© 2014 Nutrition Australia ACT Inc. Food&ME™ Kindergarten ...


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TABLE OF CONTENTS

FOREWORD 4

INTRODUCTION 5

MODULE 1: WHY DO WE EAT? 9

Overview 9

Teacher notes and slides 10

Learning activities 17

Food preparation activity 25

MODULE 2: WHERE DOES MY FOOD COME FROM? 29

Overview 29




MODULE 3: WHAT DO YOU EAT AND WHEN? 51

Overview 51




GLOSSARY 65

RECOMMENDED READING AND RESOURCES 69

STUDENT PERMISSION FORM 71


FOREWORD

Food&ME™ is a series of nutrition education resources that align with The Australian Curriculum: Health and Physical Education and the Australian Dietary Guidelines (2013).

Making informed food choices is integral to healthy growth and development. Studies have shown that establishing healthy eating habits early in life contributes to healthy eating into adulthood. Nutrition education is an important preventive health strategy. The Food&ME™ Nutrition Education Units will assist with teaching preschool, primary school and high school students about nutrition for good health.

The resources have been developed by Accredited Practising Dietitians from Nutrition Australia ACT (NA ACT) in consultation with teachers from ACT schools and ACT Health. Each of the units have been tested in classroom settings to ensure the content meets a range of teaching styles.

Food&ME™ supports the ACT Government’s Towards Zero Growth – Healthy Weight Action Plan which acknowledges the vital role of schools in promoting good nutrition to children and young people. Food&ME™ in the primary school setting will be delivered as part of the classroom learning action area of the Fresh Tastes: healthy food at school program.

ACKNOWLEDGEMENT

Food&ME™ Kindergarten was written and developed by the following Accredited Practising Dietitians and Nutritionists from NA ACT:

Kasey Bateup – Project Officer Emily Darby – Project Officer Leanne Elliston – Program Manager

NA ACT would like to thank the ACT school teachers who reviewed the resources and provided invaluable feedback, and the schools that participated in the pilot of Food&ME™ Kindergarten.

o Kingsford Smith School

o Palmerston District Primary School

The development of Food&ME™ is an ACT Government initiative, supported with funding from the ACT Health Promotion Grants Program and the Australian Government National Partnership Agreement on Preventive Health.


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INTRODUCTION

When students transition to school, they bring with them a wide range of health and food experiences. The Australian Curriculum: Health and Physical Education at the Foundation level focuses on developing the knowledge, understanding, and skills that support students to be healthy.

Food&ME™ Kindergarten aims to address the Food and Nutrition focus area of the curriculum providing students with an early understanding of nutrition and food literacy.

Throughout the unit, students will explore questions such as:

o Why do we eat?

o Where does food come from?

o What does it mean to be healthy?

o What food choices can help me be healthy?

o How does the food I eat affect how my body grows?

In answering these questions students will recognise the daily routines of eating food and understand why we need to eat food.

Students will investigate the types of food they eat, where their food comes from and the concept of grouping foods according to the Five Food Groups.

COMPONENTS OF FOOD&ME™

Food&ME™ Kindergarten consists of three modules. Each module contains teacher notes with an accompanying PowerPoint presentation, learning activities and a classroom food preparation activity.

Teacher notes

The teacher notes provide relevant information for teachers to confidently teach the unit. They include aims, objectives and curriculum links.

Background food and nutrition information is provided to assist the delivery of the PowerPoint presentation to students. A range of fast facts and questions occur throughout the notes, which can be used to prompt classroom discussion and gauge student knowledge.

PowerPoint presentations

Each module has an accompanying PowerPoint presentation which can be used by the teacher at his/her discretion. To enhance the interactive nature of the lessons, many of the PowerPoint presentations include links to YouTube clips and/or interactive slides. Access to an interactive white board is recommended.

Learning activities

The learning activities include activity sheets to strengthen, consolidate and assess student knowledge. The activity sheets have been designed to be completed in class at the teachers discretion.

Food preparation activities

Students are more likely to appreciate healthy food when they have the opportunity to taste it in a fun and supportive environment. The food preparation activities within each module are designed to:

o create a positive association with preparing and eating healthy food

o introduce basic food safety and hygiene principles

o teach basic food preparation skills which can be transferred to the home environment.

A healthy recipe is provided for each food preparation activity. Each recipe can be easily prepared in the classroom with minimal kitchen equipment.

The ‘Teacher’s Guide’ provides instructions on how to demonstrate and sample the recipe with the class. The ‘Student Recipe’ can be copied and given to each student after the demonstration. Students can then share the recipe with their family to help promote healthy food preparation in the home environment.


Cautionary note: It is important to be aware of any students with dietary restrictions due to allergies, food intolerances or cultural purposes prior to commencing any form of food preparation activity. A sample parent permission form has been provided at the back of this publication for use by teachers at their discretion. Teachers may need to refer to their school policy on cooking activities where applicable.

Glossary

A glossary of nutrition related terms/focus words is provided as a quick reference tool for teachers. All the focus words referred to in the glossary are bolded throughout the teachers’ notes. These words can be integrated into other areas of the curriculum

SUMMARY OF MODULES

Module 1: Why do we eat?

Students will investigate why we need food from each of the Five Food Groups to help us go, grow and glow. They will develop an early understanding of nutrients in food and the variety of foods needed to obtain sufficient nutrients for their bodies. Students will learn about ‘every day foods’ and ‘sometimes’ foods” with the opportunity to reflect on their own daily intake.

Module 2: Where does my food come from?

Students will understand the concept of the Five Food Groups and learn about the origins of foods within each food group. This lesson encompasses the “paddock to plate” concept.

Module 3: What do you eat and when?

Students will recognise the need to eat regular meals and will explore the range of foods eaten at each meal (e.g. breakfast, lunch and dinner) taking into account foods from different cultures.

LINKS TO THE AUSTRALIAN CURRICULUM: HEALTH AND PHYSICAL EDUCATION

Food&ME™ Kindergarten is closely linked to the Personal, social and community health content strand of The Australian Curriculum: Health and Physical Education. It specifically addresses the following sub strands and elaborations within the Foundation band:

Being healthy, safe and active

Name parts of the body and describe how their body is growing and changing (ACPPS002)

o recognising how bodies grow and change over time

Communicating and interacting for health and wellbeing

Identify and describe emotional responses people may experience in different situations (ACPPS005)

o learning and using appropriate language and actions to communicate their feelings in different situations

Contributing to healthy and active communities

Identify actions that promote health, safety and wellbeing (ACPPS006)

o grouping foods into categories such as food groups and ‘always’ and ‘sometimes’ foods

o understanding the importance of personal hygiene practices, including hand washing, face washing, nose blowing and toilet routines

Food&ME™ Kindergarten also provides opportunities for teachers to apply, integrate and extend learning from the following learning areas:

o English

o Mathematics

o Science

o The Arts

o Technologies


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FRESH TASTES: HEALTHY FOOD AT SCHOOL

Fresh Tastes is a program that helps embed a healthy food and drink culture in ACT schools. It is a partnership between ACT Health, the ACT Education and Training Directorate and the Catholic Education Office ACT.

Fresh Tastes supports the ACT Government's Towards Zero Growth – Healthy Weight Action Plan which has set a target of 'zero growth' for obesity in the ACT. Action in schools is a key priority to curb rates of overweight and obesity in the Canberra community.

Schools can support families and children to have healthy lifestyles through leadership, encouraging learning about healthy nutrition, and by providing healthy food and drink choices in the school setting.

The Fresh Tastes program recognises that change takes time and that schools will need to take small steps to move towards healthier food and drinks throughout the school environment.

Fresh Tastes’ actions focus on:

o implementing healthy food and drink guidelines

o classroom learning

o food for sale at school, including school canteens

o cooking and growing food

o supporting healthy food from home.

Schools that participate in Fresh Tastes will undertake the classroom learning action area and have access to professional learning for the Food&ME™ Nutrition Education Units.

For further information about Fresh Tastes please contact the team by emailing [email protected] or visit www.health.act.gov.au/freshtastes.


MODULE 1: Why do we eat?

OVERVIEW

AIM

Students will gain an understanding of nutrients and their importance for good health. They will learn about the need to eat foods from each of the Five Food Groups for energy, growth and general health.

OBJECTIVES

By the end of this lesson students will be able to:

o explain why food is needed for their bodies

o understand that food needs to be digested in order for our bodies to obtain its nutrients

o correctly identify ‘every day’ foods and ‘sometimes’ foods

o name the Five Food Groups from the

Australian Guide to Healthy Eating.

LINKS TO THE AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION

Name parts of the body and describe how their body is growing and changing (ACPPS002)

o recognising how bodies grow and change over time




o grouping foods into categories such as food groups and ‘every day’ / ’sometimes’ foods


LEARNING ACTIVITY

o The Very Hungry Caterpillar colouring in sheet and food categorisation activity

FOOD PREPARATION ACTIVITY

o Fruit kebabs with yoghurt dip

TEACHER RESOURCES

The Australian Guide to Healthy Eating poster

Available for free order from www.eatforhealth.gov.au.

DVD The Magic School Bus: Human Body

Episode: For Lunch – Topic Digestion. By Scholastic, 1994.

http://www.eatforhealth.gov.au/


TEACHER NOTES AND SLIDES

SLIDE 1: WHY DO WE EAT?

TEACHER NOTES:

o Food is fundamental to our health and wellbeing.

o Children have unique nutritional needs for optimal growth and development. It is essential that children receive all the nutrients they need to meet these requirements.

o Poor nutrition in childhood is difficult to make up for later in life.

CLASS DISCUSSION:

o Why do you think we need to eat? What would happen if we didn’t eat any food?

SLIDE 2: FOOD MAKES US GO

TEACHER NOTES:

o Food gives us energy to run, jump and play.

CLASS DISCUSSION:

o Do you feel tired when you are hungry?

KEY MESSAGE:

o If we didn’t eat food we wouldn’t be able to run and play often. We would always feel tired.


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SLIDE 3: FOOD MAKES US GROW

TEACHER NOTES:

o We need food to fuel our bodies for growth and repair.

KEY MESSAGE:

o If we don’t eat we won’t grow. If we don’t eat healthy food we won’t grow very well.

FAST FACT:

o Did you know that your body grows at night when you are sleeping? As well as eating healthy foods you also need plenty of sleep to help you to grow.

SLIDE 4: FOOD MAKES US GLOW

TEACHER NOTES:

o Food makes us healthy and happy.

KEY MESSAGE:

o If we didn’t eat then we will start to feel sick. Eating healthy food helps to stop us from getting sick.


SLIDE 5: FOOD IS MADE UP OF NUTRIENTS

TEACHER NOTES:

o All foods contain nutrients. Healthy foods have lots of nutrients. Nutrients are the parts of food that our bodies use to GO, GROW and GLOW.

o Our body uses different nutrients in different ways. The nutrients found in food are called carbohydrate, protein, fat, vitamins, minerals, fibre and water.

o We need large amounts of some nutrients and very small amounts of others in our diet.

KEY MESSAGE:

o We get nutrients from food. Different nutrients do different things for our bodies.

SLIDE 6: WE DIGEST FOOD TO RELEASE NUTRIENTS

TEACHER NOTES:

o In order to get the nutrients from food our body needs to break it down into tiny pieces. This process is called digestion.

o When we eat our food it goes down to our stomach where it gets broken into smaller pieces. As it journeys into our intestines it eventually gets broken into small enough bits which allows the nutrients to go into our blood. The blood delivers nutrients to all the parts of our body.

DVD: The Magic School Bus: Human Body.

Episode: For Lunch – Topic Digestion (25.53 mins)


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SLIDE 7: FOODS FOR EVERY DAY

TEACHER NOTES:

o There are some foods that we should eat every day.

o Every day foods contain lots of nutrients to help our body to GO, GROW and GLOW.

o Every day foods are grouped into five different food groups according to the mixture of nutrients they contain: 1. Grains - breads, cereals, rice,

pasta, noodles 2. Vegetables and legumes

3. Fruit 4. Dairy - milk, cheese, yoghurt and

alternatives 5. Meat and alternatives - meat, fish,

poultry, eggs, nuts, legumes

KEY MESSAGE:

o Foods from the Five Food Groups are all healthy foods. Eating foods from each of the Five Food Groups everyday will help your body get the nutrients it needs.

SLIDE 8: GRAIN FOODS FOR ENERGY!

TEACHER NOTES:

o Grain foods includes grains such as rice, oats and quinoa (pronounced “keenwah”) and all foods made from grains such as breads, cereal, cous cous and pasta.

o Grain foods contain the nutrient

carbohydrate o Carbohydrate gives your muscles

energy so you can run, play and swim.

CLASS DISCUSSION:

o What are your favourite grain foods?

KEY MESSAGE:

o Grain foods are a GO food because their nutrients give you energy to GO.


SLIDE 9: MEAT AND ALTERNATIVES FOR MUSCLES

TEACHER NOTES:

o Meat and meat alternatives contain protein.

o Protein helps your muscles to grow. Your brain also relies on protein to help you stay alert and learn.

o Meat and meat alternatives include beef, lamb, chicken, pork, fish, eggs, legumes and tofu.

CLASS DISCUSSION:

o Who had some meat or meat alternatives for dinner last night?

o What did you have?

KEY MESSAGE:

o Meat and alternatives are a GROW food because their nutrients help your body to grow.

SLIDE 10: DAIRY FOR STRONG BONES

TEACHER NOTES:

o Dairy foods contain the mineral calcium which is needed to make your teeth and bones strong.

o You need strong bones to grow and play.

o Dairy foods include milk, cheese and yoghurt. A suitable dairy alternative is soy milk.

CLASS DISCUSSION:

o Who has had some dairy to eat or drink today? What did you have?

KEY MESSAGE:

o Dairy foods are a GROW food because their nutrients help your bones to grow strong.

FAST FACT:

o Although cream, ice-cream and butter are from dairy they are not healthy choices because they have a lot of fat and/or sugar in them.


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SLIDE 11: FRUIT AND VEGETABLES FOR HEALTHY, GLOWING BODIES

TEACHER NOTES:

o Fruits and vegetables give your body lots of vitamins to make your hair shiny and strong, your eyes sparkle, your skin glowing and your nails strong.

CLASS DISCUSSION:

o How do we know the difference between fruit and vegetables?

o Fruit is sweet and gives you more

energy than vegetables.

KEY MESSAGES:

o Fruit and vegetables are GLOW foods because they contain nutrients to keep your body healthy helping it to GLOW.

o Fruits and some vegetables are also GO foods because their nutrients give you energy to GO.

SLIDE 12: WATER FOR HYDRATED BODIES

TEACHER NOTES:

o Did you know that more than half of your body is made up of water?

o When we are thirsty our body is saying ‘please give me some water!’

o When we drink fluids that are not water, like soft drink, juice and cordial, our body can still be thirsty because the sugar in these drinks can make us even more thirsty.

CLASS DISCUSSION:

o What would happen to a plant if you didn’t water it?

KEY MESSAGE:

o We need to drink lots of water during the day to stay hydrated so we can play and learn.


SLIDE 13: ‘SOMETIMES’ FOODS

TEACHER NOTES:

o There are some foods that we should only eat sometimes.

o ‘Sometimes’ foods may be high in salt, sugar and/or fat, and don’t provide our body with the important nutrients it needs.

o ‘Sometimes’ foods can be part of a healthy diet, as long as they are only consumed ‘sometimes’. The fat, salt and sugar these foods provide is not good for our body and they can leave us feeling tired and sluggish.

o ‘Sometimes’ foods include: chips, chocolate, lollies, hot chips, biscuits, cakes, ice cream and donuts.

KEY MESSAGES:

o Eating too many ‘sometimes’ foods can stop us from eating enough ‘every day’ foods and that means our body is not getting all the nutrients it needs.

o Children who eat a balanced diet (lots of ‘every day’ foods and only some ‘sometimes’ foods) have eyes that sparkle, skin that glows and bodies that are fit and energetic.

o ‘Every day’ foods need to be eaten every day.

o ‘Sometimes’ foods should only be eaten occasionally as they don’t provide important nutrients for our bodies and can make us feel tired.


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LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the lessons and consolidate their learnings.

ACTIVITY 1: THE VERY HUNGRY CATERPILLAR FOOD GROUPING

Preparation:

o Source The Very Hungry Caterpillar book. o Print, laminate and cut out The Very

Hungry Caterpillar foods, preferably in colour (see over page).

o Place a small hole-punch in the top left-hand corner of each card.

Instructions:

o Hand out a food card to each child. As you read The Very Hungry Caterpillar allow children to thread their allocated food onto a piece of string when their food is read out.

Alternative:

o Divide the white board into two sections. Label one section ‘every day’ foods and the other section ‘sometimes’ foods.

o While reading the story ask children to place their allocated food card onto the corresponding section (‘every day’ foods or ‘sometimes’ foods) on the board. Use tape or Blu-Tack.

ACTIVITY 2: THE VERY HUNGRY CATERPILLAR FOOD GROUPING

Preparation:

o Print The Very Hungry Caterpillar colouring sheet available from www.eric-carle.com Please note the sheet is copyright.

Instructions:

o Ask students to colour in the ‘every day’ foods and leave the ‘sometimes’ foods blank.

TEACHER RESOURCES

Carle, E (1969) The Very Hungry Caterpillar. UK: Hamish Hamilton.

Maynard. J (1998) I Know Where My Food Goes. London: Walker Books.

http://www.eric-carle.com/


TEACHER

RESOURCE

THE VERY HUNGRY CATERPILLAR FOODS


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RESOURCE



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TEACHER’S

GUIDE

FRUIT KEBABS WITH YOGHURT DIP

Instructions:

o Collect the ingredients and equipment below.

o Demonstrate method outlined on student recipe, allowing some student participation.

o Offer sample to students.

o Provide each student with a copy of the recipe to take home.

o Ask students to ‘taste rate’ the final product.

o Review ingredients by completing the Food Group Match student worksheet.

INGREDIENTS CLASS OF 20*

o Selection of seasonal fruits, cut into pieces; banana, apple and strawberries

o Reduced fat Greek yoghurt

o Honey

o Vanilla essence

Suggestion: 3 bananas, 3 apples and 1 punnet of strawberries

400g

4 teaspoons

1 teaspoon

EQUIPMENT REQUIRED

o Small bowl o Mixing spoon o Tongs o Separate bowls for each fruit o Wooden ice cream sticks or skewers with sharp ends cut off o Plates (one for each child) o Serviettes

*Provides taste testing serves only

ALLERGEN ADVICE:

This recipe is not suitable for people with dairy allergies or lactose intolerance. Contains lactose.

Recipe can be modified to suit dairy allergy or lactose intolerance by substituting yoghurt with soy yoghurt.

SAFETY TIP:

Ensure that students and staff wash their hands before commencing any food preparation activity. Remember to use tongs and utensils.


STUDENT

RECIPE

Name: Date:

FRUIT KEBABS WITH YOGHURT DIP

INGREDIENTS (serves 4)

o Selection of cut up seasonal fruit

o 200g reduced fat Greek yoghurt

(small tub)

o 2 teaspoons honey

o ½ teaspoon vanilla essence

EQUIPMENT

o Small bowl

o Mixing spoon

o Tongs

o Separate bowls for each fruit or

large plate

o Wooden ice cream sticks or skewers with sharp ends cut off

o Plates

o Serviettes

METHOD

Step 1

Cut up each of the fruit into bite sized portions.

Step 2

Put fruit into separate bowls or arrange on a large plate.

Step 3

Slide a selection of fruit pieces onto the skewers and place on a plate.

Step 4

Mix yoghurt, honey and vanilla in a small bowl.

Step 5

Drizzle yoghurt dip over fruit skewers or serve the skewers with a dollop of yoghurt dip.

TASTE RATE


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STUDENT

WORKSHEET

Name: Date:

FOOD GROUP MATCH

What food groups do each of the main ingredients of fruit kebabs with yoghurt belong to?

Draw a line from the ingredient to the food group.

Images: National Health and Medical Research Council (2013) Australian Guide to Healthy Eating. Canberra: National Health

and Medical Research Council.


MODULE 2: Where does my food come from?

OVERVIEW

AIM

Students will gain an understanding of the Five Food Groups and where foods within each food group come from based on the “paddock to plate” concept.

OBJECTIVES

At the completion of this module students will be able to:

o name the Five Food Groups from the Australian Guide to Healthy Eating

o identify foods from each of the Five Food Groups

o explain the origin of foods within each of the Five Food Groups.



o grouping foods into categories such as food groups and ‘every day’/’sometimes’ foods


LEARNING ACTIVITY

o The Five food groups o Wheat grinding


o Apple pancakes

TEACHER RESOURCES

The Australian Guide to Healthy Eating poster

Available for free order from www.eatforhealth.gov.au.

Splash ABC website

Teacher Resource: From paddock to plate www.splash.abc.net.au/res/teacher_res/3- paddock-plate.html

Ayers, K. (2008) Up, Down and Around. Candlewick Press



SLIDE 1: WHERE DOES MY FOOD COME FROM?

TEACHER NOTES:

o Do you ever think about where your food comes from?

o Some of our food might have been made in factories and put into packages to sell.

o We could also get some of our food from our own gardens or nearby farms.

SLIDE 2: THE FIVE FOOD GROUPS

TEACHER NOTES:

o All of our ‘every day’ foods belong to the Five Food Groups.

o Have you ever thought about where all of these foods come from?

o Let’s have a look at where some of our favourite foods from each of the Five Food Groups come from.


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SLIDE 3: GRAIN FOODS

TEACHER NOTES:

o Grain foods include breads, breakfast cereals, rice, pasta, noodles, polenta couscous, oats and quinoa.

o These foods are made from grains such as wheat, oats, rice, rye, barley, millet, quinoa and corn.

CLASS DISCUSSION:

o Where do these grains come from?

SLIDE 4: GRAIN FOODS COME FROM…

TEACHER NOTES:

o Grains are grown in fields on a farm. o Grain seeds are planted by machines

into the ground. They are then watered regularly and allowed to grow until they are big enough to have developed their own grains.


SLIDE 5: GRAINS ARE HARVESTED

TEACHER NOTES:

o After they have finished growing the grains are picked (harvested).

View the clips ‘How do you grow rice?’ and ‘Where does bread come from?’ For the Juniors, ABC. www.splash.abc.net.au/res/teacher_res/3-paddock-plate.html

SLIDE 6: GRAINS ARE PROCESSED

TEACHER NOTES:

o After they have been harvested the grains are taken to large factories where they are processed so we can use them to make foods.

o Some examples of grain foods that are processed are: – Wheat: ground to make flour – Rice: cleaned for us to cook and

eat. It can also be polished to make white rice, ground to make flour, or puffed (cooked) to make breakfast cereals like Rice Bubbles

®.

CLASS DISCUSSION:

o Can you think of any other things that flour is used to make?


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SLIDE 7: GRAINS CAN BE TURNED INTO…

TEACHER NOTES:

o Some examples of processed grain foods include: – Bread, pasta, noodles, cakes,

biscuits. – Cereals such as wheat biscuits,

corn flakes and porridge o When grains are refined (for

example, to produce white flour) the outside layers are removed, leaving only the tissue inside the grains. This process results in loss of fibre, vitamins and minerals.

KEY MESSAGE:

o The more the grains are processed, the less healthy they become. Processing them too much causes many of their important nutrients to be destroyed or taken out.

SLIDE 8: VEGETABLES

TEACHER NOTES:

o We need to eat a variety of vegetables every day to get the right mix of nutrients for our bodies.

o Vegetables come in lots of colours and forms including fresh, raw, cooked, canned and frozen.


SLIDE 9: VEGETABLES ARE GROWN IN GARDENS

TEACHER NOTES:

o Vegetables are grown in large fields on a farm or in a green house.

o Different vegetables are grown at different times of the year so the farmers have to work all year round looking after the vegetables.

CLASS DISCUSSION:

o What do you think the farmer has to do to help the vegetables grow?

SLIDE 10: VEGETABLES ARE GROWN IN GARDENS

TEACHER NOTES:

o We can also grow our own vegetables at home or at school.

CLASS DISCUSSION:

o Do you grow vegetables at home? o What vegetables are we growing/

could we grow at school?


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SLIDE 11: VEGETABLES ARE HARVESTED

TEACHER NOTES:

o Different parts of vegetable plants are picked for us to eat.

o These include: the leaves (e.g. lettuce), stems (e.g. celery), roots (e.g. carrot) and flowers (e.g. zucchini) of some plants.

Read Up, Down and Around by Katherine Ayers. This story provides children with an introduction to the wonders of plants, food, and gardening. The story can also be viewed online from You Tube (1:09 minutes). Visit www.youtube.com and search for book title.

SLIDE 12: VEGETABLES ARE PROCESSED

TEACHER NOTES:

o If you are growing your own vegetables you can eat them straight from the garden.

o Some vegetables need to be cooked like potatoes but most vegetables can be eaten fresh.

o When vegetables are harvested from big farms they are either sold fresh to the markets or shops, or they are processed to make them last longer.

o Types of processing include freezing, canning, drying or juicing.

o Different types of processing can affect the amount of nutrients in the vegetables in different ways: – When vegetables are frozen the

nutrients are frozen with them and so these vegetables are just as good for you as fresh vegetables.

– When vegetables are canned, some of the nutrients go into the water in the can and sometimes salt is added. This can make them less nutritious compared with fresh vegetables.


SLIDE 13: FRUIT

TEACHER NOTES:

o Fruit contains lots of the nutrients vitamins and minerals and are a good source of carbohydrate, dietary fibre and other plant substances which can help prevent us getting sick.

SLIDE 14: FRUITS ARE GROWN ON PLANTS

TEACHER NOTES:

o Fruit can grow on trees in an orchard, on bushes or low to the ground.

o Different fruits grow at different times of the year. Some grow when its cold and some grow when it’s hot. Some fruits are grown in green houses and therefore can grow all year round.

CLASS DISCUSSION:

o What sort of fruits have you seen growing in your garden at home, school or neighbourhood?


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SLIDE 15: FRUITS ARE HARVESTED

TEACHER NOTES:

o Just like vegetables, fruit needs to be picked. This can be done by hand or by big machines on farms.

CLASS DISCUSSION:

o Which fruits do you like to pick?

View the clip ‘Growing Apples’. For the Juniors, ABC (time: 5:39) www.splash.abc.net.au/media/-/m/30276/growing-apples

SLIDE 16: SOME FRUITS ARE PROCESSED

TEACHER NOTES:

o Different types of processing can affect the amount of nutrients in the fruits in different ways: – When fruits are frozen the

nutrients are frozen with them and so these fruits are just as good for you as the fresh fruits.

– When fruits are canned, some of the nutrients go into the water in the can and sometimes sugar is added which makes them less healthy.

– When fruits are dried, some of the nutrients dry up and get destroyed but they still have some good nutrients left.

– When fruits are juiced, lots of the nutrients stay but the fibre is taken out and the concentration of the sugar becomes high.

KEY MESSAGE:

o It is best to eat fruit when it is fresh but some processed fruits can be healthy too.

http://www.splash.abc.net.au/media/-/m/30276/growing-apples


SLIDE 17: DAIRY

TEACHER NOTES:

o Dairy foods include milk, cheese and yoghurt. These foods are a good source of the nutrient protein and the mineral calcium, which is essential for strong bones and teeth.

o Other dairy foods such as ice cream (which can be relatively high in saturated fat and added sugars). Cream and butter (high in saturated fat) are classified as ‘sometimes’ foodsand should not be eaten every day.

CLASS DISCUSSION:

o Some people cannot have dairy foods because they can make them feel sick. What are some alternatives to dairy?

o Suitable alternatives are soy milk and soy yogurt as they can provide calcium and protein.

SLIDE 18: DAIRY COMES FROM ANIMALS

TEACHER NOTES:

o Dairy products are produced from animals such as cows, goats and sheep. These animals are raised on a farm.

CLASS DISCUSSION:

o What do these animals have to do with dairy?


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SLIDE 19: ANIMALS ARE MILKED

TEACHER NOTES:

o Cows are milked twice a day, while goats and sheep are milked one or two times a day depending on the flock size.

View the clips:

‘Why do cows make milk?’ (time 6:46). For the Juniors, ABC. www.splash.abc.net.au/media/-/m/30240/why-do-cows-make-milk-

‘Milk, from dairy to the shop’ (time 5:25). For the Juniors, ABC. www.splash.abc.net.au/media/-/m/30258/from-the-dairy-to-the- shop

SLIDE 20: DAIRY FOODS ARE PROCESSED

TEACHER NOTES:

o Milk can be turned into lots of different dairy foods.

CLASS DISCUSSION:

o What foods are made from milk? o Some people feel sick if they eat

dairy foods and prefer to avoid them. o There are alternative products

available that have added calcium, such as calcium-enriched soy or rice drinks.

o Canned fish with bones (sardines and salmon), almonds and tofu are also sources of calcium.


SLIDE 21: MEAT AND ALTERNATIVES

TEACHER NOTES:

o The food group meat and alternatives includes lean meats, poultry, fish, eggs, nuts and seeds and legumes/ beans and are an important source of nutrients including protein, iron and zinc.

o These foods are all good sources of protein. Protein helps build strong muscles and helps repair our body when we hurt or injure ourselves.

o Lean red meat contains high levels of the mineral iron necessary for moving oxygen around the body to help give us energy so we can run, jump and play. Chicken, pork, fish and legumes contain smaller amounts of iron.

o Nuts, seeds and legumes are plant products and have a smaller amount of iron than chicken and fish.

SLIDE 22: MEAT AND ALTERNATIVES

TEACHER NOTES:

o Meat and eggs come from animals. o Meat alternatives come from plants.

CLASS DISCUSSION:

o What is your favourite meat or meat alternative?


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SLIDE 23: MEATS ARE PROCESSED

TEACHER NOTES:

o Most of the meats we eat come from farmed animals (animals that are bred for the purpose of eating).

o These include cows, pigs, lambs, chicken and some fish such as salmon.

o Some animals like kangaroos and fish are caught in their natural environments.

SLIDE 24: MEAT ALTERNATIVES

TEACHER NOTES:

o Some people don’t eat meat. These people follow a vegetarian diet. They need to eat meat alternatives to get similar nutrients to those found in meat products.

o Meat alternatives are eggs, legumes, and nuts. Meat alternatives can be processed into products like tofu.



TEACHER NOTES:

o Food is fundamental to our health and wellbeing

o Our food comes from plants and animals

o It’s important to eat a rainbow of colours from fruits and vegetables.

o There are Five Food Groups that we need to eat from every day to get the nutrients our bodies need to GO, GROW and GLOW.

CLASS DISCUSSION

o Can you remember each of the Five Food Groups? Here are the grains.


TEACHER NOTES:

o Vegetables and legumes


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TEACHER NOTES:

o Fruit


TEACHER NOTES:

o Dairy – milk, cheese, yogurt and alternatives



TEACHER NOTES:

o Meat and alternatives – meat, poultry, fish, eggs, tofu, nuts and seeds and legumes


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LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the lesson and consolidate their learnings.

ACTIVITY 1: THE FIVE FOOD GROUPS

Instructions:

o Students draw their favourite foods from each of the Five Food Groups on the student worksheet over page.

ACTIVITY 2: WHEAT GRINDING

Preparation:

o Source The Little Red Hen book o Source the following equipment:

– Mortar and pestle – Whole wheat kernels (available from

health food shops) – Plain flour

Instructions:

o After reading The Little Red Hen, allow students to grind a few grains of wheat in the mortar and pestle. Watch it turn into flour.

o Compare this to plain flour from the shop which has been processed and refined. The plain flour has no little bits in it. The bits are where lots of the fibre and nutrients are.

o Optional: students can place their grains in a small pot with soil and watch them grow on a window sill in the class.

Key learnings:

o Students learn about how food is processed

o When foods are processed some of the parts of the original food are destroyed or lost

o The more processing that occurs to a food, the less nutritious it becomes.

TEACHER RESOURCES

A Little Golden Book Classic (1954).The Little Red Hen (a favourite folk-tale). Random House Inc.

Butterworth, C. (2011). How did that get in my lunchbox?: The story of food. Candlewick Press.


STUDENT

WORKSHEET

Name: Date:

THE FIVE FOOD GROUPS

In each of the food group spaces below, draw your favourite foods from each of the Five Food Groups.

Image adapted from: National Health and Medical Research Council (2013) Australian Guide to Healthy Eating. Canberra: National Health and Medical Research Council.


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TEACHER’S

GUIDE

APPLE PANCAKES

Instructions:


o Demonstrate method outlined on student recipe , allowing some student participation.






o Self-raising flour

o Wholemeal self-raising flour

o Eggs

o Reduced fat milk

o Tinned pie apple

o Spray oil

2 cups

2 cups

4

2 cups

2 x 375g tins

EQUIPMENT REQUIRED

o Mixing bowl o Measuring jugs o Manual hand beaters or whisk o Electric frypan o Egg flip o Tablespoon measure o Serviettes to serve


ALLERGEN ADVICE:

This recipe is not suitable for egg, dairy and wheat allergies. Contains gluten and lactose.

Recipe can be modified to suit dairy allergy or lactose intolerance by substituting milk with soy milk.

SAFETY TIP:



STUDENT

RECIPE

Name: Date:

APPLE PANCAKES

INGREDIENTS (Makes 12)

o 1 cup self-raising flour o 1 cup wholemeal self-raising flour o 2 eggs o 2 cups reduced fat milk o 1 X 375g tin of pie apple o spray oil

EQUIPMENT

o Mixing bowl o Measuring jug o Manual hand beaters or whisk o Fry pan o Egg flip o Tablespoon measure o Serviettes to serve

METHOD

Step 1

Mix the two flours together in a bowl.

Step 2

Add eggs and half the milk. Begin mixing with hand-beater or whisk.

Step 3

Gradually add the rest of the milk until mixed through.

Step 4

Add pie apple and gently mix through.

Step 5

Heat fry pan and lightly spray with oil.

Step 6

Drop tablespoons of mixture onto fry pan. When bubbles appear on the surface of the mixture, flip and cook on other side until brown.

Step 7

Serve warm.

TASTE RATE


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STUDENT

WORKSHEET

Name: Date:

FOOD GROUP MATCH

What food groups do each of the main ingredients of the apple pancakes belong to?


Images: National Health and Medical Research Council (2013) Australian Guide to Healthy Eating. Canberra: National Health and Medical Research Council.


MODULE 3: What do you eat and when?

OVERVIEW

AIM

Students will recognise the need to eat regular meals (e.g. breakfast, lunch and dinner) and explore the sorts of foods eaten at each meal taking into account foods from different cultures.

OBJECTIVES

By the end of this lesson students will be able to:

o explain the importance of eating regular meals o identify foods commonly eaten at different

meal times o appreciate the cultural variation of different

foods and styles of eating that occurs at meal times.





o grouping foods into categories such as food groups and ‘every day’/’sometimes’ foods


LEARNING ACTIVITY

o My healthy meals


o Banana smoothies



SLIDE 1: WHY DO YOU EAT AND WHEN

TEACHER NOTES:

o Children need a wide variety of foods for a well-balanced diet.

o The amount of physical activity they have in a day will play an important part in how much food they need to eat.

o When children are busy and active, snacking is important to keep up energy levels between main meals. A healthy morning snack and an after school snack are usually needed each day.

SLIDE 2: WHEN DO YOU EAT

TEACHER NOTES:

o In Australia our mealtimes and snack times tend to be regular and spaced evenly throughout the day.

o Breakfast, lunch and dinner are when we eat our larger meals, and a light snack mid-morning and mid-afternoon keeps our energy levels up in between meals.

o Schools in Australia recognise the benefits of children eating regularly throughout the day. Many schools have introduced a fruit/vegetable break into the morning routine, as well as the lunch and recess break.

CLASS DISCUSSION:

o What times of the day do you eat? o When was the last time you ate and

what was the name of that meal (breakfast/lunch/snack/recess)?

KEY MESSAGE:

o We all need to eat at different times of the day to make sure our body stays fuelled and keeps getting the nutrients it needs to function.


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SLIDE 3: BREAKFAST IN THE MORNING

CLASS DISCUSSION:

o Who had breakfast this morning?

KEY MESSAGE:

o Breakfast is a meal we have in the morning. It means to ‘break the fast’. Overnight you have been sleeping and haven’t eaten in a long time, so your body needs fuel when you wake up. This is breakfast.

SLIDE 4: WHAT DO YOU EAT AT…BREAKFAST

TEACHER NOTES:

o People in different countries eat different foods at breakfast time depending on what food is available to them, their culture and their beliefs

o Examples of common breakfasts from different countries include: - China: sweet or salty pancakes, soup, deep fried bread sticks or doughnuts, buns, rice porridge, and fried or soup-based noodles. - Costa Rica: gallo pinto (rice and beans) with eggs, sour cream and sausages - East and West Africa: uji: a thin porridge made from cassava, millet, rice, or corn. Sometimes ground peanuts or bits of dried meat are included - England: a cooked breakfast which may include: eggs, tomatoes, sausages, bacon, mushrooms and toast - France: croissant or baguette with butter and jam - Japan: miso soup, steamed rice, raw egg, nori (seaweed rice roll) - Mexico: tortillas with fried eggs and salsa

CLASS DISCUSSION:

o What did you eat for breakfast today?


SLIDE 5: BREAKFAST GIVES YOU ENERGY

TEACHER NOTES:

o It is important to eat breakfast. A good night’s sleep followed by food in the morning helps children to stay active and concentrate at school. It also means children are less likely to be too hungry during the morning and it can help with performance at school.

CLASS DISCUSSION:

o When we wake up in the morning we need energy from food to start the day.

SLIDE 6: IF YOU DON’T HAVE BREAKFAST…

CLASS DISCUSSION:

o How would you feel if you didn’t have breakfast?

KEY MESSAGE:

o If you don’t have breakfast your body will start to miss having food in it and you might start to feel unwell.

o Without the energy and nutrients from food, you will feel tired and cranky. You can also find it hard to concentrate and learn at school.


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SLIDE 7: LUNCH DURING THE DAY

TEACHER NOTES:

o Lunch is the main meal in many countries around the world.

o In other countries like Australia, the midday meal isn't always such a big meal.

o Making time for a healthy lunch is very important. It is necessary to carry us through the middle of the day and benefits us both mentally and physically.

CLASS DISCUSSION:

o When do you have your main meal of the day?

SLIDE 8: WHAT DO YOU EAT AT…LUNCH

TEACHER NOTES:

o Some people eat lunch as a smaller meal while others have a large meal.

CLASS DISCUSSION:

o What do you eat for lunch?

FAST FACT:

o Many children who go to school in other countries eat a hot meal at lunchtime provided by their school.


SLIDE 9: LUNCH HELPS US LEARN

TEACHER NOTES:

o Healthy lunches are important for children, and help with keeping up concentration and learning over the day.

CLASS DISCUSSION:

o How would you feel if you didn’t eat lunch?

KEY MESSAGE:

o We need lunch to give us nutrients and energy so we can keep learning and playing in the afternoon.

SLIDE 10: RECESS DURING THE DAY

TEACHER NOTES:

o Children can have huge swings in appetite depending on activity levels and stage of growth. It is important to allow them to choose how much they need to eat while offering a wide variety of healthy foods.

o Morning and afternoon snacks need to be nutritious to ensure young bodies get the most benefit from them.

CLASS DISCUSSION:

o When do we have our recess and fruit break at school?


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SLIDE 11: WHAT DO YOU EAT AT…RECESS

TEACHER NOTES:

o Examples of nutritious snacks include: – Fresh fruit – Vegie sticks and avocado dip – Wholegrain toast with melted

cheese – Fruit salad and yogurt – Air-popped popcorn and dried fruit – Cheese slices with wholegrain

crackers – Raisin toast/bread

– Hard boiled eggs

CLASS DISCUSSION:

o What sorts of foods do you eat at recess?

SLIDE 12: RECESS KEEPS HUNGER AT BAY

CLASS DISCUSSION:

o Why do we have fruit break, recess or snacks?

KEY MESSAGE:

o Snacks such as recess and fruit break are important to keep energy levels up in between meals and they prevent us from getting too hungry and cranky.

o Sometimes, like on rainy days, when we are not outside playing we might not feel very hungry between meals and so then we don’t need to snack as much.


SLIDE 13: DINNER IN THE EVENING

TEACHER NOTES:

o Dinner is usually the last meal of the day and in Australia it is most commonly the main meal.

CLASS DISCUSSION:

o When do you eat dinner?

KEY MESSAGE:

o Dinner is the last meal of the day and gives us nutrients to help us to grow when we are sleeping. A healthy dinner will help you to sleep well so you can wake up fresh to start a new day!

SLIDE 14: WHAT DO YOU EAT AT…DINNER

TEACHER NOTES:

o Because of our multicultural society there are many different meals we prepare for dinner in Australia. Some examples include: – Curried vegetables with rice – Pasta and vegetable sauces – Tacos – Risotto – Soup – Stir fried meat and vegetables – Barbeque – meat/ sausages/

kebabs and salad – Roast meat with vegetables

CLASS DISCUSSION:

o What did you have for dinner last night? What is your favourite dinner?


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SLIDE 15: DINNER IS FOR FAMILY TIME

TEACHER NOTES:

o Family meal time is a tradition shared by people all around the world.

o Studies have shown children who eat dinner with their families are more likely to develop good eating habits.

CLASS DISCUSSION:

o Do you eat dinner with your family?

KEY MESSAGE:

o Dinner time is a time to share with our families. It is an opportunity to talk about the day’s activities and events.

o As well as being a time to share with each other, dinner time is an opportunity to finish off the day with a wholesome meal.

View the clip:

‘Family day – a day to eat dinner with your children’ (1:47min). This clip, celebrating the United States of America Initiative “Family Day”, shows interesting pictures of families from many different cultures around the world eating together.

www.youtube.com/watch?v=H1oc6C04j_A


LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the lesson and consolidate their learning.

ACTIVITY 1: MY HEALTHY MEALS

Instructions:

o Students draw examples of healthy foods they would like to eat at various meals.

o Alternatively students can cut and paste pictures of meals (from old food magazines) that represent each meal on the activity sheet.

Extension:

o Ask students’ families to share their favourite family dinner recipes and photos with the rest of the class. Create a class mural of favourite healthy family meals.

TEACHER RESOURCES

Zamorano, A. (2005). Let’s eat. Australia: Scholastic Australia.

Hibbert, C. (2011). Let’s eat breakfast. London: Evans Brothers Limited.

Hibbert, C. (2011). Let’s eat lunch. London: Evans Brothers Limited.

Hibbert, C. (2011). Let’s eat dinner. London: Evans Brothers Limited.


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STUDENT

WORKSHEET

Name: Date:

MY HEALTHY MEALS

Draw and name some healthy foods you could eat at each meal.

Breakfast

Lunch

Dinner

Snacks



TEACHER’S

GUIDE

BANANA SMOOTHIES

Instructions:


o Demonstrate method outlined on student recipe, allowing some student participation.






o Banana

o Reduced fat vanilla yoghurt

o Reduced fat milk

2

400g

2 cups

EQUIPMENT REQUIRED

o Stick mixer or blender o Measuring cup o Knife o Spoon o Taste test cups o Serviettes


ALLERGEN ADVICE:

This recipe is not suitable for people with dairy allergies. Contains lactose.

Recipe can be modified to suit dairy allergy or lactose intolerance by substituting milk and yoghurt with soy milk and soy yoghurt.

SAFETY TIP:



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STUDENT

RECIPE

Name: Date:

BANANA SMOOTHIES

INGREDIENTS (Serves 2)

o 1 banana o 200g reduced fat vanilla yoghurt

(small tub) o 1 cup reduced fat milk

EQUIPMENT

o Stick mixer or blender o Measuring cup o Spoon o Cups o Serviettes

TIPS

o To make this smoothie dairy free, swap cow’s milk for soy milk and use soy yoghurt

o Add strawberries, frozen berries or mango for a yummy flavour twist

o You could also use natural yoghurt and sweeten with honey

METHOD

Step 1

Pour milk into a sturdy plastic measuring jug or blender.

Step 2

Peel banana and roughly break up into small chunks, add to jug.

Step 3

Add yoghurt and blend for 30 seconds or until all ingredients are well mixed and the smoothie is frothy.

Step 4

Pour into cups and enjoy!

TASTE RATE


STUDENT

WORKSHEET

Name: Date:

FOOD GROUP MATCH

What food groups do each of the main ingredients of the Banana Smoothie belong to?


Images: National Health and Medical Research Council (2013) Australian Guide to Healthy Eating. Canberra: National Health and Medical Research Council.


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GLOSSARY

AUSTRALIAN DIETARY GUIDELINES (2013)

The Australian Dietary Guidelines use the best available scientific evidence to provide information on the types and amounts of foods, food groups and dietary patterns for good health.

For further information visit: www.eatforhealth.gov.au

AUSTRALIAN GUIDE TO HEALTHY EATING

The Australian Guide to Healthy Eating is an evidence-based daily food selection guide based on the Five Food Groups. A plate is divided into the Five Food Groups to show the relative amounts we should be consuming from each group.

For further information visit:

www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

CALCIUM

Calcium is an essential mineral needed for building strong bones and teeth. Small amounts of calcium are also needed in the blood to help nerves and muscles function properly. Good sources of calcium include dairy foods and calcium fortified products such as soy drink and breakfast cereals.

CARBOHYDRATE

Carbohydrate is our body’s preferred source of energy. Carbohydrates are stored in the form of glycogen in our liver and muscles, to supply our bodies with a constant source of energy.

Our brains, nervous system and red blood cells rely exclusively on carbohydrates for energy.

Food sources of carbohydrate include: bread, rice, pasta, noodles, grains, flour, fruit, legumes and starchy vegetables such as potato, sweet potato and corn;.

DIET

Diet refers to the pattern of foods eaten. This can include the normal or habitual intake of food of an individual or a population.

DIGESTION

When we eat food our body breaks it down into tiny pieces so we can absorb the nutrients. The process of breaking food down is called digestion.

DIGESTIVE SYSTEM

The body’s digestive system breaks down food and releases nutrients for use by the body. It is responsible for the ingestion, digestion and absorption of food.

ENERGY

Energy is released when a food is burned for fuel within the body. Energy is measured in kilojoules in Australia, however calories (or kilocalories) is another well-known measure of energy. One kilocalorie is equivalent to approximately 4.2 kilojoules.

‘EVERY DAY’ FOODS

‘Every day’ foods are foods from the Five Food Groups that provide lots of important nutrients which are required on a daily basis. These nutrients help our body to work efficiently and to make it strong and healthy.


FAT

Fat is an important part of a healthy diet. Small amounts of fats are needed for the absorption of fat-soluble vitamins (A, D, E and K). We also need some essential fatty acids (linoleic acid and alpha-linolenic acid) for growth and development. Eating large amounts of fat can contribute to excessive weight gain. Fat is classified as either saturated or unsaturated.

Saturated fats are often referred to as ‘unhealthy fats’ and are associated with high blood cholesterol levels which can increase the risk of heart disease. Saturated fats occur in fatty meats and some full fat dairy products. They also occur in palm and coconut oils which are commonly used in biscuits, cakes, pastries and many fast foods.

Unsaturated fats are the healthy fats, which are

needed in small amounts every day.

These fats include healthy oils such as olive, sunflower and canola oils.

FIBRE

Dietary fibre is found in grain foods, fruits, vegetables, legumes and nuts. Fibre is resistant to digestion and absorption in the small intestine and is then subject to fermentation in the large intestine. Fibre plays an important role in maintaining healthy gut bacteria and regular bowel movements. The main role of fibre is to keep the digestive system healthy.

FIVE FOOD GROUPS

The Five Food Groups make up the Australian Guide to Healthy Eating. Foods are grouped together because they provide similar amounts of key nutrients. Each of the Five Food Groups are summarised below:

Grain (cereal) foods

Grain foods are mostly made from wheat, oats, rice, rye, barley, millet, quinoa and corn and include breads, cereals, pasta and noodles. These foods are high in carbohydrates and wholegrain varieties are high in fibre.

Vegetables and legumes

Vegetables come from many different parts of the plant, including the leaves, roots, tubers, flowers, stems, seeds and shoots. Legumes are the seeds of the plant and are eaten in their immature form as green peas and beans, and their mature form as dried peas, beans, lentils and chickpeas.

Some vegetables such as tomato and capsicum are botanically defined as fruits, however their low sugar (fructose) content allows them to fit into the vegetable food group.

Fruit

Fruit can grow on a tree, bush, vine or low to the ground. Fruits contain natural sugars and are sweet when ripe. They also contain fibre, vitamins and minerals that help our body to be healthy.

Lean meat and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans group (meat and alternatives)

These foods are high in protein and iron. People who choose not to eat meat need to ensure they eat suitable meat alternatives from this group.

Milk, cheese, yoghurt and alternatives (dairy and alternatives)

Milk, cheese and yoghurt provide calcium in a readily absorbable and convenient form. They are a good source protein and many vitamins and minerals. Dairy alternatives include calcium fortified soy based milks, yogurt and cheese.

GLOW FOODS

GLOW foods contain lots of vitamins and minerals and make our eyes sparkle, our hair shine and our skin GLOW. Examples include fruit and vegetables.

GO FOODS

GO foods give us energy to run, play, learn and think. They provide us with carbohydrates that our body can easily use for energy. Examples include grains foods, bread, rice, pasta, and fruits.

GROW FOODS

GROW foods help our body to grow and repair. These foods help make our body strong and include foods such as dairy foods like milk, cheese and yoghurt, protein foods like meat, chicken, fish and legumes.

HEALTHY FOOD

Foods that are included in the Five Food Groups are healthy foods. These foods contain lots of nutrients that our body needs for growth and repair. Healthy foods should be eaten every day.


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HYDRATION

By drinking the amount of water our body needs each day we stay hydrated. This means our body can function at its best. If we do not drink enough water we become thirsty and our body can become dehydrated.

Children aged 4-8yrs are recommended to consume 5 cups of water per day.

IRON

Iron is an important dietary mineral that is involved in various bodily functions, including the transport of oxygen in the blood. Good sources of iron include red meat, offal and iron-fortified breakfast cereals.

LEGUMES

Legumes are included in two of the Five Food Groups. Legumes are considered a vegetable, and because of their high protein value they are also a valuable meat alternative.

MINERALS

Minerals in food are made of small amounts of salts and natural metals. They are required for good health and are particularly important in bones, teeth and in the blood and connective tissues. Some of our essential minerals include calcium, iodine, iron, magnesium, phosphorous, potassium and zinc.

NUTRIENTS

Nutrients are the building blocks that join together to make food and are essential for life and health. Nutrients include protein, carbohydrate, fat, vitamins, minerals, fibre and water.

PROCESSED FOOD

When foods are processed some of the parts of the original food are destroyed or lost. The more processing that occurs to a food, the less nutritious it becomes.

PROTEIN

Protein makes up about half of the human body's dry weight. Many of the foods we eat contain protein, particularly meat (chicken, beef, lamb and fish) and legumes. Protein is used for growth and repair and is the foundation of muscle, skin, hair, nails, blood compounds and enzymes.

SALT

Salt added to food is made up of minerals sodium and chlorine. While small amounts of salt are needed by the body, too much can be harmful and cause high blood pressure. Excess consumption of sodium can also increase the excretion of calcium, which is a problem for developing bone density in young people.

Processed foods are high in salt. Too much salt can also be used in recipes and at the table.

SUGAR

Sugar is the common name for sucrose which is made from sugar cane and sugar beet. It comprises of one molecule of glucose joined to one molecule of fructose and only provides the body with kilojoules and no other nutrients. Excessive sugar intake contributes to tooth decay, weight gain and increased risk of obesity.

‘SOMETIMES’ FOOD AND DRINKS

‘Sometimes’ foods and drinks do not provide essential nutrients and are not required as part of a healthy diet. These foods and drinks are often higher in energy, saturated fat, added sugars and/or salt. These foods and drinks can be enjoyed occasionally in small amounts.


VEGETARIAN

A vegetarian diet does not include meat – red meat, poultry, seafood, and the flesh of any other animal. Vegetarians need to eat suitable meat alternatives such as legumes, nuts and eggs to help provide them with nutrients (protein and iron) that meat would otherwise provide.

Other types of vegetarian diets include:

o Ovo vegetarian – eat eggs but not dairy products.

o Lacto vegetarian – eat dairy products but not eggs.

o Lacto-ovo vegetarian - eat eggs and dairy products

o Vegan - excludes all animal flesh and animal products, such as dairy, honey and eggs

VITAMINS

Vitamins are substances found in many foods and are needed to keep the body functioning well. Vitamins can be water soluble (e.g. B vitamins and vitamin C) or fat soluble (vitamins A, D, E and K).

WATER

The human body is made up of over 50% water. We need water for all of our bodily processes and therefore it is very important to drink plenty of water each day. Children aged 4-8yrs are recommended to consume 5 cups of water per day.

ZINC

Zinc is an essential mineral needed for a healthy immune system. It is also important in wound healing and in growth and reproduction of cells. Good sources of zinc include shellfish, meat (particularly red meat) and dried beans.


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Recommended reading and resources

Hark, L. and Deen, D. (2007) Nutrition. The definitive Australian guide to eating for good health. Camberwell Victoria: Dorling

Kindersley Ltd.

Saxelby C. (2012) Catherine Saxelby’s complete food and nutrition companion. The ultimate A-Z guide. Richmond Victoria: Hardie

Grant Books

National Health and Medical Research Council (2013) Australian Dietary Guidelines Summary. Canberra.

William, T. (2011) This=That - a life-size photo guide to food serves. Revised and expanded. Queensland: Trudie Williams Nutrition and Dietetics Pty Ltd


WEBSITES

Fresh Tastes: healthy food at school www.health.act.gov.au/freshtastes Eat for Health www.eatforhealth.gov.au Nutrition Australia www.nutritionaustralia.org Healthy Kids www.healthykids.nsw.gov.au Better Health Channel www.betterhealth.vic.gov.au Stephanie Alexander Kitchen Garden Foundation www.kitchengardenfoundation.org.au


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STUDENT

PERMISSION FORM

FOOD&ME™ NUTRITION EDUCATION UNIT

Our class is taking part in the Food&ME™ Nutrition Education Unit. As part of this unit,

students will be undertaking food preparation activities, in which all students will have the

opportunity to taste the food prepared during class.

Please complete the following form if you give permission for your child to participate in these

activities.

I as the parent/guardian of

give my consent for him/her to participate in the

Food&ME™ food preparation activities.

Please indicate if your child has any special dietary requirements.

Signature

Name

Date


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