Pacemaker Pack: Fantastic Food (Middle)

Forr Ages 7B -9 or e t s

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Fantastic Food

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Exploring current health and nutrition issues relevant to food. . t o c . che e r o t r s super

© Ready-Ed Publications - 2004 (Revised edition) Published by Ready-Ed Publications P.O. Box 276 Greenwood WA 6024 Email: info@readyed.com.au

Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 574 8

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Contents Teachers’ Notes .............................................................................. Pages 4, 5 Student Record Sheet .......................................................................... Page 6 MY MAIN MUNCHES............................................................................. Page 7 TIME TO EAT ......................................................................................... Page 8 FRESH MILK TO YOU ............................................................................ Page 9

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RED HOT SPECIAL .............................................................................. Page 10 TOP CLASS COOKS ............................................................................ Page 11 FRY THIS! .......................................................................................... Page 12

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FAST FACTS ....................................................................................... Page 13

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A MUDDLED MEAL ............................................................................. Page 14

CALLIGRAMS ..................................................................................... Page 15 FOOD RIDDLES .................................................................................. Page 16

TOOTY FROOTY .................................................................................. Page 17 IT’S YOUR BIRTHDAY! ........................................................................ Page 18

HOT CROSS WORDS ........................................................................... Page 19

©WHATR ea dyEdPubl i cat i on I KNOW ....................................................................................

Pages 21 FAMILY FEAST ................................................................................... Page 22 •f o rr evi ew pur posesonl y• WORLD OF FOODS ............................................................................. Page 23 LUNCHTIME LIMERICKS ..................................................................... Page 20

WHAT’S ON THE LABEL? .................................................................... Page 24

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HUNGER PAINS ................................................................................. Page 25

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YOU ARE WHAT YOU EAT .................................................................... Page 26 FOOD DETECTIVE................................................................................ Page 27

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FOOD DILEMMAS .............................................................................. Page 28

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FOOD SCIENCE 1 ............................................................................... Page 29 FOOD SCIENCE 2 ............................................................................... Page 30 THE SCRAP MUNCHER ....................................................................... Page 31

THE ART OF FOOD .............................................................................. Page 32 CANTEEN KIDS ................................................................................... Page 33 SNACKTIVITIES .......................................................................... Pages 34, 35 ANSWERS .......................................................................................... Page 36

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Teachers’ Notes This fully revised series was initially devised as a means of providing extension for students within the regular classroom, whilst catering for the needs of the teacher and providing materials that were designed along educationally sound lines.

Although the content and layout for the revised series has been completely updated, the principles behind the series remain the same, using CONTENT LEVELS as a basis for categorising activities.

The key to this approach, which we term the appropriate curriculum model, is that students are presented with activities appropriate to their levels of understanding of the content together with their mastery of the requisite higher-order thinking processes. The levels are an adaptation of Bloom’s Taxonomy of Educational Objectives, still a widely accepted and valued model of education.

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Below are the Content Levels and Indicators used in this book:

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What it means

FINDING OUT: Recalling data, showing understanding through restating or extending ideas.

What the student does

Answers factual questions, interprets information, describes or illustrates events.

Content Level 2 What it means

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Content Level 1

USING INFORMATION: Using information in a new situation through extending or breaking down concepts being studied.

Problem solving based on knowledge gained. Making assumptions.

© ReadyEdPubl i cat i ons Content Level 3e •f o rr e vi w pur posesonl y• What it means

What the student does

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CREATING / EVALUATING: Putting together ideas to develop new products, making judgements based on new information.

Puts forward theories or original ideas and designs, forms and states opinions on theories.

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What the student does

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Moving Through the Content Levels

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It is important that higher-order activities such as those at Content Level 3 are underpinned with a solid base of knowledge — the tasks and activities aligned with Levels 1 and 2 are designed to establish and expand this. It should never be assumed that students have the requisite content knowledge, but be prepared to advance students quickly to higher-level activities if they demonstrate a sound understanding of the facts and concepts presented in Levels 1 and 2.

In considering the structure of this material, it is envisaged that in the heterogeneous classroom situation, the series can be implemented as follows:

Child Ability Level Interpretation M Above Average ____________ Emphasis on Level 2/3 M Average _________________ Emphasis on Level 2 M Below Average ____________ Emphasis on Level 1 Many pages contain activities from more than one level. In this case, the TIME taken on each part will change focus, according to the outline above. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Teachers’ Notes Using the Pacemaker Packs in the Classroom Promote interest in the theme — set up a classroom learning centre that may contain: • Books and posters; • Models and artefacts; • CD-ROMS; • Art supplies and plenty of writing and drawing paper; • A “theme” table with items brought by students from home.

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Decide on the approach to the theme that suits you and your students best: • Teacher-directed with the whole class completing teacher-assigned sheets at a specified time (teacher records progress).

• Student-directed with students working through materials at their own pace at a specified time (student records progress).

• As an interest-based approach with students working from a selection of photocopied worksheets at their own pace (student monitored and recorded).

• As supplementary materials to a unit of study.

You may wish to use this series as a Learning Centre, with photocopied sheets displayed in pockets that students can select from, perhaps set up like this:

© ReadyEdPubl i cat i ons •f orr evi e w ur posesonl y• ODp FO Two covered strawboard sheets, hinged for easy storage and display.

Slots - for title.

Pockets for photocopied Pacemaker sheets.

Instructions for use.

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Relevant resource books for research.

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Relevant resource books for research.

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Before commencing, talk over the activities contained in the book with your class.

Encourage students to broaden their thinking to suit the open-ended nature of the upperlevel activities, helping them to understand that there is not “one correct answer”.

Outline a procedure for the activities: • How will students store and present their completed worksheets?

(In a file, a booklet, a plastic sleeve.)

• How can students work on the contents? (Individually, in pairs, in small groups.)

• From where can further research sources be obtained?

• What people or organisations might be able to help?

• How and when will the sheets be available? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Student Record Sheet

Name: .............................. ..............................

Topic: ________________________________________ Activity

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Date Finished Student Comments

Teacher Comments

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My Main Munches

Name: .............................. ..............................

Everyone has a different idea of what the tastiest foods are.

Draw yourself eating YOUR favourite food in the space below.

Write a descriptive sentence explaining WHY you like this food.

See if you can convince others that this food is fantastic! ________________________

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________________________ ________________________ ________________________ ________________________ ________________________

Write some foods that you DON’T like on the lines below, and tick the boxes to explain WHY you dislike this food. An example is given.

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© ReadyEdPubl i cat i ons Food Taste Smell Texture Allergies Family Beliefs • f orr evi ew pur posesonl y• Olives

Write down all of the foods that you ate YESTERDAY. In the lid handles, write a number that ranks them from the tastiest (1) to the least tasty (8).

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Related Outcome: Students will identify and categorise reasons for preferred and disliked food.

Subject Area/s: Health and Physical Education (Health) - People and Food. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Time to Eat

Name: .............................. ..............................

Place HANDS on the clocks to show the main times that you eat. Write the time in words.

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Time: ..........................................

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Draw a picture of you eating a meal at each time.

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Time: ..........................................

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Time: ..........................................

1] Do you eat at any other times of the day? _________________________ 2] Why do you think we need to eat several times a day instead of just once? _______________________________________________________ Related Outcome: Students will identify times during the day that they eat and place times on a clock face.

Subject Area/s: Health - People and Food; Maths - Measurement. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Fresh Milk To You

Name: .............................. ..............................

Most food has quite a journey before it gets to you.

Milk, for example, is ...

X Taken from cows at a dairy farm; Y Transported to dairy factories; Z Processed to remove bacteria and to be made “drinkable”; [ Packaged in cartons and bottles; \ Taken in large batches to supermarkets; ] Bought by families shopping;

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... before it arrives on your breakfast table!

Make a cartoon strip that shows all of the stages of “The Milk Journey”.

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. t o Milk is ae very VERSATILE product. c .

Make a list of c as many uses for milk as you can thinke of. her r o • ________________________________________ t s super • ________________________________________ • ________________________________________ • ________________________________________ • ________________________________________ •

Related Outcome: Students will examine the process of milk farming, packaging and selling.

Subject Area/s: Health - People and Food; Society & Environment - Natural and Social Systems. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Red Hot Special The local supermarket has got your FAVOURITE FOOD on special. How should they advertise it so that parents will buy it for their kids?

Name: .............................. ..............................

Make a POSTER to advertise the food.

Tick these things as you include them in your poster:

l r o e t a s i B c r e e oSop p u k S WHERE you can buy it WHY you should buy it Special offers (free things, competitions, etc.)

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A picture The price The taste

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Now draw a final copy of your poster on a large sheet of paper. Make sure it has lots of COLOUR to attract attention!

Related Outcome: Students will use advertising strategies to promote their favourite food.

Subject Area/s: Health - People and Food; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Top Class Cooks

Name: .............................. ..............................

Your class has decided to make a cookbook full of HEALTHY KIDS’ RECIPES. Each student will write a favourite recipe to be included.

Your teacher is running a class competition to design the COVER of the book.

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Make up a catchy name for the book and create a bright and colourful design. Don’t forget the name of your class - you are the authors!

Perhaps you might like to ask classmates to collect recipes from home, so you really CAN make this book! Check with your teacher if you want to do this.

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Related Outcome: Students will use original design ideas to create an eye catching book cover.

Subject Area/s: The Arts - Visual Arts; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Fry This!

FAST FOOD is all around us, yet many people worry that this puts our future health in danger.

Name: .............................. ..............................

Are YOU surrounded by these places? Make a list of all the FAST FOOD OUTLETS near your home and school.

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• ____________________________

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What is it ABOUT fast food restaurants that make us WANT to eat there?

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Many fast food restaurants have now added HEALTHY food items to their menus to create more of a balanced range of foods.

Create your OWN HEALTHY SNACK that can be sold at your favourite fast food restaurant. Draw a mouth-watering picture of it below.

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Write a catchy PHRASE that will make people want to buy your new product: _________________________________

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__________________________________ __________________________________ __________________________________ Related Outcome: Students will identify reasons why people eat fast food and consider healthy eating alternatives.

Subject Area/s: Health - People and Food, Health of Individuals and Populations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Fast Facts

Name: .............................. ..............................

Do your classmates have habits that need changing?

How often do your classmates eat fast food?

Take a class tally by asking HOW MANY MEALS each week are FAST FOOD. Include CANTEEN items such as chips, pies, pizzas and hamburgers.

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0 or 1 Meals a week 1 or 2 Meals a week

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3 or 4 Meals a week 4 or 5 Meals a week

More than 5 meals a week

How many times a week do you think is a HEALTHY LIMIT? ______________ From the tally, what comments do you have about the eating habits of your class?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ________________________________________________________________ ________________________________________________________________

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You get to be “Health Teacher for a Day”.

Plan some activities that encourage students to eat healthy foods.

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Write your plans underneath for what you will do with the class.

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Related Outcome: Students will analyse their own eating habits and plan “Healthy Food” activities for their peers.

Subject Area/s: Health - People and Food, Health of Individuals and Populations; Maths - Chance and Data. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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A Muddled Meal Some mistakes have been made in the recipe for FRIED RICE.

Name: .............................. ..............................

See if you can help out! Write the right amount of ingredients for TWO people.

INGREDIENTS

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METHOD

1. Add the eggs to the onion and bacon.

2. Fry the onion and bacon first.

3. Stir in a pinch of salt and a splash of soy sauce before serving.

4. Add the rice and other ingredients.

5. Boil the rice.

6. Chop up all ingredients into small pieces.

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100 carrots 1/2 a bag of onions 100 cups of corn 100 cups of rice 30 strips of bacon 20 eggs A handful of salt A bucket of soy sauce

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Write the right ORDER of the method.

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\ ____________________________________________________ ] ____________________________________________________

Related Outcome: Students will identify correct proportions of food and order of method in a recipe.

Subject Area/s: Health - People and Food; Maths - Measurement; English - Reading. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Calligrams

Name: .............................. ..............................

Calligrams are words made to look like what they mean.

This is often done with words that describe foods, e.g.

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Now it’s YOUR turn. Use colours, interesting letters and shapes to turn these food words into CALLIGRAMS. H

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Draw some more on the back of this page. Turn your best one into a poster for the classroom.

Related Outcome: Students will combine creative skills with word meaning interpretations to create calligrams.

Subject Area/s: The Arts - Visual Art; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Food Riddles

Name: .............................. ..............................

Try these food riddles:

1. My first syllable is found 2. on a beach.

My second is a female wizard.

I am a ______________

I am very appeal-ing.

I like to do the splits.

I hang out with a “bunch” of friends.

I am a ____________________

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Make up TWO food riddles of your own. Try them out on your classmates.

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How did your classmates go?

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You judge your first two riddles:

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Now make a third one that is “Just Right”.

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Related Outcome: Students will use examples of riddles to create their own and self evaluate their ideas.

Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Tooty Frooty

Name: .............................. ..............................

You are going to make the most delicious FRUIT SALAD for a class party. You might like to ask a few classmates what their favourite fruits are.

Think of a tasty NAME for your fruit salad and write the recipe below.

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Serves:

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name of your fruit salad

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Ingredients: ............................................

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o Draw your amazing c . ch e creation on the back r er o t s uppage! er ofs this

Give TWO reasons why fruit salad is the BEST party food: X _____________________________________________________________ Y _____________________________________________________________ Related Outcome: Students will write their own recipe for a fruit salad.

Subject Area/s: Health - People and Food; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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It’s Your Birthday!

You have invited twenty hungry friends to your party.

What will they eat?

Name: .............................. ..............................

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Create a menu for the party by drawing and labelling food on all of the plates.

It’s OK to have some “junk food” but please include some HEALTHY options, too. Don’t forget to include your Dream Birthday Cake in the middle!

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o c . che e r o t r s s The last thing you want is mess and confusion when your friends are eating. r u e p Write three Golden Rules for “fuss-free munching”.

X _____________________________________________________________ Y _____________________________________________________________ Z _____________________________________________________________

Related Outcome: Students will make menu plans for a birthday party and identify plans to reduce confusion during the party.

Subject Area/s: Health - People and Food, Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Hot Cross Words

Name: .............................. ..............................

Complete this mini crossword puzzle.

1.

2.

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ACROSS 2. My skin is yellow when I’m ripe.

You peel me before eating me.

3. I’m a fruit. I’m crunchy.

You can make pie from me.

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3.

5.

DOWN 1. I’m green. I grow in pods 2. You use me to make sandwiches.

Sometimes you toast me.

5. The past tense of “eat”.

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4. The evening meal.

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Now make your OWN Food Crossword. Use a pencil to work out the words then write the clues. Shade in the squares that you don’t need.

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DOWN

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Related Outcome: Students will complete a crossword puzzle and make one of their own.

Subject Area/s: English - Reading, Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Lunchtime Limericks Limericks are usually about people — but see if you can make up some funny food limericks.

Name: .............................. ..............................

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Here are some foods that rhyme with lots of other words:

cake

br ea d

pear

meat

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There once was a lonely baked bean, Who fell off when the plate was licked clean.

He was squashed by a shoe, Which broke him in two.

After that, he couldn’t be seen!

chips

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Write a limerick about one of these, or try your own food!

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Draw a funny cartoon picture for your limerick. Give the food a personality by adding a face and other human features.

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Related Outcome: Students will use a limerick format to create food poetry.

Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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What I Know

Name: .............................. ..............................

See if you can make some rain by filling these clouds with HEALTHY FOOD TIPS.

1] In the top clouds, write the facts that YOU know.

2] In the middle clouds, ask some classmates if THEY know some healthy tips.

3] In the bottom clouds, fill them with facts from BOOKS or the INTERNET.

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You might like to try our healthy foods website: www.readyed.com.au/healthy/ to help with your research.

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Related Outcome: Students will categorise information that they know or find out about healthy eating.

Subject Area/s: Health - People and Food, Health of Individuals and Populations; English - Reading. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Family Feast You have been given $40 to plan and buy a HEALTHY MENU for your family for one day. What will you buy?

Add some more Healthy Foods Steaks Margarine Chicken Legs $8.70/kg $1.40 $2.00 each Cheese $3.50

Food

Cost

Potato Chips $2.70

Potatoes $2.20

Carrots $1.90

Bread $2.50

Apples $2.80/bag Milk $2.40

_______________ $ ______ _______________ $ ______ _______________ $ ______ _______________ $ ______

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Make your shopping list here:

r o e t s Bo r e p ok u S Cake Mix $3.40

Frozen Peas $3.15

Name: .............................. ..............................

_______________ $ ______ _______________ $ ______ _______________ $ ______ _______________ $ ______ _______________ $ ______

© ReadyEdPubl i cat i ons$ ______ _______________ _______________ ______ •f orr evi ew pur pos esonl y$• _______________ $ ______

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_______________ $ ______ Total Cost: ______________

1] How much did you spend? ______ 2] How much change from $40? ______

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Breakfast: ____________________________________________________ che e r o t r ________________________________________________________________ s super Write your family’s menu below. Use inviting words to describe your tasty meals.

Lunch: _________________________________________________________ ________________________________________________________________

Dinner: ________________________________________________________ ________________________________________________________________ Related Outcome: Students will plan a family menu within a given budget.

Subject Area/s: Health - People and Food; Maths - Number. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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World of Foods

Name: .............................. ..............................

Foods from different countries can be found on people’s dinner plates, local takeaways and shopping centre food halls.

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Italy _____________ France _____________

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See if you can name a food that comes from these countries and draw a line to that country on the map. Use an atlas to help you.

USA (America)

_____________ China

_____________ Japan

© ReadyEdPubl i cat i on s _____________ Australia/NZ •f orr evi ew pur posesonl y • _____________

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Write any others here that you can think of: Food

________________________

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Country

____________________________________ . tyou think we have so many restaurants with foods from o Why do e other c countries? . c e her r ________________________________________________________________ o t s super ________________________

________________________________________________________________ ________________________________________________________________

Draw your favourite food from another country on the back of this page. Decorate it with a flag showing the country that it comes from.

Related Outcome: Students will recognise that Australians eat different foods from a variety of countries.

Subject Area/s: Health - People and Food, Society & Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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What’s On The Label?

Have you ever read a food label to find out the ingredients?

Name: .............................. ..............................

Do you think that these things are IMPORTANT or NOT IMPORTANT to include on a food label. Tick the box.

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PART OF LABEL

IMPORTANT

NOT IMPORTANT

Ingredients

Picture of the food

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Weight of the food (how much is in the packet) Serving suggestions

Recipes

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Nutritional panel (telling you how much fat, vitamins and other nutrients)

Competitions © ReadyEdPubl i cat i ons Address of the company •f orr evi ew pur posesonl y• Use-by date Where the food was made

Use some of the ideas above to design a packet that gives:

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Think of a food that is usually sold in a packet—it might be biscuits, a cake mix, a cereal or something else.

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Lots of c useful e hr r o informatione t s s r u e p about the product.

Related Outcome: Students will recognise that different parts of a food label are included for different purposes.

Subject Area/s: Health - People and Food; English - Viewing; Technology - Information. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Hunger Pains

Name: .............................. ..............................

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wa s

The food looked delicious

er inn d to d e it Inv

I was bored

It was mealtime

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I

To give me energy

hu ng ry

Why do people eat? There are more reasons than just being hungry! Colour in the reasons why YOU have eaten in the last week. Add some more reasons of your own.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Which of these do you think are good reasons to eat?

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Choose one that is NOT a good reason to eat and explain why this could be a problem.

o c . che Is not good because: ______________________________________________ e r o t r s super ________________________________________________________________

Reason for eating: ________________________________________________

________________________________________________________________ Challenge: If someone wanted to eat because they felt sad, what could they do instead? ________________________________________________________________ ________________________________________________________________ Related Outcome: Students will investigate a range of reasons why people eat.

Subject Area/s: Health - People and Food. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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You Are What You Eat

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Have you ever heard the saying “You are what you eat”?

Think of all the foods you like eating and draw a picture of yourself if you were made entirely of food.

Name: .............................. ..............................

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r What would happen if you WERE made of these t foods?

List all of the problems o r s s r u e p that you would come across, the funnier and sillier, the better! ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Related Outcome: Students will use creative ideas to produce an artwork and consider outcomes of an imaginative idea.

Subject Area/s: The Arts - Visual Art; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Food Detective

Name: .............................. ..............................

You are a health detective that looks at the type of food scraps in people’s bins using your x-ray goggles.

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Draw the person.

Age ____________________________ Male

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Try to guess what you can about THESE people by looking at their scraps.

Female

Job: ____________________________ What else can you guess about them? _______________________________

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_______________________________ © ReadyEdPu bl i cat i ons •f orr evi ew pur posesonl y•

Draw the person.

Age ____________________________

o c . che Job: ____________________________ e r o t r selse can you guess about them? supeWhat r _______________________________ Male

Female

_______________________________ Do you think it is easy to tell about a person by the way they eat? ________ Why / why not? __________________________________________________ ________________________________________________________________ Related Outcome: Students will use stereotypes to match types of people to the food that they eat.

Subject Area/s: Health - People and Food, Human Development. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Food Dilemmas Help solve these food dilemmas by writing an answer in the other speech bubble.

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Mum...

I don’t want to eat this it’s horrible!

Name: .............................. ..............................

I want my money back ... there is a fly in my soup!

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I am sorry to say that you are allergic to chocolate.

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Use one of these to create a whole cartoon strip by making it into a longer conversation. Put it on a separate piece of paper.

Related Outcome: Students will write conversational text to complete personal dilemmas.

Subject Area/s: Health - Human Relations; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Food Science 1

Name: .............................. ..............................

There are loads of science experiments that you can do with food. Ask your teacher or librarian if they can help you find some more that you can do at home.

t1 n e rim Expe

t2 n e m ri Expe

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• • • •

• Slices of apple; • 2 plates; • lemon juice.

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milk in a glass; food dyes with a dropper; vegetable oil; an eye dropper.

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You Need:

What to do: X Place slices of apple on two plates.

Y Squeeze lemon juice all over one plate of apple slices.

Z Predict how long it will take for apples on each plate to start turning brown. [ Keep checking the apples and record how long each plate takes.

X Pour the milk into the glass.

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Y Carefully place one drop of different coloured dye on either side of the glass.

Z Place a drop of oil in the middle of the glass.

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© ReadyEdPubl i cat i ons What do: • f otor r evi ew pur posesonl y•

Why this happens:

o c . che e r o Why this happens: r t s s r u e p Milk is made up of mostly [ Keep the glass very still.

Watch the colours swirl and mix.

water and some fat. The oil will only dissolve in the fat part of the milk, which makes the interesting patterns.

Source: www.madsci.org

The apples go brown because of the oxygen in the air mixing with iron chemicals in the apple (like when objects rust). The lemon contains chemicals that reduce the amount of oxygen that reacts with the apple.

Try other things to stop the apple slices going brown, such as water, baking soda, lemonade, plastic wrap. Record your observations.

Related Outcome: Students will conduct a range of scientific experiments on food and select one for writing a report.

Subject Area/s: Health - People and Food; Science - Working Scientifically, Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Food Science 2 Now try these egg-speriments!

Name: .............................. ..............................

Egg-speriment 1 You Need:

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• A raw egg

• your hand

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Why this happens:

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What to do: X Hold the egg in your palm and wrap your fingers evenly around it.

Y Slowly and gently start to squeeze the egg, gradually getting firmer.

Z You could be surprised at how much pressure the egg can take!

The domed shape of the eggshell makes it very strong — how else could a hen sit on it and not break it? The egg only breaks if you put a lot of pressure on ONE part of it, like when you tap it with a spoon. Even the uneven pressure of a ring on your finger can break the egg if you squeeze it.

© ReadyEdPubl i cat i ons Egg-speriment 2 •f orr ev i ew pur posesonl y•

You Need:

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• Food with the same texture: apples and pears, lemons and oranges, carrots and celery, avocado and bananas, olives and grapes, apples and onions.

What to do: X Cut the food “pairs” into small pieces.

Y Blindfold a friend and ask them to pinch their nose.

Z Give them one food on a spoon and then ask them which of the pair it is, e.g. “Is this an apple or a pear?” [ How often do they get it wrong? \ Repeat without holding their nose and see if their score improves.

o c . che e r o t r s super

Why this happens:

Our sense of taste strongly relies on our sense of smell. We “taste” a food by smelling as well as our taste buds sensing sweet, salt, bitter and sour.

Write a full science report on one of the experiments you have done.

Related Outcome: Students will conduct a range of scientific experiments on food and select one for writing a report.

Subject Area/s: Health - People and Food; Science - Working Scientifically, Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The Scrap Muncher

Name: .............................. ..............................

Do you put your food scraps in the bin? Do you have a hungry dog at home that just LOVES leftovers?

Use your imagination to design the ultimate SCRAP MUNCHER for your home.

Will it be a machine, a creature or a robot?

Will it have different sections for different types of scraps?

Where will the scraps go after they are “munched?”

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Draw and label your design below:

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Describe how your “scrap muncher” works: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Related Outcome: Students will draw and label a design for a specific purpose.

Subject Area/s: Technology and Enterprise - Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The Art of Food Imagine an art gallery filled with food. What different shapes and colours of food would make great art?

Name: .............................. ..............................

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Draw an idea below for a piece of art made entirely of food. It could be a 3-D painting or a sculpture. Label it to show what it is made from.

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Name of piece: __________________

Artist: ___________________

How will you stop your artwork from rotting? ________________________________________________________________ ________________________________________________________________ Related Outcome: Students will use food to create a design for a piece of art.

Subject Area/s: The Arts - Visual Arts. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Canteen Kids

Name: .............................. ..............................

Imagine that you and your friends were allowed to run the school canteen for a week.

What changes would you make, and why?

CHANGES

REASONS

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...............................................................

...............................................

...............................................................

...............................................

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1] What would you TAKE OFF the menu?

2] What foods would you ADD TO the menu?

...............................................

................................................................

...............................................

................................................................

...............................................

3] What new CANTEEN RULES would you make? ...............................................

............................................... © ReadyEdPubl i c at i ons ............................................................... ...............................................

• f orr evi ew pur pose sonl y• ...............................................................

...............................................

...............................................................

...............................................

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4] What SPECIAL OFFERS will you have?

...............................................

5] How will you DECORATE the canteen?

...............................................

...............................................................

................................................

...............................................................

..............................................

...............................................................

..............................................

o c . ............................................................... ................................................ che e r o t r s ............................................... super 6] What OTHER changes will you make?

On the back of this page, draw you and your friends working at the school canteen.

Related Outcome: Students will determine and justify the choices they would make if they were running the school canteen.

Subject Area/s: Health - Health of Individuals and Populations, People and Food, Safety. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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SNACK - TIVITIES Sample some of these bite-sized tasks for fun.

FINDING OUT • Write a letter to your favourite food company, asking all of the questions you have ever wanted to know about the foods that you love. Try to make your letter “stand out from the crowd”— how will you get noticed?

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• Look in the “Yellow Pages” to find out if there are any food factories near your school. With permission from your teacher or parent, call them and ask if they do tours for the public.

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• Find some unusual looking cooking utensils at home. Draw them and explain what they do.

• Find out what people ate during an ancient time, such as Ancient Rome or Ancient Egypt. Do this by searching the Internet or reading books on these times.

• Find out what your five favourite zoo animals eat and make up a menu for them for a week. Where could you go to get the food?

• “An apple a day keeps the doctor away.” Draw an apple shape on a piece of paper and inside write as many different ways of eating apples as you can. Give it to someone who says that they have trouble finding fun ways to eat fruit.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

USING

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• Use a magnifying glass to look at some of the food in your lunchbox. Draw some scientific pictures of what the foods look like “close up”. Test your friends to see if they can guess what the foods you have drawn are.

. tlist of problems that can occur when cooking, e.g.oburning the • Make ae c food, putting salt instead of sugar into a cake mix. Then . make up a “Handy c e hegiving r Cooking Hints” booklet suggestions on how to prevent or solve these o t r s s uper problems.

• Make an A - Z picture book of foods for a small child. Can you find a food for each letter?

• Make a fruit mobile by drawing and cutting out fruit on coloured card and hanging from two twigs in a cross pattern.

• Think about a television advertisement for a food that you like. What are the things about this ad that you would change? Make up a new television ad for the food by drawing a “storyboard” (like a cartoon strip).

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SNACK - TIVITIES USING (cont.)

• Conduct a survey in your school playground about new HEALTHY foods that they would like to be sold at the canteen. Look at the results and write them up in a letter for your canteen manager.

• Draw pictures of five different ways that you could eat your lunch.

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CREATING / EVALUATING

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• Write a list of twenty foods that you can think of. Cut the list up and then pull five out of a hat. Make up a wacky dish using these five ingredients as the main part of the dish.

• Use recycled materials to design the ultimate lunchbox. Decorate your creation with a colourful pattern.

• Invent a mechanical sandwich maker. Draw and label your design.

• Find two food products made by different companies, e.g. two different types of muesli bar. Make up a scorecard with different categories on it, e.g. crunchiness, packaging, appearance, taste, size, etc. Compare the results of the two products.

© ReadyEdPubl i cat i ons •• Imagine that your school canteen is p going to e be s closed down.

Write a letter f o r r e v i e w p u r o s o n l y • of protest to the school principal, giving reasons why is should not be shut down, along with ideas on how to make it more successful if it stays open.

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• Write a song or a poem about your favourite food. Present it in an interesting way.

• There is a competition where you can win a computer if you eat nothing but broccoli for a week. Write a funny story about this happening.

. tethat your mum made an apple pie and whilst sheo • Imagine was out, a piece cpiece could have suddenly went missing. Write a list of funny ways that. the c e gone missing. h r e o t r sears? Write down all the things su er • What if you ate by shoving food your pinto • Make a cartoon strip showing a conversation between two lollies in a jar.

that would have to change.

• Imagine that one day, it rained popcorn instead of rain. Make a list of all the things that might go wrong as a result.

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Answers Page 14 - A MUDDLED MEAL

1.

2.

3.

4.

5.

6.

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The correct recipe for FRIED RICE. 1 carrot 1/2 an onion 1 cup of corn 1 cup of rice 3 strips of bacon 2 eggs A pinch of salt A splash of soy sauce

Chop up all ingredients into small pieces.

Boil the rice.

Fry the onion and bacon first.

Add the eggs to the onion and bacon.

Add the rice and other ingredients.

Stir in a pinch of salt and a splash of soy sauce before serving.

© ReadyEdPubl i cat i ons • f o rr evi ew pur posesonl y• Page 16 - FOOD RIDDLES Steps 1 and 2 can be reversed.

Banana, sandwich.

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ACROSS 2. banana 3. apple 4. dinner

DOWN 1. peas 2. bread 5. ate

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Page 19 - HOT CROSS WORDS

. te o c Page 23 - WORLD OF FOODS . c e her r Italy Spaghetti, pasta, pizza o t s supe r China Rice, sweet and sour, Peking duck France

Frogs legs, croissants, baguettes

Japan

Sushi, sashimi, teriyaki

USA (America)

Doughnuts, hot dogs, hamburgers

Australia/NZ

Damper, Vegemite, pavlova, meat pies, Anzac biscuits, BBQ

/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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