iyp2016 education pack

Celebrating the contributions pulses make to health, nutrition and sustainability.

KS2 EDUCATION PACK

INTERNATIONAL YEAR OF PULSES 2016

ContentsIntroduction About this resource pack Page 3

Lesson 1 Introduction to pulses Page 4

Lesson 2 Health and nutrition 0

Lesson 3 Cooking with pulses Page 29

Lesson 4 Growing pulses Page 38

Lesson 5 Pulses around the world Page 46

Lesson 6 Food security Page 59

Appendix 1 Fast, fun facts Page 68

INTERNATIONAL YEAR OF PULSES 2016

TEACHER RESOURCE PACK

International Year of Pulses 2016

What Are Pulses and Why Are They Important? Pulses (also known as grain legumes) are the group of crops that includes dry beans, dry peas, chickpeas, and lentils. They are high in protein, fibre and various minerals and vitamins. Pulses have been the cornerstone of global nutrition for centuries. They are very popular in the diets of people living in developing countries, but are increasingly becoming recognized as an excellent part of a healthy diet across the world.

Pulses are one of the most environmentally-friendly sources of protein that a farmer can grow. They require less energy and water than many other crops and produce fewer greenhouse gases. Pulses also have the added advantage of improving soil quality by fixing nitrogen back into the soil they grow in.

As a steady source of nutrition and soil sustainability, pulse crops play a major role in our global food security, a role which will only grow in the future. Whenever you or your students eat products made from pulses you are making a choice that is good for the environment.

International Year of Pulses The United Nations has declared 2016 as the International Year of Pulses (IYP).

IYP will be marked in over 30 countries and celebrated through hundreds of initiatives across the world. It is an opportunity to raise global awareness and to celebrate the role that beans, chickpeas, lentils and other pulses play in feeding the world. Even more importantly, it will provide a moment in time to focus on the role that pulses play in advancing health and nutrition, food security and environmental sustainability.

About this Resource PackThis pack contains six, hour-long lesson plans designed to appeal to children aged 8-11 years old. There are many ways of using the IYP theme to enhance the school curriculum and these resources contain information, facts and figures together with ideas and activities that will bring issues such as health and nutrition, food security and environmental sustainability into your classroom. The plans are designed to either build concurrently or work as stand-alone classroom activities.

The aim is to inspire young people – not only to think about the role of pulses (grain legumes) in feeding the world, but to motivate them into playing a more active role in matters affecting their environment. We hope that your students enjoy the activities in this pack. If you would like to learn more about IYP, please visit http://iyp2016.org/ or http://pulses.org/

P. 3

http://iyp2016.org/

http://pulses.org/

LESSON PLAN 1

1: Introduction to Pulses and the International Year of Pulses Primary Schoolchildren – Ages 8-11

Aims: To introduce the idea of pulses (grain legumes) as edible parts of a plant.

Objectives: • Students will identify and recognise the different parts of plants that are edible.

• Students will collaboratively create a class display, characterising plant crops through nutritional value.

• Students will consider the importance of the UN promotion of pulses.

Resources:1. (a) Diagram of the edible parts of plants (b) Plant part labels and examples for each (all from the teacher pack).

2. (a) Set A & B: Blank flash-cards, (b) Details of nutritional facts of a variety of foods derived from plants (all from the teacher pack).

Suggestions for further development:The class display can be continued as an ongoing project with pupils adding more detail as the series of lessons continues. Pupils could find or make extra resources at home for any of the edible plants they have discussed in class, or any others that they may be interested in, to stick to the display.

All pulses are edible parts of a plant.

P. 4

LESSON PLAN 1

Introduction: Explore the pupils’ knowledge of the different parts of plants that are edible: what different parts of plants have you eaten? Explain to your pupils how the edible parts of plants are categorised and what the different categories are, with examples in each (resource 1a). Ask the pupils to write down a type of food (plant) they have eaten on a piece of paper, and place onto the correct plant part label (resource 1b). You can spread these labels out around the room. How many pupils have eaten the following (‘pulses’ or ‘legumes’): kidney beans, chickpeas (the main ingredient in hummus), navy beans (often used to make ‘baked beans’), butter beans, mung beans (also known as ‘beansprouts’ after germinating), broad beans, lima beans, lentils (often used to make ‘dhal’)? Compare their answers to other seeds they may have eaten. Does the comparison surprise them in any way? Teacher note on pulses: the seeds of plants can be sub-divided into several catagories, including ‘pulses (or legumes)’, ‘cereals’ and ‘nuts’.

The following website can be used to find the full nutritional content of a huge number of different foods. The search box is particularly useful: http://nutritiondata.self.com/

Grains, lentils and pulses are all widely available to buy in grocery stores, supermarkets and health food stores.

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FurtherInformation

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DETAILS DETAILSTIMETIME

In pairs, pupils will use resource 2 to create flash-cards for five different foods (derived from plants); extracting key information from tables in order to fill in the relevant nutritional data on the cards. Teacher needs to distribute either set A or B vegetables to different pairs of children.

Pairs of pupils play ‘top-trumps’ with their set of cards against another pair (A vs. B) - can you select a nutritional category for which you have a higher quantity than your opponents? If you can then you win their card. The pair which has collected the highest number of cards after a set time, wins.

Whole class activity: starting with their flash-cards, pupils build-up a class display, showing the different categories of edible plants.

Extension: add any additional details from the resource sheets (resource 2) or from the internet. Pupils can perform further research at home and add to the display in subsequent lessons.

Which vegetables and pulses are the pupils’ favourites, which do they eat the least, and which do they know least about? Reflecting on this discussion, ask pupils to select a type of vegetable to make a short promotional sketch/advert to inspire their classmates to eat more of that vegetable. What might it be important to include in the promotion? Listen to some of the pupils promotions. Explain that the UN chooses different food-types to promote globally – why might they do this, and why do you think pulses have been chosen for this year’s promotion (the UN International Year of Pulses)?

1: Introduction to Pulses and the International Year of Pulses

P. 5

STEM

FRUIT

FLOWER

ROOTS

LEAF

SEEDS

LESSON PLAN 1

Resource 1a. The edible parts of a plant

P. 6

LESSON PLAN 1

Resource 1b. Plant part labels and examples for each ROOT

• Beetroot

• Carrot

• Turnip

• Cassava

• Radish

STEM

• Asparagus

• Celery

• Leek

• Onion

• Potato

LEAF

• Cabbage

• Chicory

• Lettuce

• Kale

• Spinach

FLOWER

• Broccoli

• Bergamot

• Cauliflower

• Chamomile

• Dill

FRUIT

• Strawberry

• Tomato

• Mango

• Orange

• Pomegranate

SEED

• Lentil

• Broad Bean

• Pea

• Rice

• Wheat

P. 7

LESSON PLAN 1

Resource 2a. Blank Flash Cards (Pack A)

CHICKPEAS (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

1523

TOMATO (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

75

P. 8

LESSON PLAN 1


CARROT (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

172

CABBAGE (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

105

P. 9

LESSON PLAN 1


ASPARAGUS (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

84

LENTILS (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

1477

P. 10

LESSON PLAN 1


STRAWBERRY (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

134

BEETROOT (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

180

P. 11

LESSON PLAN 1


SPINACH (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

96

ONION (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

167

P. 12

LESSON PLAN 1

Resource 2a. Blank Flash Cards (Pack B)

CHICKPEAS (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

1523

TOMATO (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

75

P. 13

LESSON PLAN 1


CARROT (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

172

CABBAGE (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

105

P. 14

LESSON PLAN 1


ASPARAGUS (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

84

LENTILS (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

1477

P. 15

LESSON PLAN 1


STRAWBERRY (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

134

BEETROOT (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

180

P. 16

LESSON PLAN 1


SPINACH (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

96

ONION (100g)

Calories

Kilojoules

Fat

Carbohydrates

Fibre

Protein

167

P. 17

LESSON PLAN 1

Resource 2b. Nutritional Information

Chickpeas Tomato Carrot Cabbage Asparagus

P. 18

LESSON PLAN 1

Resource 2b. Nutritional Information

Lentils Strawberry Beetroot Spinach Onion

P. 19

LESSON PLAN 2

2: Health and Nutrition Primary Schoolchildren – Ages 8-11

Aims: To introduce the role of pulses in relation to maintaining a balanced diet.

Objectives: • Students will recognise the role different foods play in a balanced diet, and the effects on health of an unbalanced diet.

• Students will explore ways in which we can design balanced meals from different food types.

• Students will evaluate the benefits of including pulses in a balanced diet.

Resources:1. Diagram of a balanced diet (from teacher pack).

2. Diagram of an unbalanced diet without fruit and vegetables (from teacher pack).

3. Diagram of an unbalanced diet without protein (from teacher pack).

4. Diagram of an empty plate (from teacher pack).

5. Food diary page (from teacher pack).

Suggestions for further development:Ask pupils to keep a food diary (resource 5) of the meals that they have at home, and decide if they are balanced or unbalanced, and if not, what items could be added or removed to help re-balance the meal.

All grains are part of a healthy balanced diet

P. 20

LESSON PLAN 2

Introduction: Discuss with pupils what is meant by the term ‘a healthy, balanced diet’. What are the types of food that we need to consume to live healthily? Can you name the types of food we ought to eat?

Definition: A balanced diet is when you eat a wide variety of foods in the right proportions. Eating the right amount of food helps us to have a healthy body weight.

A balanced diet includes… • Grains (e.g. bread, pasta, rice) 30% • Vegetables (e.g. broccoli, carrots, potatoes) 30% • Fruit (e.g. apples, grapes, bananas) 20% • Protein (e.g. lean / not fatty meat, fish, eggs, pulses) 20%

It can also include a small portion of… • Dairy (e.g. milk, cheese, yoghurt) and healthy oils (e.g. olive or sunflower oil)

And as an occasional treat… • Food and drinks that are high in fat or sugar (e.g. burgers & sausages and cakes & biscuits/cookies)

What happens if we eat too much, or too little of these food groups? This is called an unbalanced diet. For example, eating a diet too heavy in grains, such as rice, bread and pasta, with little protein is unbalanced. Or if we don’t eat enough vegetables or fruit then our diet is also considered out of balance.

20mins

30mins

FurtherInformation

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Eating too much or too little of certain food groups can cause many serious problems to the human body including heart disease, high blood pressure, type 2 diabetes, tooth decay and even some cancers.

How can we be sure that we are eating enough of any of these food groups? What combinations of foods would make a balanced diet? Present pupils with the three plates representing balanced (resource 1) and unbalanced diets (resources 2 and 3). What would be the consequences to health for each plate? Pupils are given three pictures of an empty plate (resource 4). In groups of three they must draw a picture of a breakfast, lunch and supper that together represents the definition of a balanced diet.

Table of essential food groups: http://www.choosemyplate.gov/food-groups/

In many countries people eat too much food that is high in fat and sugar. Which food types can help reduce these problems? It has to be high in protein and low in fat. Do pulses meet these requirements? What else must be eaten with pulses to make a balanced diet?

2: Health and Nutrition

P. 21

http://www.choosemyplate.gov/food-groups/

LESSON PLAN 2

Resource 1 The eatwell plate

Use the eatwell plate to help you get the balance right

It shows how much of what you eat should come from each food group

Fruit and vegatables

Bread, rice, potatoes, pasta and other starchy foods

Meat, fish, eggs, beans

and other non dairy sources of protein

Milk and dairy foods

Foods and drinks high in fat and/or sugar

P. 22

LESSON PLAN 2

Resource 2 Plate without any fruit and vegatables

P. 23

LESSON PLAN 2

Resource 3 Plate without any protein

P. 24

LESSON PLAN 2

Resource 4 Breakfast

P. 25

LESSON PLAN 2

Resource 4 Lunch

P. 26

LESSON PLAN 2

Resource 4 Supper

P. 27

LESSON PLAN 2

Resource 5 My Food Diary

Meal

Example

Breakfast

Time:

Snack #1

Time:

Lunch

Time:

Snack #2

Time

Dinner

Time:

What I Ate(Food/Drinks)

Grains Vegatables Fruit Protein Dairy High fat /sugary food

Name: Day:

2 Eggs scrambled withbaked beans on atoasted wholemeal bagel

P. 28

LESSON PLAN 3

3: Cooking with pulses

Primary Schoolchildren – Ages 8-11

Aims: To prepare a nutritionally balanced meal / snack with pulses.

Objectives: • Students will plan the steps required to create a pulse-based meal or snack.

• Students will prepare, and eat a pulse-based meal or snack.

• Students will promote the benefits (nutritional or otherwise) of their chosen meal.

Resources:1. Risk assessment (from teacher pack) – cooking with students.

2. A selection of recipe cards (from teacher pack).

3. Cookery planning sheet (from teacher pack).

4. Take home sheets (from teacher pack).

Suggestions for further development:• The lesson provides a perfect opportunity for students to take home the message of the role

pulses can play in a healthy diet. Along with the recipe cards, the ‘take home sheet’ in the resource pack will allow families to engage in discussion about how they can incorporate pulses into their diet at home. Students could be encouraged to cook for their families at home and share a pulse based meal.

• Alternative recipes can be found at www.pulses.org. Consider selecting a recipe that uses a pulse ingredient grown locally so that the farmer’s story can be discussed in class.

Pulses can play a big role in a healthy diet

• Get the students to ‘plate up’ and take pictures of their food, with the best being submitted to the School Newsletter (including the recipe) to promote healthy eating.

• Regular cookery lessons could be built into the curriculum using pulses and other foods to promote the idea of healthy eating.

• Class to visit a local supermarket to look for / buy products that have pulses in their ingredients. Followed up by a classroom taste-test.

P. 29

http://www.pulses.org

LESSON PLAN 3

Teacher gives out recipe cards (resource 2) to different groups. Teacher can differentiate this task by ensuring that recipe cards match the ability level of the group. Ask the pupils what they think are the main safety considerations that need to be highlighted when cooking. Outline key rules that pupils will have to adhere to during the lesson (use risk assessment (resource 1) as a guide – focus on the use of knives/graters). Pupils using the cookery-planning sheet (resource 3) plan how they will carry out the cooking task – assigning jobs to specific members of the group.

Pupils make their chosen recipe, following the plan they have written and the instructions on their recipe card.

Eat the snack and discuss with the pupils whether they enjoyed their meal and if so what they liked about it. Ask some of the groups to explain whether they feel what they have made is a healthy meal. The pupils can refer back to their work in previous lessons.

Resource 4a and 4b provide information which pupils can share with their family, and provides basic information about the UN International Year of Pulses, the World Food Programme and the Zero Hunger Challenge (to be approached in more detail in Lesson 6). The take-home sheet also has two additional recipes for pulses that are intended for parents/carers to make with their children.

10-15mins

35mins

10mins

Take-homesheets

DETAILSTIME

3: Cooking with pulses

P. 30

LESSON PLAN 3

Resource 1 Risk assessment

Haz

ard

Who

cou

ld b

e ha

rmed

Risk

leve

lPr

ecau

tions

and

con

trol m

easu

res

Trip

ping

, fal

ling

and

slipp

ing

Staf

f and

visi

tors

Med

ium

1. F

loor

to b

e dr

y an

d cl

eane

d of

food

and

oth

er m

atte

r like

ly to

cau

se s

lippi

ng.

2. C

ookin

g ar

ea a

cces

s on

ly to

chi

ldre

n en

gage

d in

the

activ

ity a

nd w

ho a

re u

nder

stri

ct s

uper

visio

n.

3. R

unni

ng, j

umpi

ng a

nd p

ushi

ng to

be

stric

tly p

rohi

bite

d.

4. W

heel

chai

rs an

d pe

ople

who

are

of r

estri

cted

mov

emen

t to

be c

aref

ully

posit

ione

d.

5. Ta

ble

heig

hts

to b

e ap

prop

riate

to p

upil

heig

ht.

6. P

upils

nev

er to

sta

nd o

r kne

el o

n ch

airs

or s

tool

s.

Food

co

ntam

inat

ion

caus

ed b

y cl

othi

ng

Staf

f and

visi

tors

Low

1. A

ll pa

rtici

pant

s to

wea

r a c

lean

apr

on re

serv

ed s

olel

y fo

r fo

od p

repa

ratio

n.

2. P

VC c

oate

d ap

rons

cle

aned

with

hot

, soa

py w

ater

bef

ore

and

afte

r use

. 3.

Apr

ons

put o

n on

ly in

the

cook

ing

area

and

rem

oved

whe

n le

avin

g it

for a

ny p

urpo

se.

4. Lo

ng s

leev

es to

be

rolle

d up

, and

sca

rves

and

oth

er

acce

ssor

ies

(exc

ept f

or re

ligio

us h

ead

scar

f) to

be

rem

oved

.

Food

co

ntam

inat

ion

caus

ed b

y ha

ir, n

ail p

olish

, rin

gs a

nd

bact

eria

on

hand

s

Staf

f and

visi

tors

Low

1. Lo

ng /

med

ium

leng

th h

air t

o fa

stene

d ba

ck u

sing

band

s an

d cl

ips;

and

wisp

s to

be

secu

red

away

from

face

. 2.

Prio

r to

food

han

dlin

g, h

ands

to b

e w

ashe

d (a

t han

d w

ash,

if

avai

labl

e), u

sing

hot w

ater

and

soa

p an

d dr

ied

with

pap

er

tow

els.

Food

co

ntam

inat

ion

caus

ed b

y cu

ts,

sore

s, b

oils

and

dres

sings

Staf

f and

visi

tors

Low

to

med

ium

1. B

lue

plas

ters

used

to c

over

cut

s an

d so

res.

2.

Mor

e ex

tens

ive e

xisti

ng in

jurie

s m

ust b

e co

vere

d w

ith v

inyl

or la

tex

(pla

sters

or g

love

s).

Food

co

ntam

inat

ion

caus

ed b

y ba

cter

ia s

prea

d by

illn

ess

Staf

f and

visi

tors

Low

to

med

ium

1. N

o pa

rtici

pant

feel

ing

sick

or u

nwel

l to

be p

erm

itted

to

ente

r the

coo

king

area

. 2.

No

parti

cipa

nt s

uffe

ring

or re

cent

ly re

cove

red

from

sic

knes

s, d

iarrh

ea to

be

perm

itted

to e

nter

the

cook

ing

area

.

Food

co

ntam

inat

ion

caus

ed b

y ba

cter

ia fr

om

equi

pmen

t and

/

or s

urfa

ces

Staf

f and

visi

tors

Low

and

m

ediu

m

1. S

urfa

ces

to b

e w

iped

with

a d

ispos

able

clo

th re

tain

ed

sole

ly fo

r the

pur

pose

. 2.

No

outd

oor /

indo

or c

loth

ing,

bag

s, b

rief c

ases

, file

s, b

ooks

or

box

es to

be

plac

ed o

n co

okin

g su

rface

. 3.

Coo

ked

raw

ingr

edie

nts

to b

e ke

pt s

epar

ated

, bot

h in

sto

rage

and

in p

repa

ratio

n.

4. E

quip

men

t to

be h

ot w

ashe

d to

rem

ove

all f

ood

parti

cles

an

d th

orou

ghly

drie

d be

fore

sto

rage

. 5.

Cho

ppin

g bo

ards

and

esp

ecia

lly p

lasti

c bo

wls

to b

e sc

rubb

ed w

ith h

ot w

ater

, det

erge

nt a

nd a

ir dr

ied.

6.

Foo

d, c

lean

ing

agen

ts an

d cl

oths

incl

udin

g te

a to

wel

s ne

ver t

o be

sto

red

with

equ

ipm

ent.

Food

co

ntam

inat

ion

caus

ed b

y ba

cter

ial g

row

th

durin

g in

corr

ect

stora

ge o

f foo

d

Staf

f and

visi

tors

Low

to

med

ium

1. A

ll fo

ods

to b

e co

vere

d to

pre

vent

cro

ss c

onta

min

atio

n.

2. D

ry g

oods

to b

e sto

red

in s

eale

d co

ntai

ners

and

in a

cle

an,

dry

desig

nate

d ar

ea w

ell a

way

from

cle

anin

g ag

ents,

pai

nts,

sta

tiona

ry a

nd o

ther

pot

entia

l con

tam

inat

ors.

Food

co

ntam

inat

ion

cont

ract

ed

thro

ugh

soil

or

othe

r gro

win

g m

ediu

m

Staf

f and

visi

tors

Low

to

med

ium

1. C

ookin

g ap

rons

nev

er to

be

wor

n w

hen

pick

ing

or

harv

estin

g pr

oduc

e.

2, H

ands

to b

e w

ashe

d th

orou

ghly

afte

r pic

king,

har

vesti

ng

and

was

hing

pro

duce

. 3.

Soi

l and

oth

er g

row

ing

med

ia to

be

rem

oved

by

was

hing

pr

ior t

o fo

od p

repa

ratio

n.

4. O

pen

wou

nds

to b

e co

vere

d pr

ior t

o ha

ndlin

g so

il co

vere

d pr

oduc

e.

Food

co

ntam

inat

ion

cont

ract

ed

thro

ugh

was

te

on ta

ble,

in b

ins

or o

n th

e flo

or

Staf

f and

visi

tors

Low

to

med

ium

1. W

aste

bin

s to

be

lined

, ful

l bag

s to

be

tied

and

seal

ed

and

disp

osed

of p

rom

ptly.

2.

Foo

d w

aste

bin

s to

be

was

hed

and

disin

fect

ed

imm

edia

tely

afte

r em

ptyi

ng.

3. A

ccid

enta

l spi

llage

s of

food

to b

e w

iped

, sw

ept o

r va

cuum

ed, a

nd th

e flo

or w

ashe

d be

fore

and

afte

r (ne

ver

durin

g) c

ookin

g ac

tiviti

es.

4. B

ags

and

outd

oor c

loth

ing

neve

r to

be p

lace

d on

wor

k su

rface

s.

1. P

rior t

o co

okin

g: a

ll ad

ults,

chi

ldre

n an

d vis

itors

are

to

Oth

ers

Teac

her S

igna

ture

:Te

ache

r Nam

e:D

ate:

to b

e co

nduc

ted

in a

cal

m,

P. 31

LESSON PLAN 3

Resource 1 Risk assessment contd.Re

actio

ns to

fo

od, a

llerg

ic o

r in

tole

ranc

eSt

aff a

nd v

isito

rsM

ediu

m to

hi

gh

1. P

rior t

o co

okin

g: a

ll ad

ults,

chi

ldre

n an

d vis

itors

are

to

prov

ide

deta

iled

info

rmat

ion

on a

ny k

now

n or

sus

pect

ed

alle

rgie

s or

into

lera

nce

to fo

od s

tuffs

or c

lean

ing

agen

ts.

2. A

ltern

ative

food

stuffs

may

be

avai

labl

e fo

r any

pup

ils w

ith

food

alle

rgie

s or

into

lera

nces

. In

som

e ca

ses,

it m

ay b

e de

emed

nec

essa

ry to

exc

lude

cer

tain

ingr

edie

nts

from

the

reci

pes

or, i

n ex

trem

e ca

ses,

to e

xclu

de th

e pa

rtici

pant

from

th

e co

okin

g ac

tivity

.

Dan

gers

from

he

at, f

ire a

nd

elec

trica

l ha

zard

s

Staf

f and

visi

tors

Low

to

med

ium

1. F

lam

mab

le m

ater

ials

not t

o be

sto

red

or s

ituat

ed c

lose

to

cook

ers.

2.

Coo

ker o

r hob

and

ove

n to

be

oper

ated

onl

y by

adu

lt in

ch

arge

. 3.

Em

erge

ncy

evac

uatio

n pr

oced

ure

to b

e in

pla

ce a

nd

unde

rstoo

d by

all

parti

cipa

nts.

4.

Em

erge

ncy

exits

to b

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pt c

lear

or o

bstru

ctio

n-fre

e at

all

times

. 5.

A fi

re b

lank

et a

nd s

uita

ble

fire

extin

guish

ers

to b

e av

aila

ble

at a

ll tim

es.

6. E

lect

rical

equ

ipm

ent m

ust b

e ce

rtifie

d fo

r saf

e us

e by

an

auth

orise

d pe

rson

or b

ody.

Burn

s fro

m

oven

s,

equi

pmen

t, liq

uids

or f

ood

stuffs

Staf

f and

visi

tors

Low

to

med

ium

1. O

ven

glov

es to

be

used

to c

arry

hot

food

pan

s /

tins.

2.

Pan

han

dles

turn

ed in

war

ds b

ut n

ot o

ver h

ot h

obs.

3.

Adu

lts o

nly

to c

arry,

stir

and

ser

ve h

ot li

quid

s.

4. H

ot fo

od a

nd li

quid

s ne

ver t

o be

una

ttend

ed a

nd a

lway

s pl

aced

out

of r

each

. 5.

Chi

ldre

n to

be

kept

wel

l aw

ay fr

om c

ooke

rs an

d ov

ens.

6.

Ens

ure

the

kitch

en h

as a

ll ne

cess

ary

Wor

k H

ealth

and

Sa

fety

equ

ipm

ent i

nclu

ding

but

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lim

ited

to fi

re b

lank

ets,

fir

e ex

tingu

isher

s an

d em

erge

ncy

show

er.

Cuts

from

kn

ives

and

oth

er

equi

pmen

t in

clud

ing

grat

ers

Staf

f and

visi

tors

Med

ium

1. A

ll sh

arp

knive

s an

d ot

her s

harp

equ

ipm

ent (

e.g.

ske

wer

s) to

be

lock

ed in

an

appr

opria

te p

lace

whe

n no

t in

use.

2.

Kni

ves

to b

e co

unte

d ou

t and

in. S

harp

kni

ves

neve

r to

be

left

out d

urin

g se

t up

prep

arat

ion

in re

adin

ess

for l

esso

n or

af

ter u

se.

3. A

ppro

pria

te ty

pe a

nd s

ize

of k

nive

s to

be

sele

cted

for a

ge

of c

hild

ren.

4.

Brid

ge a

nd c

law

saf

e cu

tting

tech

niqu

es to

be

taug

ht a

nd

supe

rvise

d.

5. P

upils

with

cer

tain

beh

avio

ural

diff

icul

ties

to b

e pr

eclu

ded

from

usin

g kn

ives.

Adv

ice

from

spe

cial

ist o

r hea

d te

ache

r to

be s

ough

t in

doub

tful c

ases

. 6.

Pup

ils to

be

supe

rvise

d at

all

times

dur

ing

all c

ookin

g ac

tiviti

es.

Cuts

or in

jury

fro

m e

lect

rical

pr

oces

sors

and

bl

ende

rs

incl

udin

g ha

nd

blen

ders

Staf

f and

visi

tors

Med

ium

1. P

upils

nev

er to

be

perm

itted

to h

andl

e or

ope

rate

this

type

of

equ

ipm

ent.

2. E

quip

men

t to

be u

sed

only

by c

ompe

tent

adu

lts a

nd o

nly

follo

win

g pe

rsual

of a

pplia

nce

instr

uctio

n ha

ndbo

ok.

Chok

ing

on

smal

l pie

ces

of

food

or

inha

latio

n of

sm

all

ingr

edie

nts

Chi

efly

child

ren

Med

ium

1. Ta

sting

ses

sions

u

nhur

ried

man

ner a

nd su

perv

ised.

2.

Pup

ils to

be

enco

urag

ed to

follo

w a

dult

guid

ance

on

tasti

ng a

nd e

atin

g slo

wly.

3.

Pup

ils n

ever

to e

at fo

ods

from

cup

ped

hand

with

hea

d th

row

n ba

ck.

4. P

upils

to ta

ste a

nd e

at fo

od o

nly

at th

e in

vitat

ion

of th

e ad

ult i

n ch

arge

.

Oth

ers

Teac

her S

igna

ture

:Te

ache

r Nam

e:D

ate:

to b

e co

nduc

ted

in a

cal

m,

P. 32

LESSON PLAN 3

Resource 2 Recipe Cards

Recipe Card 1

BLACK BEAN ANTOJITO

Ingredients:540ml (19 oz) can black beans, rinsed and drained 1 lime, squeezed for juice2 cloves garlic, minced5ml (1tsp) ground cumin5ml (1tsp) ground corianderA pinch each of salt and pepper1 avocado, pitted and sliced3 red peppers, roasted and skinned250ml (1 cup) grated cheddar cheeseChickpea Hummus to spread (see Recipe Card 2)8 x 10 inch (25cm) whole wheat or regular flour tortillas

Method:• MASH beans and garlic with a potato masher. Add lime juice, cumin and ground coriander. Season with salt and pepper. Divide into 8 parts. • SPREAD 1 part of the mashed bean mixture over the whole tortilla.• SPREAD some of the chickpea hummus over the whole tortilla. Add roasted red peppers and avocado evenly around the tortilla and sprinkle some cheese. • ROLL up the tortilla. Wrap in plastic or cling film tightly and let cool in fridge for 10 minutes to overnight. • CUT roll into 1 inch pieces. Enjoy as is or with a sour cream dip.

Recipe Card 2

CHICKPEA HUMMUS

Ingredients:375ml cooked chickpeasOR¹/² cup (398ml) canned chickpeas, rinsed and drained75ml (¹/³ cup) tahini paste1 clove garlic, minced50ml (¹/4 cup) fresh lemon juice45ml (3tbsp) vegetable oil2ml (¹/² tsp) ground cumin5ml (1tsp) salt75ml (¹/³ cup) water2ml (¹/² tsp) hot pepper sauce (optional)

Method:• MASH chickpeas with a fork mixing in with tahini, garlic, lemon juice, oil, cumin and salt. • PUREE, adding just enough water to make the mixture creamy and smooth (may need more than ¹/³ cup). • ADD hot pepper sauce if using.

P. 33

LESSON PLAN 3

Resource 2 Recipe Cards

Recipe Card 3

BLACK BEAN, CHICKPEA AND AVOCADO SALAD

Ingredients:500ml (2 cups) cooked black beansOR540ml (19 fl oz) canned black beans, rinsed and drained500ml (2cups) cooked chickpeasOR540ml (19 fl oz) canned chickpeas, rinsed and drained 2 tomatoes, chopped1 red pepper, chopped2 green onions, chopped1 avocado, peeled and chopped5ml (1tsp) grated lime peel50ml (¹/4 cup) lime juice50ml (¹/4 cup) olive oil2 cloves garlic, minced1 jalapeno pepper, seeded and finely chopped (optional)Salt and pepper to taste

Method:• PLACE beans, chickpeas, tomatoes, red pepper, onions and avocado in a bowl. • WHISK dressing ingredients together in a separate bowl, and then mix with salad. • REFRIGERATE for 1 hour before eating.

Recipe Card 4

LENTIL DHAL

Ingredients:50ml (¹/4 cup) butter375ml (1¹/² cups) diced onions30ml (2 tbsp) crushed garlic2 chilli peppers, cored and diced (optional)15ml (1 tbsp) cumin seeds, toasted and crushed500ml (2 cups) dried lentils30ml (2 tbsp) fresh ginger, minced30ml (2 tbsp) garam masala 15ml (1 tbsp) salt5ml (1 tsp) pepper15ml (1 tbsp) granulated sugar1 bay leaf1 tomato, chopped7.5 ml (¹/² tbsp) rice vinegar2 L (8 cups) reduced salt vegetable broth

Method:• IN large pot, melt butter and stir-fry the onions until wilted, not browned. • ADD garlic, chilli peppers, cumin, lentils, ginger, garam masala, salt, pepper, sugar, and bay leaf. Saute for 1-2 minutes until aromatic. • ADD the tomatoes, vinegar and chicken stock. • BRING to a boil then lower to a simmer stirring occasionally. Cook until lentils are tender, about 1hour 45 minutes. • TASTE, adjust seasoning as needed.

P. 34

LESSON PLAN 3

Resource 3 Cookery planning sheet

What are you making?

What ingredients do you need? 1 2

3 4

5 6

Record each task you will have to do and write the name of the person who will do this job underneath

Look at the packaging of your ingredients. Are you able to writedown the names of three differentcountries that they came from?

Ingredient:

Country:

Ingredient:

Country:

Ingredient:

Country:

What equipment do you need?

P. 35

LESSON PLAN 3

Resource 4a Take home sheet

International Year of PulsesWhat is IYP?

On December 21st 2013, the General

Assembly of the United Nations in New York

voted to proclaim the International Year of

Pulses 2016 (IYP). This is the culmination

of almost two years of work by members

of the voluntary Executive Committee of

the global pulse industry body, CICILS

IPTIC. The aim is to raise the profile of

pulses within the Food and Agriculture

Organisation of the UN (FAO).

PULSES AND FOOD SECURITY

In most developing countries, pulses play a fundamental

role as a low-fat, high fibre source of protein, an essential

component of traditional food baskets. Pulses, by

contributing about 10 percent in the daily protein

in-take and 5 percent in energy in-take, are of particular

importance for food security in low income countries where

the major sources of proteins are non-animal products.

In addition, pulses contain significant amounts of other

essential nutrients like calcium, iron and lysine. Pulses are

included in all ‘food baskets’ and dietary guidelines.

Pulses and a Balanced Diet

Pulses include beans, lentils and peas. They are a cheap, low-fat source of protein, fibre, vitamins and minerals, and they count towards your recommended five daily portions of fruit and vegetables.

What Are Pulses and Why Are They Important?Pulses, also known as grain legumes, are a group of 12 crops that includes dry beans, dry peas, chickpeas and lentils. They are high in protein, fibre and various vitamins, provide amino acids and are hearty crops. They are most popular in developing countries, but are increasingly becoming recognized as an excellent part of a healthy diet throughout the world.

Zero Hunger ChallengePulses play an important role in the Zero Hunger Challenge,

as they are carbohydrate and protein rich source of calories.The challenge of Zero Hunger means:1. Zero stunted children less than 2 years old2.100% access to adequate food all year round

3. All food systems are sustainable4.100% increase in smallholder productivity and income5. Zero loss or waste of food

P. 36

LESSON PLAN 3

Resource 4b Take home sheet

Recipe Card 1

BLACK BEAN BURGERS

Ingredients:540ml (19 fl oz) can black beans, rinsed and drained250ml (1 cup) cooked brown rice1 small onion, chopped2 green (salad) onions, finely chopped2 mL (¹/² tsp) Tabasco sauce (optional)1 egg50ml (¹/4 cup) bread crumbs90ml (6 tbsp) ready-made salsa4 hamburger buns50ml (¹/4 cup) low fat plain yogurt4 lettuce leaves, ideally Romaine1 avocado, sliced (optional)

Method:• IN a large bowl, coarsely mash beans with a potato masher or fork. Add rice, onions, tabasco sauce if desired, egg, breadcrumbs and two tablespoons of salsa. Mix well. • DIVIDE mixture into 4 and form into patties that are about 1 inch thick.• PREHEAT oven to 350ºF (180ºC). Meanwhile, cook over medium heat on a non-stick pan for 4-5 minutes each side or until lightly browned. Transfer to a pan and cook in preheated oven for 10 minutes. • IN a small bowl, combine remaining salsa and yogurt. Serve with lettuce and avocado (if desired) as a condiment to your burger.

Recipe Card 2

LENTIL AND RASPBERRY CHEWS

Base:325ml (¹/³ cup) whole wheat flour75ml (¹/4 cup) sugar2ml (¹/² tsp) baking powder2ml (¹/² tsp) cinnamonA pinch of salt125ml (¹/² cup) reduced fat margarine1 egg, slightly beaten125ml (¹/² cup) raspberry jam

Method:• PREHEAT oven to 375ºF (190ºC). • PUREE lentils in a blender with water. In a separate bowl, combine the base dry ingredients and cut in margarine until coarse crumbs form. Stir in egg and mix thoroughly. • PRESS base dough into a 9"X13" baking dish and bake for 10 minutes until firm. • COOL and spread a thin layer of jam over base. • REDUCE oven temperature to 350ºF (180ºC). In separate bowl, combine dry ingredients for lentil filling. Mix in lentil puree, vanilla and eggs. Add coconut and pecans if desired. Spread mixture on top of jam. • BAKE until firm, about 35 minutes. • COOL and cut into 18 bars.

Lentil Filling¹/² 540ml (¹/² 19fl oz. can) canned lentils, rinsed and drainedOR250ml (1cup) cooked lentils175ml (3/4 cup) brown sugar75ml (¹/4 cup) all purpose flour7ml (1¹/² tsp) baking powderA pinch of salt2ml (¹/² tsp) vanilla2 eggs, beaten175ml (3/4 cup) unsweetened shredded coconut125ml (¹/² cup) chopped pecans (optional)

P. 37

LESSON PLAN 4

4: Growing Pulses

Peas can be grown easily in a tin at school.

Primary Schoolchildren – Ages 8-11

Aims: To introduce agriculture as a managed system that has environmental impacts, and how farmers employ practices such as growing pulses to minimize these impacts.

Objectives: • Students will understand how nutrients are passed from the soil to the plant through its root system.

• Students will understand nitrogen-fixing as a concept.

• Students will learn about symbiosis through the role of rhizobia in growing pulses.

Resources:1. Instructions for growing pulse plants in a can, with lead questions (from teacher pack).

2. Diagram of nitrogen-fixation with rhizobia (from teacher pack).

3. Example of crop rotation (from teacher pack).

4. Crop cards 1 to 5 (from teacher pack).

Suggestions for further development:• Visit a local farm or invite a farmer to speak in class.

• Pupils could record how their plants grow over a period of time – making observations recorded as diagrams/graphs etc.

• Pupils could grow alternative pulse plants such as chickpeas and navy beans and compare rates of growth.

• Pupils could research how to give their plants the highest yield through different watering and feeding techniques, living in symbiosis with rhizobia, or even planting different crops together.

• Pupils could research (at www.iyop.net) the impact that pulses in crop rotation have on sustainability.

P. 38

http://www.iyop.net

Pupils will be reminded /asked about what they already know about how plants grow. What are the basic needs for seed germination and growth (water, sunlight and nutrients)? If students already know about plants needing sunlight to create their energy, ask them what else do they need? What role does the soil play in feeding the plants? Do they know how plants get water and nutrients from the soil? What would happen to the plants if the soil had no water or nutrients?

Pupils will follow worksheet (resource 1) to plant and grow pulse plants in tin cans, which they can observe growing over a period of time. Whilst planting, pupils will discuss and answer questions on how plants grow and how they get the nutrients they need.

What is symbiosis? Pupils will explore the concept of symbiosis in the natural world. The relationship between the hippopotamus and oxpecker bird will be explained before discussing the relationship between pulse plants and soil. How does nitrogen-fixation work? Using resource 2, pupils will be introduced to the concept of nitrogen fixing and how rhizobia bacteria works with a plant to improve soil quality. How can pulses and nitrogen-fixation help other crops? How can growing crops together such as inter-cropping like the Three Sisters described well here http://en.wikipedia.org/wiki/Three_Sisters_(agriculture) help? Using resource 3, pupils will learn how rotation (growing different crops one after the other) and using ‘break crops’ like pulse crops work.

Issue the pupils with the crop cards 1 to 5 (resource 4), one set for each small group. Ask five pupils to read out what the card says about the crop. The pupils must decide in which order they would plant them over a five year cycle. Remind them that the soil must be left in a suitable state for their first crop to be planted again in the sixth year. Ask pupils to present their crop rotation plan. Why have they chosen their particular order?

LESSON PLAN 4

5mins

25mins

15mins

15mins


4: Growing Pulses

P. 39

http://en.wikipedia.org/wiki/Three_Sisters_(agriculture)

http://en.wikipedia.org/wiki/Three_Sisters_(agriculture)

LESSON PLAN 4

Resource 1 How to grow pea shoots

Here is how you can grow your pea shoots…

Make sure that none of your peas are split or cracked. Soak the peas in water for 24 hours (dried peas sold for cooking will normally grow fine and are much cheaper than buying seed packets). Soaking the peas is not essential but it will help to speed up germination. If you decide to soak your peas don’t do this for longer than 24 hours because you will drown your seed or perhaps make them moldy!

Take an old can (or a pot or seed-growing tray) that’s at least 6-9 cm (2-3 inches) deep. Ask your teacher to put some holes in the bottom of the can so that any excess water can drain out.

Fill your can with soil or compost, but stop about 3 cm (1 inch) below the top.

Water the soil and then place (called “sowing”) a handful of peas on top of the soil. Leave a gap the size of a pea between each one.

Pea shoots are great for growing in small spaces. What’s more, they’ll be ready to eat in less than three weeks. Pea shoots will also grow well inside your classroom if kept near a sunny window.

1

2

34

What you’ll need:• Dried peas• A bowl (to soak your peas)• Soil• An old can (washed out!) or a plant pot• Watering can

P. 40

LESSON PLAN 4

Resource 1 How to grow pea shoots

Cover your peas with another 1cm (a third of an inch) of soil before a final sprinkling of water. Do not compact (push down) the soil too heavily.

You’re all set! All you need to do now is place your seeds in a sunny place and look after them by keeping the soil moist, checking them every day in hot weather, and adding water when needed.

After about a week your pea shoots will begin to emerge. And in two to three weeks your shoots will be 9-12 cm (3-4 inches tall) and ready to eat!

5

6

7

Teacher Notes – Lead QuestionsWhile planting their crops, get pupils to engage in a discussion with their fellow classmates to answer the following questions:1. What would happen if you didn’t water / added too much water to the soil? 2. What might happen if you planted too many peas in your can or pot? 3. What do plants take from the soil that helps them grow? 4. What is nitrogen and why do plants need it?5. What would happen if your shoots had too much / too little sunshine? 6. If you were going to grow your plants outside, what might attack your shoots before you get to eat them?

Additional SuggestionEncourage students to track plant developments on a weekly basis, e.g. stem height, number of leaves, etc., and use the data to create simple graphs.

P. 41

N2

DECOMPOSITION

NITROGEN

1. Tiny soil bacteria - called

rhizobia, have a special

relationship with pulse plants.

3. In these homes, the rhizobia draw nitrogen from the

air and share it with the pulse plant. Pulse plants could

not do this without the bacteria.

2. Pulse plants have special

roots that provide ‘homes’ for

rhizobia bacteria. These ‘homes’

look like little lumps on pulse

roots. In these homes, the

pulse plant provides sugars

and other nutrients to the

bacteria.

4. When the pulse plant dies its

roots release back the stored

nitrogen into the soil making it

available to help other plants grow

LESSON PLAN 4

Resource 2 Diagram of pulse plant nitrogen-fixing

P. 42

LESSON PLAN 4

Resource 3 Example 4-step crop rotation

PULSES• Broad Beans• Butter Beans• Podded Peas

OILSEEDS• Rapeseed• Mustard• Sunflower

ROOTS• Carrots• Sugar Beets• Turnips

CEREALS• Wheat• Barley• Oats

P. 43

LESSON PLAN 4

Resource 4 Crop cards

CLOVER

Use: Animal feed

1. Clover belongs to the family of plants known as legumes, as do pulses.

2. Clover works as a natural fertiliser.

3. As it grows in the soil, clover draws nitrogen from the atmosphere and makes it available to plants that follow in the next crop rotation.

WHEAT

Use: Ground into flour or used in animal feed

1. Wheat belongs to the family of plants known as grasses, as do other cereal crops like barley and oats.

2. Fertilizer is often placed in the soil before a wheat crop, as wheat cannot draw nitrogen from the atmosphere like beans or clover.

3. Wheat can be planted at both the start of autumn and the start of spring.

BEANS

Use: High protein food for both humans and animals

1. As well as being delicious, beans are an excellent break crop.

2. Beans belong to the family of plants known as 'legumes', as do other pulses like peas, lentils and chickpeas.

3. Beans do use up soil nutrients while they grow but, as a pulse, they also add nitrogen back into the soil after the plant has been harvested.

P. 44

LESSON PLAN 4

Resource 4 Crop cards

OATS

Use: Breakfast cereals and snack bars. Also used as animal feed

1. Oats generally require less fertilizer than other crops to grow.

2. Oats and other cereal crops like wheat and barley have fibrous root systems that are good at capturing soil nutrients.

3. Crops like oats have leaves that quickly create shade which stops small weeds growing.

TURNIPS

Use: Food for both humans and animals

1. Turnips are an excellent break crop to plant.

2. Turnips are plants in the cabbage family. There are diverse plants in this family that are important for food production, including rapeseed, broccoli, kale, cauliflower and mustard.

3. Turnips thrive in well-worked and well-drained soil.

Teacher NoteAn example of a successful crop rotation would be:Year 1 Clover, Year 2 Wheat, Year 3 Beans, Year 4 Oats, Year 5 Turnips

P. 45

LESSON PLAN 5

5: Pulses around the world Primary Schoolchildren – Ages 8-11

Aims: To explore cultural contexts of pulses throughout history and in modern times.

Objectives: • Students will compare diets around the world and throughout history.

• Students will develop their understanding of how different pulses are used in different dishes around the world.

• Students will consider how different countries / cultures use pulses to meet their dietary needs and the role global trade plays in that process.

Resources:1. World map (from teacher pack).

2. Diets through the ages fact sheet (from teacher pack).

3. Modern diets fact sheet (from teacher pack).

4. National dishes that use pulses fact sheet (from teacher pack).

5. Pulse import and export data fact sheet (from teacher pack).

Suggestions for further development:• Research how your own country uses pulses. Do they play a major part in your diet? Does your country grow more or less pulses than it needs? How does the trade in pulses affect your country?

• For further reading: Hungry Planet, What The World Eats by Peter Menzel.

People enjoy pulses across the world.

P. 46

LESSON PLAN 5

Teacher will introduce the topic to the pupils by posing the question “Over ten thousand years ago what did early humans eat?” (wild animals, wild grains, wild berries, root vegetables and nuts). How does this compare to the modern human diet? What do we still eat, and what do we eat that is ‘new’? (More simple carbohydrates: wheat, rice, processed sugars, oil and fat, pulses). Do you know why our diets have changed? Does your idea of ‘cavemen’ include farming? Are modern diets the same all over the world?

After the starter discussion, pupils can be shown a wall map of the world (resource 1), and tested on their geographical knowledge. They need to know where North America, Europe, Middle East, Asia, Latin America, Africa and Oceana (Australasia) are. In small groups pupils will be given resources (resource 2 and 3) outlining the make-up of our diets today in the regions listed above and some national dishes from around the world. They must use the resources to answer a series of questions.

Each group can present their findings to the class as though they are making a news report or mini-documentary. As they are doing so, pupils should consider the following questions:

20mins 30mins

10mins


What were the diets of people 50,000 years ago? How and why did people’s diets start to change 10,000 years ago? What about in more modern times? How does the role of pulses compare in the different regions and in modern diets? Looking at the list of national dishes (resource 4) are there any similarities or differences in the dishes around the world that pupils can find?

More pulses are consumed in some regions, and less so in others. Pupils will be given resource 5 and, using the information, discuss the following questions. Can you say which countries consume more pulses than others? If a country consumes more pulses than it can grow, what are the options for acquiring more? Some countries grow more pulses than they consume, and trade these with other countries. On the class map, link the countries that might trade in pulses, using arrows to show the direction the pulses take. India, China and the USA are some of the biggest importers and exporters of pulses. Can you calculate the net difference for these countries?

5: Pulses around the world

P. 47

LESSON PLAN 5

Resource 1 World map

P. 48

LESSON PLAN 5

Resource 2a Diets through the ages

Meats (e.g. gazelle, antelope, deer)GrainsBerriesRoots

Before 10,000 BC

Palaeolithic Period Diet before 10,000 BC (before farming)

90% 10% plant animal

Wild:Meats (e.g. sheep, cattle, pigs, goats) Grains Pulses / Fruit / Vegetables Dairy

After 10,000 BC

Neolithic Period Diet after 10,000 BC (with the start of farming)

65% 35% plant animal

Farmed:

P. 49

LESSON PLAN 5

Resource 2b Diets through the ages

Carbohydrate

Modern Diet

Ancestral Diet up to 200 years ago

Stone Age Diet 2.6 million to 12,000 years ago

% D

aily

Ene

rgy

0

Added Sugar Protein Fat

10

20

30

40

50

60

P. 50

LESSON PLAN 5

Resource 3 Modern diet fact sheets

North America 2014 Data

21%

12%

10%

17%

4%

5%

21%

1%9%

Cereals 21% Meat 12%Milk and dairy 10% Sugar and sweeteners 17%Starchy roots and pulses 4%Fruit and vegetables 5% Vegetable oils and animal fats 21% Fish and seafood 1% Other 9%

P. 51

LESSON PLAN 5


Africa 2014 Data


9%

51%

3% 4%

6%

18%

6%

1% 2%

P. 52

LESSON PLAN 5


Asia 2014 Data


10%

53%

3%

8%

6%

7%

6%

1% 6%

P. 53

LESSON PLAN 5


Latin America (including the Caribbean) 2014 Data


8%33%

7%16%

16%

4%

3%

2%

11%

P. 54

LESSON PLAN 5


Oceana (Australasia) 2014 Data


12%

37%

3%10%

10%

4%

17%

3% 4%

P. 55

LESSON PLAN 5


Europe 2014 Data


19%

28%

9%

11%

12%

5%

5%

2%9%

P. 56

LESSON PLAN 5

Resource 4 People enjoy pulses in their meals and snacks right across the world.

Take a look at the list of national dishes below all of which use pulses as an important ingredient.

Can you spot the similarities in some of these dishes wherever they are being cooked across the world? Have you tried any of these dishes and what did you think of them?

Country Dish Description

Brazil Feijoada Slow-cooked stew with black beans, meat and sausagesCosta Rica Gallo pinto Stir fried black beans and rice with spicesEgypt Ful medames Slow-cooked stew of smashed fava beansEngland Baked beans Haricot bean stew in a tomato-based sauce Finland Hernekeitto Soup with ham and green peasFrance Cassoulet Slow cooked stew with meat, sausages and haricot beansGreece Fasolada Tomato-based soup with cannellini beans and olive oilIndia Dahl Slow-cooked stew of split peas, beans and spicesIsrael Falafel Deep fried ball of smashed chick peas, fava beans and spicesItaly Minestrone Tomato-based soup with cannellini beans, vegetables and pastaMexico Chili con carne Slow-cooked stew with beef, red kidney beans and spicesMorocco Harira Tomato-based soup with lamb, lentils, chickpeas, yellow split peas and spicesNigeria Akara Deep fried ball of smashed black-eyed beans and spicesRomania Fasole cu carnati Smoked sausage and haricot bean stew in a tomato-based sauce Uganda Mugoyo Smashed sweet potatoes and red kidney beans

National dishes that use pulses

P. 57

LESSON PLAN 5

Resource 5 Pulse import export data fact sheets

Worlds biggest pulse importers (by metric ton)

1 India 3,418,356

2 Egypt 3,027,188

3 China 1,106,173

4 Pakistan 433,999

5 Brazil 373,260

6 USA 351,625

7 Turkey 334,846

8 Italy 296,094

9 Spain 275,548

10 Algeria 264,030

Worlds biggest pulse exporters (by metric ton)

1 Canada 4,393,035

2 Australia 1,495,892

3 Myanmar 921,116

4 USA 869,743

5 China 731,757

6 India 652,766

7 Russian Fed 551,531

8 France 344,948

9 Argentina 237,091

10 Mexico 125,919

Import data for 136 countries available at http://agriexchange.apeda.gov.in/product_profile/Major_Imporing_Countries.aspx?categorycode=0305

Export data for 171 countries available at http://agriexchange.apeda.gov.in/product_profile/Major_Exporing_Countries.aspx?categorycode=0305

P. 58

http://agriexchange.apeda.gov.in/product_profile/Major_Imporing_Countries.aspx?categorycode=0305

http://agriexchange.apeda.gov.in/product_profile/Major_Exporing_Countries.aspx?categorycode=0305

LESSON PLAN 6

6: Food Security Primary Schoolchildren – Ages 8-11

Aims: To enable students to consider the availability of food resources, and how pulses can improve food security for communities.

Objectives: • Students will recognise that the availability of food varies across the world.

• Students will develop an understanding of the UN WFP school feeding programme and discuss and evaluate the benefits of such a programme for hungry children.

• Students will consider the role of pulses in improving the food security of a community.

Resources:1. UN World Food Programme website ( http://www.wfp.org )

2. UN WFP fact sheet (from teacher pack).

3. Template of box with UN WFP logo on it (from teacher pack).

4. UN WFP food basket (from teacher pack).

Suggestions for further development:• Students to consider if there are food security issues in their own communities.

• A whole school or class initiative could be introduced with pupils asked to make and fill boxes at home with foods that meet the UN WFP food basket criteria. These could then be distributed to poverty stricken groups either by the school or local charity.

Pulses can play an important role in the food security of a community.

P. 59

LESSON PLAN 6

Pupils to explore why people in different countries do not all eat thesame food, using what they have learnt from previous lessons. Elicitkey ideas: differences in cultural diets, religious restrictions,availability of foodstuffs, climates, etc. In modern times farming and agriculture are resource intensive. What might happen to farming and agricultural output when there are sudden changes in the economy, natural disasters, or changes in weather patterns?What about the diets of children who live in countries that have been affected by economic or natural disasters? What do they eat? Where does their food come from? Is their nutrition affected?

The UN has launched the ‘Zero Hunger Challenge’ to achieve the aim of eliminating hunger globally and promote everyone’s right to adequate food. Discuss with the pupils why they think this is a global challenge, and why everyone has a responsibility to meet the challenge.

Introduce the concept of the UN World Food Programme (UN WFP).What are its aims? Why was it established? Teachers can refer to the UN WFP website (resource 1) or fact sheet (resource 2) for information.

In small groups pupils will be given, or will have brought in, a shoebox-sized box, or larger. More able pupils might like to make their own box using the template (resource 3), and logos are also provided that can be glued to the box, forming a UN WFP ‘food basket’

15mins

30mins15mins


Pupils will have to decide what food items they will put in their food basket box to help ensure that children in need do not go hungry.

The energy and protein that people need varies according to age, sex, body size, physical activity and, to some extent, climate. On average, the body needs more than 2,100 kilocalories per day to allow a normal, healthy life. Extra energy is needed during pregnancy and while breast-feeding.

What foods should be included and why? What issues might need to be overcome in ensuring the food baskets reach those in need and are then able to help fulfill the dietary requirements (link to learning about Health and Nutrition in Lesson 2)?

Pupils will then compare the contents of their food baskets to the contents of the example UN WFP food baskets (resource 4). Are there any significant differences, and what reasons are there for including these items?

There is a small amount of space left in each food basket. What else could be included in the boxes to enable the people receiving them to re-establish and develop their own agriculture?

Pupils to analyse why pulses would be a key component in allowing regions to develop their agriculture. How does this help with a region becoming food secure? People are considered food secure when they have, at all times, “access to sufficient, safe, nutritious food to maintain a healthy and active life”. Remind pupils of their learning from Lesson 2: Health and Nutrition. How does a lack of food security affect peoples’ hopes of achieving a balanced and nutritional diet?

6: Food Security

P. 60

LESSON PLAN 6

Resource 1 www.wfp.org

P. 61

LESSON PLAN 6

Resource 2 UN WFP fact sheet

1. W

hat i

s W

FP?

2. H

ow d

oes

WFP

figh

t hun

ger?

3. W

hat i

s W

FP's

vis

ion?

4. W

hen

was

WFP

foun

ded?

5. H

ow m

any

peop

le w

ork

at W

FP?

6. W

here

is W

FP's

hea

dqua

rters

loca

ted?

7. W

ho p

ays

for W

FP a

nd it

s fo

od a

ssis

tanc

e?

8. W

here

doe

s W

FP w

ork

and

who

ben

efits

?

9. H

ow d

oes

WFP

get

food

to th

e hu

ngry

poo

r?

10. H

ow d

oes

WFP

's w

ork

diffe

r fro

m th

at o

f the

Un

ited

Natio

ns F

ood

and

Agric

ultu

re

O

rgan

isat

ion

(FAO

) and

the

Inte

rnat

iona

l

Fu

nd fo

r Agr

icul

tura

l Dev

elop

men

t (IF

AD)?

11. H

ow d

oes

WFP

dis

tribu

te it

s fo

od?

12. W

hat i

s a

WFP

food

ratio

n?

13. W

hat d

o th

e ra

tions

con

sist

of?

14. W

hat d

oes

WFP

do

to p

rom

ote

deve

lopm

ent?

1 - W

hat i

s W

FP?

The

Wor

ld F

ood

Prog

ram

me

(WFP

) is

the

Unite

d Na

tions

fro

ntlin

e ag

ency

man

date

d to

com

bat g

loba

l hun

ger,

whic

h af

flicts

one

out

of e

very

sev

en p

eopl

e on

ear

th.

2 - H

ow d

oes

WFP

figh

t hun

ger?

In e

mer

genc

ies,

WFP

is o

n th

e fro

ntlin

e, d

elive

ring

food

to

save

the

lives

of v

ictim

s of

war

, civi

l con

flict a

nd n

atur

al

disa

ster

s. A

fter t

he c

ause

of a

n em

erge

ncy

has

pass

ed,

WFP

use

s fo

od to

hel

p co

mm

unitie

s re

build

thei

r sha

ttere

d liv

es.

t i

s s

visi

onTh

e vis

ion

of W

FP is

a w

orld

in w

hich

eve

ry m

an, w

oman

an

d ch

ild h

as a

cces

s at

all t

imes

to th

e fo

od n

eede

d fo

r an

act

ive a

nd h

ealth

y life

. With

out f

ood,

ther

e ca

n be

no

sust

aina

ble

peac

e, n

o de

moc

racy

and

no

deve

lopm

ent.

4 - W

hen

was

WFP

foun

ded?

In N

ovem

ber /

Dec

embe

r 196

1, th

e Fo

od a

nd A

gric

ultu

re

Org

aniza

tion

(FAO

) and

the

UN G

ener

al A

ssem

bly

adop

ted

para

llel r

esol

utio

ns e

stab

lishi

ng W

FP.

Wor

ld F

ood

Prog

ram

me

Figh

ting

Hung

er W

orld

wid

e

P. 62

LESSON PLAN 6


The

thre

e-ye

ar e

xper

imen

tal p

rogr

amm

e wa

s no

t due

to

ente

r int

o op

erat

ion

until

Janu

ary

1963

. In

real

ity it

was

up

and

runn

ing

seve

ral m

onth

s ea

rly, a

s an

ear

thqu

ake

hit I

ran,

a

hurri

cane

swe

pt th

roug

h Th

aila

nd a

nd n

ewly

inde

pend

ent

Alge

ria w

as o

verw

helm

ed b

y fiv

e m

illion

retu

rnin

g re

fuge

es.

Food

ass

istan

ce w

as n

eede

d ur

gent

ly an

d W

FP w

as ta

sked

to

sup

ply

it

5 - H

ow m

any

peop

le w

ork

at W

FP?

WFP

em

ploy

s ro

ughl

y *1

2,00

0 st

aff,

of w

hom

90

perc

ent

work

ed in

the

field

del

iverin

g fo

od a

nd m

onito

ring

its u

se.

*exc

lude

s te

mpo

rary

con

tract

s of

11

mon

ths

or le

ss a

s th

ose

for

shor

t-ter

m in

tern

atio

nal p

rofe

ssio

nals

, con

sulta

nts,

sho

rt-te

rm

gene

ral s

ervi

ce, s

peci

al s

ervi

ce a

gree

men

ts, i

nter

ns, a

utho

r's

cont

ract

, fel

low

ship

, WFP

vol

unte

ers

and

casu

al la

bour

ers.

6 - W

here

is W

FP's

hea

dqua

rters

loca

ted?

Ever

sin

ce it

s fo

unda

tion

in 1

963

and

than

ks to

the

gene

rosit

y of

the

Italia

n go

vern

men

t, W

FP h

eadq

uarte

rs h

as

been

bas

ed in

Rom

e, It

aly.

7 - W

ho p

ays

for W

FP a

nd it

s fo

od a

ssis

tanc

e?W

FP re

lies

entir

ely

on v

olun

tary

con

tribu

tions

to ru

n its

hu

man

itaria

n an

d de

velo

pmen

t pro

ject

s. C

ontri

butio

ns a

re

mad

e ei

ther

as

cash

, foo

d or

the

basic

item

s ne

cess

ary

to

grow

, sto

re a

nd c

ook

food

. Non

e of

the

peop

le w

ho a

te W

FP

food

last

yea

r cou

ld h

ave

done

so

with

out t

he g

ener

osity

of

our d

onor

s.�G

over

nmen

ts a

re W

FP's

prin

cipa

l sou

rce

of

fund

s, b

ut in

crea

singl

y bu

sines

ses

and

indi

vidua

ls ar

e al

so

mak

ing

a vit

al c

ontri

butio

n to

WFP

's m

issio

n. In

an

aver

age

year

, mor

e th

an 6

0 go

vern

men

ts v

olun

taril

y pr

ovid

e fu

nds

for t

he h

uman

itaria

n an

d de

velo

pmen

t wor

k of

WFP

.8

- Whe

re d

oes

WFP

wor

k an

d wh

o be

nefit

s?�W

FP fi

ghts

hu

nger

in le

ast-d

evel

oped

and

low-

inco

me

coun

tries

whe

re

victim

s of

nat

ural

disa

ster

s, re

fuge

es, d

ispla

ced

peop

le a

nd

the

hung

ry p

oor f

ace

seve

re fo

od s

horta

ges.

The

fron

tline

stre

tche

s fro

m s

ub-S

ahar

an A

frica

and

the

Mid

dle

East

to

Latin

Am

eric

a an

d As

ia P

acific

. See

the

list o

f cou

ntrie

s wh

ere

we p

rovid

e fo

od a

ssist

ance

.

9 - H

ow d

oes

WFP

get

food

to th

e hu

ngry

poo

r?W

FP tr

ansp

orts

mor

e fo

od th

an a

ny o

ther

inte

rnat

iona

l or

gani

satio

n. M

ovin

g fo

od a

ssist

ance

, a b

ulk

com

mod

ity,

thou

sand

s of

mile

s at

a m

omen

t's n

otic

e, o

ften

into

som

e of

the

world

's m

ost i

nhos

pita

ble

plac

es, i

s a

skill

whic

h W

FP h

as tu

rned

into

a fi

ne a

rt.�O

cean

tran

spor

t for

ms

the

back

bone

of W

FP's

trans

porta

tion

syst

em, w

ith s

ome

90

perc

ent o

f its

food

mov

ed b

y sh

ip. B

ut a

s co

mpl

ex a

s sh

ippi

ng a

rrang

emen

ts c

an b

e, th

at's

just

the

easy

par

t. Th

e ha

rd b

it lie

s in

get

ting

the

food

from

the

ship

s to

the

peop

le w

ho n

eed

it.�T

o ac

hiev

e th

is, W

FP's

trans

port

offic

ers

stre

tch

a lo

gist

ical

lifel

ine

acro

ss d

eser

ts,

mou

ntai

ns a

nd ri

vers

dee

p in

to th

e he

art o

f the

wor

ld's

poor

est c

ount

ries.

�If t

here

are

no

road

s or

brid

ges,

WFP

bu

ilds

them

. Whe

re th

ere'

s no

land

ing

spac

e fo

r airc

raft,

it

arra

nges

an

aird

rop.

The

Pro

gram

me

even

reha

bilita

tes

entir

e po

rts a

nd ra

ilway

s. O

nce

the

supp

ly lin

e is

secu

re,

WFP

brin

gs in

its

emer

genc

y fo

od s

uppl

ies

via w

ing,

wh

eel a

nd w

agon

.

It us

es w

hate

ver m

eans

are

ava

ilabl

e: s

hips

, bar

ges,

du

g-ou

t can

oes;

truc

ks a

nd tr

ains

; pla

nes,

hel

icop

ters

and

ai

r dro

ps; e

ven

the

back

s of

don

keys

, yak

s an

d el

epha

nts.

OPE

RATI

ONS

P. 63

LESSON PLAN 6


10 -

How

doe

s W

FP's

wor

k di

ffer f

rom

that

of t

he

Unite

d Na

tions

Foo

d an

d Ag

ricul

ture

Org

anis

atio

n (F

AO) a

nd th

e In

tern

atio

nal F

und

for A

gric

ultu

ral

Deve

lopm

ent (

IFAD

)?Fo

od s

ecur

ity a

nd a

gric

ultu

ral d

evel

opm

ent a

re m

ajor

ch

alle

nges

faci

ng th

e wo

rld to

day.

The

Rom

e-ba

sed

agen

cies

of t

he U

nite

d Na

tions

wor

k to

geth

er to

mee

t the

m.

The

agen

cies

hav

e sp

ecific

and

com

plem

enta

ry ro

les.

WFP

’s ke

y m

issio

n is

to d

elive

r foo

d in

to th

e ha

nds

of th

e hu

ngry

poo

r. Th

e ag

ency

ste

ps in

dur

ing

emer

genc

ies

and

uses

food

to a

id re

cove

ry a

fter e

mer

genc

ies.

Our

long

er

term

app

roac

hes

to h

unge

r hel

p th

e tra

nsitio

n fro

m

reco

very

to d

evel

opm

ent.

FAO

is th

e wo

rld’s

agric

ultu

ral k

nowl

edge

age

ncy,

pr

ovid

ing

polic

y an

d te

chni

cal a

ssist

ance

to d

evel

opin

g co

untri

es to

pro

mot

e fo

od s

ecur

ity, n

utrit

ion

and

sust

aina

ble

agric

ultu

ral p

rodu

ctio

n, p

artic

ular

ly in

rura

l are

as. F

AO a

lso

acts

as

a ne

utra

l for

um w

here

all n

atio

ns m

eet a

s eq

uals

to

nego

tiate

agr

eem

ents

and

deb

ate

polic

y.

IFAD

, with

its

know

ledg

e of

rura

l pov

erty

and

exc

lusiv

e fo

cus

on p

oor r

ural

peo

ple,

des

igns

and

impl

emen

ts

prog

ram

mes

to h

elp

thos

e pe

ople

acc

ess

the

asse

ts,

serv

ices

and

opp

ortu

nitie

s th

ey n

eed

to o

verc

ome

pove

rty.

The

Rom

e-ba

sed

agen

cies

hav

e m

any

join

t ope

ratio

nal

activ

ities

at th

e re

gion

al, c

ount

ry a

nd lo

cal le

vel.

11 -

How

doe

s W

FP d

istri

bute

its

food

? W

FP w

orks

with

abo

ut 3

,000

Non

-Gov

ernm

enta

l O

rgan

isatio

ns (N

GO

s) to

dist

ribut

e its

food

. Th

e gr

assr

oots

and

tech

nica

l kno

wled

ge o

f the

se

NGO

s is

inva

luab

le w

hen

it co

mes

to a

sses

sing

how

to d

elive

r foo

d to

the

right

peo

ple.

12 -

Wha

t is

a W

FP fo

od ra

tion?

Typi

cal f

ood

ratio

ns in

situ

atio

ns w

here

no

othe

r foo

d is

avai

labl

e co

nsist

of m

ore

than

hal

f a k

ilogr

amm

e of

food

pe

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ay (o

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his

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to 1

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ogra

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es in

food

ratio

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r one

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2.5

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ry p

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all c

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t 57

truck

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Wha

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Wha

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FP d

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ses

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�

PART

NERS

WFP

FO

OD

RATI

ONS

P. 64

Cut along the outer lines and fold along the inner (dash) lines. Stamp or embellish the outer sides as desired. Glue flaps “A” to the inside sides to create the bottom of the box. Flap B folds in.

A

A

B

A

A

A

A

LESSON PLAN 6

Resource 3a Box template WFP

Use a photocopier to enlarge

P. 65

LESSON PLAN 6

Resource 3b Box template WFP

Use a photocopier to enlarge

P. 66

LESSON PLAN 6

Resource 4 UN WFP food basketThe food that the World Food Programme (WFP) supplies to its beneficiaries depends on the needs of the groups covered and the objectives of the project.

In emergencies or refugee situations people may be totally dependent on WFP food. In this case, the key components of the WFP food basket are: a staple such as wheat flour or rice; lentils, chickpeas or other pulses; vegetable oil (fortified with vitamin A and D); sugar; iodized salt. Often these are complemented with special blended foods, such as a corn soya blend, that have been fortified with important micronutrients.

The photo below shows an example of a daily ration that provides the required 2,100 kilocalories (Kcal) of energy.

Ingredients400g of cereal flour/rice/bulgur60g of pulses25g of oil (vit. A fortified)50g of fortified blended foods (corn soya blend)15g of sugar5g of iodized salt

Nutritional valueEnergy 2,100 KcalProtein 58gFat 43g

Besides energy, protein and fat, an adequate food basket supplies micronutrients such as vitamin A, iron, iodine and zinc. The food basket serves to prevent micronutrient deficiencies and other forms of malnutrition or prevents them from deteriorating.

P. 67

APPENDIX 1

Fast, Fun Facts1. Beans have been grown by humans for almost 6,000 years.

2. In ancient Egypt, the Pharaohs believed lentils helped carry the soul to heaven.

3. In ancient Greece people sometimes decided who got a job by putting one white and many black beans in a pot. Whoever picked the white bean got the job.

4. In ancient Rome, the four leading families of the city took their names from pulses: Lentullus (lentil), Piso (pea), Cicero (chickpea), and Fabius (fava).

5. Chickpeas were grown in the Hanging Gardens of Babylon (one of the seven wonders of the ancient world).

6. An archaeologist working in New Mexico found a clay pot with bean seeds that were 1,500 years old. When the seeds were planted, they grew!

7. A cash prize was once offered in Indonesia for the best song written about the fun of planting soya beans.

8. In Nicaragua, people getting married are given a bowl of beans for good luck.

9. A picture of Queen Elizabeth II has been made from 10,000 jelly beans!

10. Gary Watkinson (age 25) from England lives on a diet of baked beans and toast. That’s beans for breakfast, beans for lunch, and beans for dinner.

11. The world’s largest pulse pod can grow up to 5 feet long.

12. The least “musical” (gas / wind making) pulses are said to be lentils, split peas, adzuki beans, mung beans, and black-eyed beans.

P. 68

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