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© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 1

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TABLE OF CONTENTS

FOREWORD 4

INTRODUCTION 5

MODULE 1: HEALTHY FOODS FOR ME 9

Overview 9

Teacher notes and slides 10

Learning activities 25

Food preparation activity 29

MODULE 2: HEALTH MESSAGES FOR ME 33

Overview 33




MODULE 3: FOOD FROM AROUND THE WORLD 55

Overview 55




GLOSSARY 71

RECOMMENDED READING AND RESOURCES 75

STUDENT PERMISSION FORM 75


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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™ Years 3&4 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™ Years 3&4. o Monash Primary School

o Richardson 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

The Australian Curriculum: Health and Physical Education at the Year 3 & 4 level focuses on developing student knowledge, understanding, and skills to make health- enhancing decisions and interpret health messages from different sources to take action on their own health and wellbeing. Food&ME™ Years 3&4 aims to address the Food and Nutrition focus area of the curriculum providing students with an understanding of nutrition and food literacy.

Students will explore questions such as:

o How do my food choices affect my health?

o What are health messages and what are they telling me?

o What strategies can I use to promote healthy food choices?

COMPONENTS OF FOOD&ME™

Food&ME™ Years 3&4 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.


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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 such creating word walls for literacy.

SUMMARY OF MODULES

Module 1: Healthy foods for ME

Students will review the concept of nutrients and food groups aligning with the Australian Guide to Healthy Eating. They will explore the traffic light food categorisation system and apply it to their own food choices. Students will explore cultural variation in lunchboxes from around the world.

Module 2: Health messages for ME

Students will understand what is meant by health messages and reasons for having them. They will examine a range of food related health messages and explore choices, behaviours and outcomes conveyed in these messages.

Students will gain an understanding of the effects food processing has on nutritional quality of foods. They will learn how to critically analyse food marketing strategies and their association with highly processed food.

Module 3: Food from around the world

Students will explore food variation from around the world. Whilst examining cultural variation between different countries students will identify healthy food choices within those countries. Students will celebrate diversity of food culture within their own classroom.

Students will be able to describe the origins of popular cultural foods and identify their key ingredients.

LINKS TO THE AUSTRALIAN CURRICULUM: HEALTH AND PHYSICAL EDUCATION

Food&ME™ Years 3&4 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 Year 3-4 band:

Being healthy, safe and active

Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)

o examining their own eating patterns by researching the Australian Guide to Healthy Eating and identifying healthier food choices

Communicating and interacting for health and wellbeing

Discuss and interpret health information and messages in the media and on the Internet (ACPPS039)

o accessing different sources of health information and examining the accuracy of these sources

o examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages

o Investigating how health messages influence health decisions

Contributing to healthy and active communities

Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)

o creating promotional posters to display around the school containing positive health and physical activity messages

o establishing a small class fruit and vegetable garden that can be used to create healthy lunches or snacks

Research own heritage and cultural identities and explore strategies to respect and value diversity (ACPPS042)

o investigating how food practices differ between families, communities and cultural groups, and how food preparation and food consumption are used to celebrate and pass on cultural beliefs, practices and values


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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: Healthy foods for ME

OVERVIEW

AIM

Students will review the Five Food Groups and their main nutrients. They will learn about the traffic light food categorisation system and explore cultural variation of lunchboxes from around the world.

OBJECTIVES

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

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

o list the main foods and nutrients in each food group

o categorise foods as GREEN, AMBER or RED according to the traffic light system

o recommend healthy GREEN alternatives to replace less healthy RED foods.

LINKS TO THE AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION


o examining their own eating patterns by researching the Australian Guide to Healthy Eating and identifying healthier food choices


o investigating how food practices differ between families, communities and cultural groups, and how food preparation and food consumption are used to celebrate and pass on cultural beliefs, practices and values

LEARNING ACTIVITY

o Sam’s lunchbox o My healthy lunchbox

FOOD PREPARATION ACTVITY

o Vegie Pikelets

TEACHER RESOURCES

The Australian Guide to Healthy Eating poster, available for free order from: www.eatforhealth.gov.au

National Healthy School Canteen Guidelines poster, available to download from: www.health.gov.au/internet/main/publishing.nsf/Content/phd-nutrition-canteens


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TEACHER NOTES AND SLIDES

SLIDE 1: HEALTHY FOODS FOR ME

TEACHER NOTES:

o We all need to make healthy food choices every day if we are going to grow up into healthy individuals.

o Every day we are surrounded by different food choices - from the type of cereal we choose at breakfast, to what we decide to order from the canteen menu.

o We are lucky to have so many choices in our society, however not all of the food choices available to us are healthy choices. If we choose the less healthy choices most often, our health will start to suffer.

SLIDE 2: FIVE FOOD GROUPS

TEACHER NOTES:

o Choosing foods that belong to the Five Food Groups helps us to make healthy choices.

o Each of the food groups provides a different range of nutrients which do different things to our body.

o If we choose a variety of foods within each food group then we will be more likely to get the range of nutrients the body needs to be healthy.

CLASS DISCUSSION:

o Do you eat foods from each of the Five Food Groups every day?


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SLIDE 3: GRAINS

TEACHER NOTES:

o This is one of the largest food groups because it gives our body energy in the form of carbohydrate.

o Carbohydrate is the main nutrient we get from grain foods which is what makes these foods our GO foods.

o Choosing the less processed grain foods will give us more nutrients such as fibre and vitamins.

CLASS DISCUSSION:

o How often do you eat grain foods?

FAST FACT:

o It is good to have some grain foods in your meals during the day as this will help to keep your energy levels up.

SLIDE 4: VEGETABLES

TEACHER NOTES:

o Vegetables are another large food group because they provide important nutrients which we need lots of. These nutrients are vitamins, minerals and fibre.

o Vitamins and minerals help all parts of our bodies to work properly, like our eyes to see and skin to heal.

o Fibre is essential for a healthy

digestive system.

o Vegetables are our GLOW foods because they make our bodies stay glowingly healthy, our eyes sparkle and our hair shine.

CLASS DISCUSSION:

o How often do you eat vegetables?

o How often do you think you should eat

vegetables?

FAST FACT:

o Vegetables can be eaten at breakfast (baked beans and grilled tomato), for snacks (carrot and celery sticks) and at lunch and dinner.


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SLIDE 5: FRUIT

TEACHER NOTES:

o Fruit contains carbohydrates, vitamins, minerals and fibre. Fruit helps us to GO and GLOW.

SLIDE 6: DAIRY AND ALTERNATIVES

TEACHER NOTES:

o Dairy foods are important for protein and calcium.

o It is really just milk, cheese and yoghurt that are the nutritious forms of dairy.

o Other dairy foods such as butter, cream and ice cream are not so healthy because they are high in saturated fat and/or sugar and don't contain as much of the important nutrients (protein and calcium).

CLASS DISCUSSION:

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

o Suitable alternatives are soy milk and soy yoghurt as these can also provide calcium and protein.


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SLIDE 7: MEAT AND ALTERNATIVES

TEACHER NOTES:

o Meat and alternatives are important for protein and the minerals iron and zinc.

o They are our GROW foods because we need protein to build the different parts of our bodies like muscle, skin, hair and nails.

o Iron keeps our blood healthy and zinc helps our immune system work to prevent us from getting sick.

CLASS DISCUSSION:

o Some people choose not to eat meat. What alternatives could they eat instead?

o Eggs, legumes and nuts are alternatives.

SLIDE 8: WATER

TEACHER NOTES:

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

o Water is needed every day for hydration. Our body is constantly losing water by breathing, sweating and going to the toilet. We need to keep replenishing our bodies with water over the day. On hot days and when we are very active we need to drink more water.

o Tap water is good because it also contains the mineral fluoride which helps to strengthen teeth and prevent cavities.

CLASS DISCUSSION:

o What could happen to you if you don't drink enough water?

o Headaches, dizziness, tired, thirsty, dark urine.


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SLIDE 9: TRAFFIC LIGHT SYSTEM

TEACHER NOTES:

o The traffic light system is a food categorisation system that can help us make healthy choices.

o Just like GREEN in the traffic lights means go, here it relates to the foods that are healthy and the best choices to go for.

o Foods in this group are often not processed and contain lots of important nutrients.

CLASS DISCUSSION:

o What food and drinks do you think

might be GREEN?

o GREEN foods and drinks could include

bread, fruit, reduced fat dairy foods and

water


TEACHER NOTES:

o When you see amber at the traffic lights it means to take caution, slow down and get ready to stop. AMBER foods are the foods which we need to slow down on and watch how much we eat.

o They do still contain some nutrients because they originally came from GREEN foods, but they have been processed in some way which makes them less healthy.

o This processing loses important nutrients and often adds some unhealthy nutrients such us saturated fat, salt and sugar.

CLASS DISCUSSION:

o What food and drinks do you think might be AMBER?

o AMBER food and drinks could include some processed foods such as dried fruit, fruit juice, muffins and processed meats.


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TEACHER NOTES:

o At the traffic lights red means stop.

RED foods are the foods we should try

to stop eating because they are not

healthy for us.

o RED foods do not come from the Five

Food Groups and have lots of

unhealthy fat, sugar and salt.

o Eating too many RED foods can actually be harmful to our health as they don't give the nutrients our bodies need and can make us put on too much weight, feel sick, tired and cause rotten teeth.

CLASS DISCUSSION:

o What food and drinks do you think might be RED?

o RED food and drinks could include crisps, lollies, chocolate and soft drinks.

SLIDE 12: MY GREEN LUNCHBOX

TEACHER NOTES:

o This is an example of a GREEN lunchbox.

CLASS DISCUSSION:

o What GREEN foods and drink can you see in the lunchbox?

o Answer:

chicken and salad sandwich

grapes

reduced fat yoghurt

plain pikelets

bottle of water


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SLIDE 13: WHERE DOES MY LUCNHBOX FIT

TEACHER NOTES:

o All of the GREEN foods fit within the Five Food Groups. This is what makes them healthy and therefore GREEN.

CLASS DISCUSSION:

o What GREEN foods do you put in your lunchbox?

SLIDE 14: MY AMBER LUNCHBOX

TEACHER NOTES:

o The foods in this lunch box are more processed than the green lunchbox but they do still contain some nutrients which is what makes them AMBER.

o Let’s take a closer look at each of the foods and work out why they are AMBER.

CLASS DISCUSSION:

o What AMBER foods and drink can you see in the lunchbox?

o Answer:

ham and cheese sandwich

99% orange juice box

sultanas

muesli bar

rice crackers


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SLIDE 15: AMBER ITEMS ARE MORE PROCESSED

CLASS DISCUSSION:

o What has happened to this sandwich to make it AMBER?

o Ham comes from pork which is a meat product so it comes from the meat and alternative group. The pork has had salt added to turn it into ham and this has made it less healthy.


CLASS DISCUSSION:

o Why are rice crackers AMBER and not GREEN?


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TEACHER NOTES:

o Rice crackers originally come from rice which is a grain food. The rice has been ground and turned into a rice cracker. Adding salt has made the rice crackers less healthy.


CLASS DISCUSSION:

o Why are sultanas AMBER and not GREEN?


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TEACHER NOTES:

o Sultanas are dried grapes which come from the fruit food group. When the grapes are dried they lose water and some vitamins, making them less nutritious than grapes.

o Sultanas are also concentrated source of kilojoules, which can contribute to weight gain if eaten in large quantities.


CLASS DICUSSION:

o Why are muesli bars AMBER and not GREEN?


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TEACHER NOTES:

o This muesli bar is made up of oats coming from the grain food group and dried fruit which comes from the fruit group.

o However, this muesli bar has had lots of sugary syrup added to it to bind it all together. This has made the muesli bar less healthy.


CLASS DICUSSION:

o What has happened to this juice box to make it AMBER?


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TEACHER NOTES:

o The oranges that the juice originally came from are from the fruit group.

o Squeezing juice from the orange leaves behind some of the important nutrients such as fibre. This makes the juice less nutritious compared with the fruit it came from.

SLIDE 24: MY RED LUNCHBOX

TEACHER NOTES:

o The foods in this lunch box provide very little healthy nutrients.

o They are made up of lots of saturated fat, sugar and salt which can be harmful to our health if we eat too much.

CLASS DISCUSSION:

o What RED foods and drink can you see in the lunchbox?

o Answer:

croissant with ham

iced doughnut

packet of chips

bottle of cola soft drink


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SLIDE 25: RED FOODS AND DRINKS ARE NOT NUTITIOUS

TEACHER NOTES:

o Let’s look at what makes these RED foods ot nutritious


TEACHER NOTES:

o The doughnut is made up of lots of fat and sugar.


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TEACHER NOTES:

o The chips have lots of fat and salt added to them to make them into chips from potatoes.


TEACHER NOTES:

o The ham croissant has lots of saturated fat from the baking of the croissant and salt added to the ham.


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TEACHER NOTES:

o The soft drink is loaded with sugar

CLASS DISCUSSION:

o What could happen to you if you ate all of these RED foods from your lunchbox every day?

o You could get sick more often, have a tummy ache, feel tired, get rotten teeth and puton too much weight.

SLIDE 30: LUNCHES FROM AROUND THE WORLD

DVD - School lunches from around the world. Visit www.youtube.com and search for ‘school lunches from around the world. Duration: 3:38

EXTENSION:

For more lunchboxes from around the world see the below link:

www.thedailymeal.com/see-lunch-boxes- around-world-slideshow

http://www.youtube.com/


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LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the module and consolidate their learnings. These activities can also be used as a form of assessment

ACTIVITY 1: SAM’S LUNCHBOX

o Students examine the contents of a sample lunchbox and categorise the foods according to their food group and traffic light colour.

o They provide suggestions on how they could make Sam’s lunchbox healthier.

ACTIVITY 2: MY HEALTHY LUNCHBOX

o Students create their own healthy lunchbox by drawing or listing foods which they believe are healthy choices.

o They then categorise their food choices according to their food group and traffic light colour.


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STUDENT

WORKSHEET

Name: Date:

SAM’S LUNCHBOX

How does Sam’s lunchbox rate?

Tick which food group each of Sam’s lunchbox items fit into:

Item Grains Vegetables Fruit Dairy and alternatives

Meat and alternatives

“Sometimes” foods

Is this item GREEN, AMBER or RED?

Cheese and salad sandwich

Cordial

Packet of chips

Choc chip muffin

Sultanas

Give two suggestions to make Sam’s lunchbox healthier:

1.

2.


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TEACHER

RESOURCE

SAM’S LUNCHBOX ANSWERS

How does Sam’s lunchbox rate?

Tick which food group each of Sam’s lunchbox items fit into:





Cheese and salad sandwich

GREEN

Cordial RED

Packet of chips RED

Choc chip muffin RED

Sultanas AMBER

Give two suggestions to make Sam’s lunchbox healthier:

1. Replace the cordial with water

2. Replace the choc chip muffin with a fruit or vegetable based muffin


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STUDENT

WORKSHEET

Name: Date:

MY HEALTHY LUNCHBOX

Create your ideal healthy lunchbox by drawing foods in the empty lunchbox below:

Fill in the table with items from your ideal healthy lunchbox:






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FOOD PREPARATION ACTIVITY

TEACHER’S

GUIDE

VEGIE PIKELETS

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 Self-raising flour

o Whole meal self-raising flour

o Eggs

o Reduced fat milk

o Zucchini, grated

o Creamed corn

o Reduced fat cream cheese, grated

o Spray oil

2 cups

2 cups

4

4 cups

2

2 x 420g tin

2 cups

1 can

EQUIPMENT REQUIRED

o Mixing bowl o Measuring jug o Manual hand beaters or whisk o Electric fry pan o Egg flip/ spatula o Tablespoon measure o Serviettes to serve

*Provides taste testing serves only

ALLERGEN ADVICE:

This recipe is not suitable for people with dairy, wheat or egg allergies. Contains gluten.

Recipe can be modified to suit dairy allergy by substituting the milk with soy or rice milk.

SAFETY TIP:

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


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STUDENT

RECIPE

Name: Date:

VEGIE PIKELETS

INGREDIENTS (Makes 12)

o 1 cup self-raising flour o 1 cup whole meal self-raising

flour o 2 eggs o 2 cups reduced fat milk o 1 zucchini, grated o 420g tin creamed corn o 1 cup reduced fat cream cheese,

grated o Spray oil

EQUIPMENT

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

METHOD

Step 1 Mix the 2 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 grated zucchini, creamed corn and cheese. Mix through.

Step 5 Heat fry pan and spray with a little 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 vegie pikelets belong to?

Draw a line from the ingredient to the food group.

.


MODULE 2: Health messages for ME

OVERVIEW

AIM

Students will explore a range of health messages and identify the intended outcomes of these messages. Students will understand the relationship between highly processed foods and the associated marketing strategies.

OBJECTIVES


o examine a range of food related health messages and explore choices, behaviours and outcomes conveyed in these messages

o describe the effects of food processing on the nutritional quality of foods

o explain why highly processed foods are often of low nutritional value and tend to be the most advertised

o recognise how the marketing of processed foods can be misleading.



o examining their own eating patterns by researching the Australian Guide to Healthy Eating and identifying healthier food choices they can make

Discuss and interpret health information and messages in the media and on the Internet (ACPPS039)

o accessing different sources of health information and examining the accuracy of these sources

o examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages

o investigating how health messages influence health decisions

Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)

o creating promotional posters to display around the school containing positive health and physical activity messages

o establishing a small class fruit and vegetable garden that can be used to create healthy lunches or snacks

LEARNING ACTIVITY

o Process this! o Making messages

FOOD PREPARATION ACTVITY

o Fruit Sorbet

TEACHER RESOURCES

“Mr Zee’s Apple Factory” YouTube clip - copyright 2013 Bettina Elias Siegel. Duration 12 mins. Visit www.youtube.com and search for Mr Zee’s Apple Factory.



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SLIDE 1: HEALTH MESSAGES FOR ME

TEACHER NOTES:

o How do we know what is healthy? o Where do we get our information to

help us be healthy? o How do we know the information we

receive is actually providing us with a healthy message?

CLASS DISCUSSION:

o Health messages help to remind us about how we can keep ourselves healthy.

SLIDE 2: HEALTH MESSAGES AROUND US

TEACHER NOTES:

o Brainstorm with students about where they might see health messages in the community.

o Health messages are like advertisements. Posters are the most popular way to display health messages. However you can also see them on billboards, at bus stops, on the bus, on water bottles and on the internet. They are all around us to remind us to be healthy.

CLASS DISCUSSION:

o Question: Where have you seen health messages?


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SLIDE 3: WHAT IS A HEALTH MESSAGE?

TEACHER NOTES:

o Health messages are a form of advertising, but instead of trying to sell a food or product, health messages advertise a message which is designed to encourage people to change their behaviour.

Extension activity:

o Build a word wall that helps to define a healthy message – what it does, what it is made of etc.

SLIDE 4: HEALTH MESSAGES

TEACHER NOTES:

o Here are some common Australian health messages which remind us of actions we should take to be healthy.

o Let’s look at some of them more carefully.


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SLIDE 5: WATER ON TAP

CLASS DISCUSSION:

o How can you tell if this is a health message?

o What do you think this message is telling us and why?


TEACHER NOTES:

o There are two parts to this message: 1. To drink water every day 2. It is safe to drink water from the tap

o In some countries it is not safe to drink tap water. Many people who move to our country don’t realise the water from the tap is safe to drink and contains fluoride which helps prevent tooth decay.

o This message helps to remind them that it is good to drink our tap water. It also reminds everybody that we need to drink water every day and that getting it free from the tap is the best way to do that.


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TEACHER NOTES:

o The expected outcome of this message is that drinking tap water every day will help to keep your body hydrated.

SLIDE 8: PLANT FRUIT & VEG IN YOUR LUNCHBOX

CLASS DISCUSSION:

o How can you tell this is a health message?



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TEACHER NOTES:

o This message tells you to put a piece of fruit and a vegetable in your lunchbox.


TEACHER NOTES:

o The expected outcome is that if students eat fruit and vegetables at school it will help them get the nutrients they need to keep their bodies healthy and help them concentrate at school.


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SLIDE 11: HEALTHY KIDS NEED HEALTHY CANTEENS!

CLASS DISCUSSION:

o How can you tell this is a health message? What do you think the first part of this message is telling us and why?

o Healthy canteens should have lots of GREEN foods and drinks on the menu because they are very nutritious.


CLASS DISCUSSION:

o What do you think the second part of this message is telling us and why?

o Healthy canteens should limit AMBER choices because they are less nutritious than GREEN.


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CLASS DISCUSSION:

o What do you think the third part of this message is telling us and why?

o Healthy canteens should not have RED foods and drinks on the menu because they are not nutritious.

SLIDE 14: HEALTHY KIDS NEED HEALTHY CANTEENS

TEACHER NOTES:

o The expected outcome of this message is that canteens provide healthy foods and drinks that give you the nutrients to help you think, learn and play.


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SLIDE 15: AUSTRALIAN GUIDE TO HEALTHY EATING

CLASS DISCUSSION:


o “Enjoy a wide variety of nutritious foods from these Five Food Groups every day.”

o This is the overarching statement for us to read first before we look at the picture of the food groups.


CLASS DISCUSSION:

o What else do you think this message is telling us and why?

o To drink water from a tap. Water is an important component of a healthy diet.


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CLASS DISCUSSION:


o To use small amounts of healthy fats and oils. Certain fats and oils are healthy for us if we eat them in small amounts.

FAST FACT:

o Certain vitamins are fat soluble, meaning we need to eat them with a small amount of fat to help them be absorbed by our body. E.g. adding some heathy fat such as a drizzle of olive oil to your salad can help your body absorb the fat soluble vitamins from your salad.


CLASS DISCUSSION:


o If you choose these foods, make sure it is only sometimes and in small amounts.


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CLASS DISCUSSION:

o What is this the expected outcome from all of these messages?

To eat healthy foods from the Five Food Groups

To make sure that your food choices contains the right balance of foods

SLIDE 20: MR ZEE’S APPLE FACTORY

DVD - "Mr. Zee's Apple Factory" - copyright 2013 Bettina Elias Siegel. Duration: 12:27.

“This story was written to help young kids become savvier about the media messages they encounter and to get them thinking about healthful eating. It has been designed as a useful springboard for important conversations about marketing, processed food and healthful eating”.


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SLIDE 21: MR ZEE’S MISLEADING MESSAGES

TEACHER NOTES:

o In the story lots of processed foods were produced and then advertised to convince people to buy them.

o Lots of the advertising was misleading health messages.

CLASS DISCUSSION:

o How can you tell these messages are misleading and not really true?

SLIDE 22: MISLEADING MESSAGES

TEACHER NOTES:

o There are lots of messages associated with unhealthy foods that can be misleading and try to convince us that the foods are actually good for us.

CLASS DISCUSSION:

o What sort of foods have you seen with misleading messages?

Extension activity:

o Ask students to explore food advertisements in magazines, internet and on television and write down any health messages and misleading health messages they have seen.

o Create a class poster or mural divided into two sections, with one side illustrating the health messages and the other side illustrating the misleading health messages.


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SLIDE 23: MISLEADING MESSAGES

TEACHER NOTES:

o These messages may sound healthy, but they are often associated with RED foods which are not very nutritious.

SLIDE 24: HEALTHY FOOD MESSAGES

CLASS DISCUSSION:

o Can you think of any healthy foods with health messages?

o It is interesting that often the healthiest foods like fruit and vegetables don’t have lots of advertising.


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SLIDE 25: MR ZEE’S HEALTHY MESSAGES

CLASS DISCUSSION:

o Can anyone remember any healthy messages from the story?

o Notice how the fruit doesn’t have the fanfare that the highly processed foods have. We already know what healthy foods are so we don’t need to be told. Sometimes we just need to be reminded about how good they taste.


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LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the module and consolidate their learnings. These activities can also be used as a form of assessment.

ACTIVITY 1: PROCESS THIS!

Instructions:

o Students describe the processing that occurs to a range of foods and drinks which makes them go from GREEN to RED.

ACTIVITY 2: MAKING MESSAGES

Instructions:

o Students create a health message to encourage others to choose GREEN foods rather than the less healthy RED alternatives.


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STUDENT

WORKSHEET

Name: Date:

PROCESS THIS!

Describe the processing that occurs to the following foods and drinks which makes

them go from GREEN to RED.

GREEN (very nutritious)

What has been added or taken away? RED

(not nutritious)

E.g. Potato

o added fat o added salt o fibre removed

Potato crisps

Apricot

Apricot chews

Milk

Chocolate icecream

Meat

Sausages

Rice

Rice cereal bar

Corn

Corn chips

Water

Cordial


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TEACHER

RESOURCE

PROCESS THIS! ANSWERS

Describe the processing that occurs to the following foods and drinks which makes

them go from GREEN to RED.

GREEN (very nutritious)

What has been added or taken away? RED

(not nutritious)

E.g. Potato

o added fat

o added salt

o fibre removed

Potato crisps

Apricot

o added sugar

o added fat (often coconut)

o vitamins lost

o fibre removed

Apricot chews

Milk

o added sugar

o added fat

Chocolate icecream

Meat

o added salt

o added fat

Sausages

Rice

o added sugar

Rice cereal bar

Corn

o added fat

o added salt

o fibre removed

Corn chips

Water

o added sugar

Cordial


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STUDENT

WORKSHEET

Name: Date:

MAKING MESSAGES

Think about some healthy messages that can help to influence people to choose the GREEN

foods rather than the processed RED versions.

Write or draw your messages below:


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TEACHER’S

GUIDE

FROZEN FRUIT SORBET

Instructions:






o Complete the Recipe Promotion student worksheet.


o Frozen banana, chopped

o Frozen berries (Australian grown)

o Reduced fat vanilla yoghurt

2

2 cups

400g

EQUIPMENT REQUIRED

o Blender o Mixing spoon o Clear plastic mini cups and spoons to serve o Serviettes


ALLERGEN ADVICE:

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

Recipe can be modified to suit dairy allergy by replacing 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.


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STUDENT

RECIPE

Name: Date:

FROZEN FRUIT SORBET

INGREDIENTS (Serves 4)

o 1 frozen banana, chopped o 1 cup frozen berries (Australian grown) o 200g reduced fat vanilla yoghurt

EQUIPMENT

o Blender o Mixing spoon o Clear plastic mini cups and spoons to

serve o Serviettes

TIPS

o Allow the bananas to thaw a little. This will make them easier to blend.

o Try frozen pineapple and mango for a tropical twist

o You could also use natural yoghurt and sweeten with honey

METHOD

Step 1

Allow frozen banana and berries to soften a little at room temperature.

Step 2

Place fruit and yoghurt in blender and blend for 30 seconds or until all the ingredients have mixed into a smooth sorbet.

Step 3

Spoon into cups and enjoy.

Optional

For a bit of crunch, sprinkle with a fibre topper.

TASTE RATE


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STUDENT

WORKSHEET

Name: Date:

RECIPE PROMOTION

If this recipe was available at the school canteen, how could you promote it to the rest of the

school?

Write some catchy words or draw a picture with a healthy message to convince students that

they should try this sorbet.


MODULE 3: Food from around the world

OVERVIEW

AIM

Students will celebrate cultural diversity by exploring different foods from around the world. Students will investigate food traditions within their own cultures.

OBJECTIVES


o distinguish popular cultural dishes and their country of origin

o identify key ingredients in a range of cultural dishes

o identify popular healthy food choices common to different countries.



o investigating how food practices differ between families, communities and cultural groups and how food preparation and food consumption are used to celebrate and pass on cultural beliefs, practices and values

LEARNING ACTIVITIES

o My food passport o Food traditions


o Rice Paper Rolls

TEACHER RESOURCES

Menzel, P & D’Aluisio F. (2005). Hungry Planet: What the World Eats. United States of America: Ten Speed Press.


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SLIDE 1: FOOD FROM AROUND THE WORLD

TEACHER NOTES:

o In Australia we are lucky enough to experience dishes from a wide variety of cultures.

CLASS DISCUSSION:

o What is your favourite food and what country does it come from?

SLIDE 2: A WORLD OF FOOD

TEACHER NOTES:

o Here are some popular traditional foods from around the world.

burgers from the USA

meatballs from Sweden

shepherd’s pie from UK

quinoa salad from South America

fried rice from China

sushi from Japan

spaghetti from Italy

curry from India

bobotie from South Africa

We eat many of these dishes in Australia too


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SLIDE 3: FIRST STOP, ITALY!

TEACHER NOTES:

o Spaghetti bolognaise originates from Italy and is now world renowned. Pasta is a staple food in Italy.

CLASS DISCUSSION:

o Have you eaten spaghetti bolognaise before? Do you think it is healthy?

FAST FACT:

o Staple foods are those foods which are eaten routinely and in such quantities that they comprise a major part of a standard diet within a given population.

SLIDE 4: SPAGHETTI BOLOGNAISE

TEACHER NOTES:

o Let’s look at what makes up spaghetti bolognaise.

Spaghetti bolognaise contains:

pasta from the grain food group

meat from the meat and alternatives group

vegetables such as tomato, onion, carrot and herbs from the vegetables group

grated cheese might be added on top which comes from the dairy and alternatives food group

o Spaghetti bolognaise contains foods from up to four different food groups. This provides a variety of nutrients making it healthy . Spaghetti bolognaise could therefore be categorised as a GREEN food according to the Traffic Light System


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SLIDE 5: WHAT ITALIAN PEOPLE EAT…

TEACHER NOTES:

o This is a picture of a typical week’s food intake for a family of five in Italy.

CLASS DISCUSSION:

o What sorts of foods to you recognise? Do you think this family eats healthily?

o There are lots of fresh foods and a range of foods from each of the Five Food Groups. Some ‘sometimes’ food and drinks are also there but that does not take up the majority of the table and they would enjoy these foods in small amounts

SLIDE 6: JAPAN

TEACHER NOTES:

o Sushi is a popular Japanese dish made with vinegared rice. Traditionally, sushi contains raw fish or other seafood but since sushi has become more world renowned it now contains lots of variations that might include avocado, cucumber and asparagus.

CLASS DISCUSSION:

o Can you recognise this dish? o Have you tried it before?


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SLIDE 7: SUSHI

TEACHER NOTES:

o Let’s look at what makes up sushi and work out which food groups its ingredients fit into.

o Sushi contains:

Rice from the grain food group

Fish from the meat and alternatives group

Nori (dried seaweed) and a range of vegetables from the vegetables food group

o Sushi contains foods from three different food groups. This provides a variety of nutrients making it healthy. Sushi could therefore be categorised as a GREEN food according to the Traffic Light System

SLIDE 8: WHAT JAPANESE PEOPLE EAT

TEACHER NOTES:

o This is a picture of a typical week’s food intake for a family of four in Japan.

o In this picture you can see the bag of rice to the left and lots of fish on the table? There are also lots of packages.

o These are mostly noodle varieties such as soba and udon and condiments or flavours to have with their dishes.

o Rice is the staple food in Japan and this is often eaten with fish and vegetables.

CLASS DISCUSSION:

o What sorts of foods to you recognise? o Do you think this family eats healthily? o The family does eat healthily because

they eat a range of foods from each of the Five Food Groups.


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SLIDE 9: INDIA

TEACHER NOTES:

o Spicy curries are popular in India. Here is a vegetable korma served with naan bread.

o Naan bread is a type of flatbread which is traditionally cooked in a tandoor oven.

CLASS DISCUSSION:

o Have you eaten vegetable korma and naan bread before?

Extension: Visit www.youtube.com and search for ‘Aloo Nan-Old Delhi, India Street Food’ for a clip that shows how naan bread is made on the street in India using a tandoor oven.

SLIDE 10: VEGETABLE KORMA

TEACHER NOTES:

o Let’s look at what makes up vegetable korma and naan and work out which food groups its ingredients fit into.

o Vegetable korma contains:

Vegetables and spices from the vegetables food group

Chickpeas from the meat and alternatives group

Naan is a type of bread and so it comes from the grains food group

o Combining vegetable korma with naan provides foods from three food groups making it a healthy dish. Vegetable Korma could therefore be categorised as GREEN food according to the Traffic Light System. However if was made with coconut cream (a high fat ingredient) it could be categorised as AMBER.



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SLIDE 11: WHAT INDIAN PEOPLE EAT…

TEACHER NOTES:

o This photo shows a typical week’s food intake for a family of four in India.

o This family eats a lot of vegetables. You can also see the flat bread piled high at the back alongside the rice. A range of legumes such as lentils are also on the table. Lentils are the main meat alternative for this Indian family.

o Can you see any ‘sometimes’ foods? Just one bottle of soft drink is what this family will share for the whole week. This is a treat and not an ‘everyday’ drink.

o The staple foods in India are rice, wheat flour to make the flat bread and lentils. Many people in India are vegetarian so there are a lot of vegetarian dishes.

CLASS DISCUSSION:

o What sorts of foods do you recognise? o Do you think this family eats healthily? o What sorts of meat alternatives do you

think vegetarian curries might have in them?

SLIDE 12: AUSTRALIA

TEACHER NOTES:

o Australian people come from lots of different countries and so our food includes foods from many different cultures.

o Many of you might eat spaghetti which is Italian food and fried rice which is Chinese. There are many meals which Australian families eat that come from other countries.

CLASS DISCUSSION:

o What foods do we eat in Australia? o What is your favourite meal at home? o What country does it originate from?


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SLIDE 13: ABORIGINAL AND TORRES STRAIT ISLANDER FOODS

TEACHER NOTES:

o Before Europeans settled in Australia, Aboriginal and Torres Strait Islander people would eat foods which they could hunt or gather from their surroundings.

o Some of these foods continue to be part of Aboriginal and Torres Strait Islander foods that are eaten today.

o Some examples of native foods include:

kangaroo, crocodile and emu

seafood (fish, turtle, dugong, crayfish)

witchetty grubs, bogong moths

native seeds such as wattle seed, fruit such as quandong and nuts

o The traditional Aboriginal and Torres Strait Islander diet was based on plants (i.e. fruit, vegetables, nuts), eggs, seafood (depending on where people lived) and meat, with water as the main drink. These foods provided a natural source of nutrition.

o When the Europeans arrived in Australia they introduced lots of white flour, sugar, salt and processed foods.

CLASS DISCUSSION:

o Have you eaten any of these native foods before?

o How do you think the Aboriginal and Torres Strait Islander people might have been affected when they began to eat the processed foods instead of their traditional native foods?


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SLIDE 14: OUR ICONIC FOODS

TEACHER NOTES:

o Australia is well known for certain foods. These include:

Damper

Vegemite

Pavlova

Meat pies

Lamingtons

Weet-Bix™

ANZAC biscuits

CLASS DISCUSSION:

o We may be well known for these foods, but are they healthy?

o What healthy foods is Australia well known for?

o Australia is well known for growing healthy foods from each of the Five Food Groups. Australian farms grow grains, nuts, fruits and vegetables. Australian farms also grow animals for meat and dairy foods. A lot of the Australian grown food is purchased by other countries to help their people eat healthy foods.

SLIDE 15: FOOD AROUND THE WORLD

TEACHER NOTES:

o Let’s enjoy a short video on food from around the world.

Video clip: Visit www.youtube.com and search for ‘Food around the world’ by Lynnsey Edmondson. Duration 2:59



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LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the module and consolidate learnings. These activities can also be used as a form of assessment.

ACTIVITY 1: MY FOOD PASSPORT

Instructions:

o Students correctly match the popular dish to the country of origin and distinguish some of the key ingredients within that dish.

o Teachers may wish to set a homework task to research the ingredients of the dishes more thoroughly.

ACTIVITY 2: FOOD TRADITIONS

Instructions:

o Students will research a traditional food from a different country and identify the key ingredients, describe how it is made and served and determine if it is a healthy food.

TEACHER RESOURCES

Curtis, A. (2012). What’s for Lunch? How Schoolchildren Eat Around the World. Canada: Red Deer Press.

Kubler, A. & Formby, C. (1995). Come and eat with us! Child’s Play (International) Ltd: UK.


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STUDENT

WORKSHEET

Name: Date:

MY FOOD PASSPORT

Draw a line from the popular dish to its country of origin. List the main ingredients in that dish.

.

Country of origin Popular dish Main ingredients

____________________

____________________

____________________

____________________

____________________

____________________

Thailand

India

Italy

Japan

Mexico

Lebanon

Sushi

Burritos

Tabbouleh

Pad see ew

Vegetable korma

Spaghetti

bolognaise


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TEACHER

RESOURCE

Name: Date:

MY FOOD PASSPORT ANSWERS

Draw a line from the popular dish to its country of origin. List the main ingredients in that dish.

Country of origin Popular dish Main ingredients

nori (dried seaweed)

rice

fish

vegetables

tortillas

pinto beans

rice

vegetables

grated cheese

parsley

tomato

cracked wheat (bulgur)

flat rice noodles

beef

Chinese broccoli

soy sauce

vegetables

chickpeas or lentils

spices

pasta

mince meat

tomatoes

herbs and spices

Thailand

India

Italy

Japan

Mexico

Lebanon

Sushi

Burritos

Tabbouleh

Pad see ew

Vegetable korma

Spaghetti

bolognaise


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STUDENT

WORKSHEET

Name: Date:

FOOD TRADITIONS

Australia is a very multicultural country, comprised of people from a variety of different

countries and traditional backgrounds. Each country and culture has its own traditional foods.

Pretend you are a food journalist and you need to investigate a traditional food from a different

country. Choose a country you would like to research and complete the questions below.

What country are you going to research?

What are some of the traditional foods from your chosen country?

Choose one traditional food and list the main ingredients of this food:

What food groups do the main ingredients come from?

Describe how this dish is made and served:


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TEACHER’S

GUIDE

RICE PAPER ROLLS

Instructions:






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


o Rice vermicelli noodles

o Carrots

o Red capsicum

o Cucumbers

o Bean shoots

o Tuna in spring water (optional)

o Rice paper sheets

o Sweet chilli sauce

100g

4

2

4

200g

2 x 180g tins

20

½ cup

EQUIPMENT REQUIRED

o Hot water o Large bowl o Sieve o Grater o Chopping board o Shallow baking tray o Knife o Plates and serviettes to serve


Note: avoid using paper plates as the rice paper will stick to the paper making them difficult to roll

SAFETY TIP:

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


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STUDENT

RECIPE

Name: Date:

RICE PAPER ROLLS

INGREDIENTS (Makes 10)

o 50g rice vermicelli noodles o 2 carrots o 1 red capsicum o 2 cucumbers o 100g bean shoots o 180g tin tuna in spring water (optional) o 10 rice paper sheets o ¼ cup sweet chilli sauce

EQUIPMENT

o Hot water o Large bowl o Sieve o Grater o Chopping board o Shallow baking tray o Knife o Plates and serviettes to serve

METHOD

Step 1 Soak noodles in hot water until they are soft and transparent. Drain and set aside. Step 2 Peel and grate carrots. Step 3 Wash and finely slice capsicum and cucumber. Step 4 Thoroughly wash bean shoots and drain. Step 5 Soften rice paper sheets with water on a shallow baking tray and keep moist by covering the stack with a damp towel. Step 6 Lay out a rice paper sheet flat on a plate or chopping board, add noodles, vegetables and tuna as desired. Step 7 Fold the bottom of the rice paper to cover the filling, then fold in each side and roll. Serve with sweet chilli sauce as a dip.

TASTE RATE


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STUDENT

WORKSHEET

Name: Date:

FOOD GROUP MATCH

What food groups do each of the main ingredients of the rice paper rolls belong to?

Draw a line from the ingredient to the food group.

.

Grains

Vegetables

Fruit

Dairy

Meat and

alternatives

rice paper

rice vermicelli

capsicum

tin of tuna

cucumber

carrot

bean shoots


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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.


/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 when we are not consuming carbohydrates.

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.


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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. cereals, fruits and vegetables. 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.

FLUORIDE

Fluoride is a mineral that helps to prevent tooth decay. It is added to public water supplies to reduce the rate of tooth decay.

HEALTH MESSAGE

A message or advertisement which relates to the health and wellbeing of individuals and communities. Media can include television or magazine advertisements, product labels and media articles.

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 have 5 cups of water per day.

IMMUNE SYSTEM

The immune system is a bodily system that fights infection from bacteria, viruses and other microbes.

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.

KILOJOULE

A kilojoule is a unit of energy. A measure of kilojoules refers to the energy value of food. Kilojoules also refer to the amount of energy our bodies burn. Calorie (or kilocalorie) is another well-known measure of energy. One kilocalorie is equivalent to approximately 4.2 kilojoules.

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.

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.

PUBLIC HEALTH

The World Health Organization defines public health as “all organized measures (whether public or private) to prevent disease, promote health, and prolong life among the population as a whole. Its activities aim to provide conditions in which people can be healthy and focus on entire populations, not on individual patients or diseases”.

SALT

Salt added to food is made up of the 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.

STAPLE FOODS

Staple foods are those foods which are eaten routinely and in such quantities that they comprise a major part of a standard diet within a given population. Staple foods are typically inexpensive or readily available foods that supply one or more of the three organic macronutrients needed for survival and health: carbohydrates, proteins, and fats. In most cultures, staple foods tend to come from the grains food group and include foods such as bread, pasta, rice and maize. Staple foods vary in different parts of the world and are usually determined by their agricultural region.

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.


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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, not 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.

TRAFFIC LIGHT SYSTEM

The Traffic Light system uses colour-coding of foods to distinguish between foods we should eat every day, occasionally and in limited amounts.

o GREEN foods are healthy foods and the best

foods to choose every day.

o AMBER foods are the foods which we need

to be careful not to eat too much of.

o RED foods are not nutritious foods and

should not be available at school.


http://www.health.gov.au/internet/main/publis hing.nsf/Content/phd-nutrition-canteens

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.

http://www.health.gov.au/internet/main/publishing.nsf/Content/phd-nutrition-canteens

http://www.health.gov.au/internet/main/publishing.nsf/Content/phd-nutrition-canteens


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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. (2010) This =That - a life-size photo guide to kids’ food serves. 1st ed. Queensland:Trudie Williams Nutrition and Dietetics Pty Ltd.


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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

LOGOS

The use of logos throughout Module 2: Health messages for ME were source from:

“Plant Fruit and Veg in Your Lunchbox” and “Turn Off, Switch to Play” - Kids, Go for Your Life, Victorian Government.

“Water on Tap” and “Ride or Walk to School” - ACT Government.

“Swap It, Don’t Stop It” - Australian Government.

“Go for 2 & 5®” and “Crunch & Sip®” – Government of Western Australia, Department of Health.


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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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