resources can be downloaded and used in the classroom with your pupils. The videos are also suitable for children with special needs or lower ability pupils in secondary schools.

The videos are divided into 4 groups:

Peel, chop and grate The Bridge Hold The Claw Grip Grating Peeling Onion Preparation

See how to prepare fruit and vegetables safely.

Cool creations Coleslaw Cous Cous Salad Fruit Salad Fruit Smoothie Hummus Simple Sandwiches (BLT and

Salmon and Cucumber bagel) Pockets and Wraps (Chicken Pitta

Pocket and Hummus Wrap)

See how to make some recipes that do not need any cooking.

Hot and happening Chunky Soup Stir-fry Prawns Vegetable Kebabs Curry in a Hurry (Quick Lamb

Rojan Josh and Mushroom and Chickpea)

See how to cook delicious hot meals.

Brilliant baking Bread Delicious Dough (Pizza and

Chelsea Buns) Fruit Scones Cheese Straws Gingerbread People Blueberry Muffins

See how to bake a range of recipes.


RecipesThe Cooking and food skills videos are supported by written recipes. The recipes available are listed below. There are also additional recipes which have been added because they include similar themes or techniques. These can be downloaded from the website www.foodafactoflife.org.uk

The recipes are divided into 4 groups:

Cool creations Coleslaw Cous Cous Salad Fruit Salad Fruit kebab Fruit Smoothie Hummus BLT Sandwich Salmon and Cucumber Bagel Chicken Pitta Pockets Hummus Wrap Veggie Snacks Layered Salad

Non-cook recipes for the primary school classroom.

Hot and happening Chunky Soup

Stir-fry Prawns with Orange and Ginger

Vegetable Kebabs Quick Lamb Rogan Josh

Mushroom and Chickpea Curry Samosa Haulomi Kebabs Tomato, Bean and Pasta Soup

Recipes that involve the use of the grill or hob.

Brilliant baking Bread Pizza Chelsea Buns Fruit Scones Cheese Straws Gingerbread People Blueberry Muffins Biscuits Pizza Wheels Quick Cheese Pizza

Baking recipe for the primary classroom.

Sources of further informationBritish Nutrition Foundation www.nutrition.org.uk


http://www.foodafactoflife.org.uk/

DairyCo www.dairyco.org.uk

HGCA www.hgca.com

Horticultural Development Company www.hdc.org.uk

Meat and Education www.meatandeducation.com

Potato Council www.potatoesforschools.org.uk

Other useful linksActive Kids Get Cooking www.activekidsgetcooking.org.uk

Association for Science Education www.ase.org.uk

Dairy Council www.milk.co.uk

Design and Technology Association www.data.org.uk

Farming and Countryside Education www.face-online.org.uk

Farms for Schools www.farmsforschools.org.uk

Focus on Food www.designdimension.org

Foodlink www.foodlink.org.uk

Food in Schools www.foodinschools.org

Food Standards Agency www.food.gov.uk

Foodforum www.foodforum.org.uk

Grain Chain www.grainchain.com

Growing Schools www.teachernet.gov.uk/growingschools

Red Tractor Assured Food Standards www.redtractor.org.uk

School Milk www.schoolmilk.co.uk

Seafish www.seafish.org.uk

The Growing Schools Garden www.schoolsgarden.org.uk

The Foundation is grateful for financial support from theAll Saints Educational Trust.

© British Nutrition Foundation 2008 (Original edition)


British Nutrition FoundationHigh Holborn House52-54 High HolbornLondonWC1V 6RQ

Tel: 020 7404 6504

Email: [email protected]: www.nutrition.org.uk

Food - a fact of lifearchive.foodafactoflife.org.uk/attachments/... · Web viewTeachers’ Guide....

Documents

Transcript of Food - a fact of lifearchive.foodafactoflife.org.uk/attachments/... · Web viewTeachers’ Guide....