Lesson 1: Preservation · OPEN YOUR FRIDGE Teaching Notes 2 Josep M Calucho IES Escola del Treball

OPEN YOUR FRIDGE Teaching Notes

2 Josep M Calucho IES Escola del Treball

INTRODUCTION

The aim of these teaching notes is to provide guidance on how to use the

activities. One of the basic aspects of teaching a curricular subject in a foreign

language is scaffolding. In the following teaching notes, each unit contains

scaffolding activities.

Several types of scaffolding are to be found: activities, definitions, tables with

grammar structures among them. Since scaffolding should be used only when

necessary, in some activities scaffolding may not be necessary because students

have already been helped in a similar way in a previous activity.



Unit 1: Food preservation and food safety

Lesson 1: Preservation



ACTIVITY 1: THE GERMOMETER Timing: 1h

Instructions

Individual work

Previously the teacher has explained the concept of food poisoning.

In this activity, students are asked to reflect on the diagram provided. They have to

answer eight questions related to it.

In the first six questions they just describe what happens to bacteria in a range

of temperatures. In the two last questions they have to think of a possible case of

food poisoning they (or someone they know) have suffered, explain how they got

it, and hypothesise on how it could be prevented.

Answers key:

1. What temperature does bacteria like best?

They prefer body temperature, 37ºC

2. What happens to bacteria at 63ºC?

They become dormant and cannot thrive

3. What do bacteria do in a refrigerator?

Their activity level is very low.

4. What happens when bacteria are put into boiling water?

Boiling water kills bacteria.

5. Why is the temperature range between 5ºC and 63ºC

known as the Danger Zone?

Because it is the range of temperatures where bacteria

are active and can reproduce

6. What are the similarities and the differences between 0ºC and 100ºC?

The similarities are that bacteria cannot reproduce and are inactive. The differences

are that at 100ºC most of them die.

7. Have you ever had food poisoning? How did you get it?

Possible answer: Yes I have. During a party I ate mayonnaise that was contaminated

with Salmonella.

8. How do you think it could have been prevented?

It could have been prevented if the eggs had not have been contaminated or if the

“best before” date had been respected.



Scaffolding

Language for:

At ......ºC In the fridge

bacteria

feel uncomfortable are at ease are happy are sleeping are dormant don’t thrive well

They are similar They differ

in to from

I got food poisoning at... while being on holidays... during ...

Food poisoning could have been prevented if... could have been avoided if ...

the temperature was.. the time had been...

Language through:

It could have happened when while because

it could have been prevented if

Probably food poisoning occurred

during

I am pretty sure that it took place in

Food poisoning could have been

prevented if... avoided if ...

the temperature was.. the time had been...



ACTIVITY 2: THE NECESSARY CONDITIONS FOR THE

GROWTH OF MICROBES

Timing:

15 minutes to set up the experiment.

30 minutes to develop the report.

Instructions:

Pupils store uncooked and cooked rice under different conditions to determine the

conditions needed for microorganisms to grow. The tubes must be checked after

1 week and after 2 weeks.

Answers key:

conditions in the

tube

appearance after 1

week

appearance after 2

weeks

uncooked rice

no water, warm, air

present

rice looks same

rice looks the

same

cooked rice alone water present,

warm, air present

mould starting

to grow

more mould

present

cooked rice in

refrigerator

water present,

cold, air present

rice looks the

same

rice looks the

same

cooked rice with

oil

water present,

warm, layer of oil

stops air reaching

rice

rice looks the

same

rice looks the

same

Scaffolding

Language of:

Vocabulary:

Mould: thin layer on food due to the growth of fungi.

Grammar

Expressing past: ....deterioration of the rice happened...

Expressing conditional To achieve .... I would do ...



Language for:

Possible answers for the table:

rice looks the

same

rice looks the

same

mould starting

to grow

more mould

present

Giving opinions:

In my opinion another preservation system would be more convenient such as...

I would preserve it using...

Preserving rice using boiling is/ is not convenient because

......is preferable to......



ACTIVITY 3: METHODS OF FOOD PRESERVATION 1

Timing: 20 min

Instructions:

The students are asked to complete the mind map. To do so they have a list of

words related with the process. There are more words than gaps, so they have to

think about which ones to select.

Answers key:



Scaffolding

Language of

Matching activity: this activity can be used as scaffolding for activity 3. Students

are asked to match related cards in groups of three. The card containing the name

has to be matched against the definition and against a drawing or picture.

Oxidation

chemical reaction in

which a substance

combines with oxygen

Microorganisms

microscopic organisms

such as bacteria and

viruses

Viruses

microorganisms that

reproduce using the

DNA of other organism



Mould

multi-cellular

microorganisms that

form fungus (spore)

which travel by air

and land on food

surfaces

Yeasts

single-celled organisms

found on the skin of

fruit that aid its

deterioration

Acidity

The amount of acid in

a substance sown by a

low pH



Enzymes

proteins that speed up

reactions in our body

Rotten when the flesh

becomes soft

Alkalinity

substances that react

with acids forming salts

Bacteria

single-celled

microorganisms that

reproduce by binary

fission



ACTIVITY 4: METHODS OF FOOD PRESERVATION 2

Timing: 30 min

Instructions:

This activity helps to summarise the main methods of food preservation.

The activity includes a table of preservation methods with statements which give

descriptions of how the methods prevent the spoilage of food. Pupils have to

match each description with the correct method.

Pupils complete the table by adding examples of foods preserved by each method.

Answers key:

Preservation Method How does it work? Examples of foods

Acidulation it becomes sour because the pH is very low

Vegetables

Fermentation

some microorganisms can change the food composition; undesirable microorganisms cannot grow in it

vegetables, yogurt

Refrigeration slows down reactions meat, cheese, vegetables...

Freezing slows down reactions considerably; ‘removes’ water by turning it into a solid

meat, fish

Jellying material that solidifies to form a gel

Fruits

Canning and bottling destroys enzymes and most microorganisms

Meat, vegetables

Smoking food is exposed to the gases of the combustion of wood and other elements

meat, fish

Dehydration removes water completely; makes the food a solid

soups, fruits, vegetables

UHT it is required high temperature for a short period of time

milk, cream, fruit juices

Curing salt is added which makes the liquid environment very concentrated

Meat

Pickling adds (usually) vinegar; makes the environment very acidic

vegetables

Jam adds sugar which makes the liquid environment very concentrated

vegetables

Gas or vacuum packing removes and excludes oxygen to inhibit the growth of organisms

meat, fruits, vegetables

Chemical preservatives substances such as sulphur dioxide and sodium benzoate interfere with microbial growth

cooked meats, wine, some cheeses

Irradiation rays from a radioactive source are passed through food

only herbs and spices



Scaffolding

Language of:

The scaffolding can be done through the matching activity of the unit 3.



ACTIVITY 5: MAKING JAM

PART1

Timing: 1 hour

Instructions:

All the steps have been previously indicated. However the teacher must

demonstrate the key points of the process, especially the most dangerous:

peeling and boiling.

PART 2

Timing: 1 hour

Instructions:

In this part the students have a jam making project. All the parts of the project

have been provided and explained. This part implies use of the ICT since at the

end of the project students will give a presentation of the process.

PART 3

Timing: 1 hour

Instructions:

Students are asked to design a label for the jam jar. Using the ICT they have to

look for the information needed to provide the nutritional contents.

Depending on the sugar content of their jam students have to calculate the energy

content.

They have to make sure the label contains all the legal requirements and the

design has to be appealing!



Scaffolding:

Some scaffolding on the cognition and the language is provided.

Cognition:

In order that students have an approximate idea about how to design, an example

of label with the description is shown:

Language of

Vocabulary:

Spoon: an object with a round end and a long handle that you use for eating,

mixing or serving food

Ladle: a large deep spoon with a long handle, used especially for serving soup.

Lids: the top part of a box, pot, etc. that can be lifted up or taken off

Drawings Explanation of the product benefits Ingredients

Brand

Nutritional content



Language for

The teacher will make sure that the students how all the necessary language to

follow instructions and to express opinions. This is a table where students can

practice instructions by finding synonyms:

Picking Avoiding

Peeling Withdraw

Cutting Selecting

Preventing Stripping

Measuring Chopping

Mixing Increasing

Adding Trying

Testing Blending

Filling Putting some more

Processing Change quantity

Removing Weighing



ACTIVITY 6: INVESTIGATING PRESERVATION METHODS

Timing: 40 min

Instructions:

Students are asked to find out which type of food is displayed, the preservation

system which has been used and to write the approximate shelf life of each

product. Students can search www.tesco.co.uk or a similar web site to find more

information on the product.

Answers key:

Product 1: Semi skimmed milk Method: UHT Shelf life: 3 months

Product 2: Skimmed milk Method: Sterilisation Shelf life: 1 year

Product 3 : Probiotic Yogurt Method: Fermentation and refrigeration Shelf life: 3 months

Product 4: Fish Method: Smoking Shelf life: 6 months

Product 5: Onions Method: Pickling Shelf life: 6 months

Product 6: Jam Method: Sugaring Shelf life: 1 year

Product 7: Hard cheese Method: Fermentation Shelf life: 1 year

Product 8: Condensed milk Method: Condensation Shelf life: 2 years

Product 9: Sausages Method: Fermentation Shelf life: 8 months

Product 10: Soup Method: Drying Shelf life: 2 years

Product 11: Pate Method: Vacuum package Shelf life: 20 days

Product 12: Peaches Method: Canning Shelf life: 1 year



Product 12: Ham Method: Curing and packing Shelf life: 1 month

Product 13: Goats milk Method: Pasteurisation Shelf life: 7 days

Product 13: Tomato soup Method: Boiling and canning Shelf life: 1 year

Product 14: Green peppers Method: Pickling Shelf life: 1 year

Product 17: Fresh steak Method: Vacuum packing Shelf life: 7 days

Product 18: Chorizo Method: Drying and curing Shelf life: 6 months

Product 19: Vegetables Method: Freezing Shelf life: 6 months

Product 20: Cooked ham Method: Cooking and vac. packing Shelf life: 15 days

1. At what temperature should chilled food be stored in a supermarket? And

frozen food? Between 0 and 5ºC

2. Why does sterilised milk last longer than UHT milk? Because sterilisation

kills all pathogens

3. Why do you think that the manufacturer “pickles” the onions instead of

boiling them? Because pickling is an effective way of preserving them and

there is a section in the market that demands that special flavour.

4. “Ready to eat sandwiches” and salads have a shelf life of only one day. If

you were going to sell them, what would you need to do so as not to throw

away unsold sandwiches ? An effective way of extending the shelf life is

refrigerating them.

5. What type of additives contains the foods in the table? Fill in the following

table with your findings. Two foods have been done for you.



Food Type of Additive Name of the

additive Effect

1 UHT milk No Preservatives

2 Sterilised milk No Preservatives

3 Probiotic Yogurt Stabiliser (E400) Pectina Food is thicker

4 Smoked fish Colouring Curcumin Improves

appearance

5 Pickled onions Vinegar Vinegar

6 Strawberry jam Preservative (E200) Sugar

7 Cured cheese Preservative (E200) Salt

8 Condensed milk Preservative (E200) Sugar

9 Smoked sausages Flavour enhancer

Preservative

Monosodium Glutamate Sodium Nitrite

Improves flavour

Tastes salty

10 Dried soup No Preservatives



Scaffolding

As a form of scaffolding students have to look up the following words in the

encyclopaedia. Then they have to set up examples.

Shelf life:

“Best before” date:

“Use by” date:

LIST OF ADDITIVES

• Preservatives (E200 numbers), used to extend shelf-life of food by

preventing growth of microorganisms. E.g. vinegar, salt, sulphur dioxide

• Colourings (E 100 numbers)

• Flavourings (these do not have E numbers) e.g. spices are added to

enhance flavour

• Antioxidants (E 300 numbers) to prevent oxygen of the air affecting the food

• Emulsifiers and stabilisers: (E 400 numbers) Emulsifiers help oil and water

to mix; stabilisers prevent them from separating

• Nutritive additives: used to replace nutrients lost during processing or to add

food value



ACTIVITY 7: FINDING OUT MISTAKES

Timing : 30 min

Instructions: Students are asked to read the text and spot the false sentences

and rewrite them correctly.

Notice that since the sentences are not taken literally from the text, students have

to make an extra effort to spot the mistakes. This applies specially with the three

last ones in which students are asked to find some help from sources such as the

internet.

Answers key:

The first use of fermentation was dates 7000 BC to produce yogurt. T/F False

A: The first use of fermentation was dates 7000 BC to make alcoholic beverages.

Firstly, fermentation of milk and vegetables took place in China and later was exported to the

Middle East. T/F False

A: Fermentation of milk and vegetables took place in Chine and Middle East simultaneously.

Fermentation is not a natural process; therefore it was invented by man. T/F False

A: Fermentation is not been invented by man because it is a natural process that was first

observed on fruits.

Bread fermentation goes as far as 5000 BC in the ancient Egypt. T/F True

A: There is evidence of leavened bread in ancient Egypt

Among the benefits of fermented products is that people eat them can live longer and feel

healthier. T/F True

A: Yes, you can conclude that from the whole range of benefits of fermented products

One of the benefits of fermented food is that neutralises “bad” bacteria. T/F True

A: Yes, because fermented products fight off infections.

People who eat kefir are less liable to suffer heart attacks because their levels of cholesterol are

lower. T/F

A: Yes, because research shows that kefir decreases the levels of cholesterol, therefore there are less risk of heart attack.



Scaffolding

Language of

Research activity: this activity can be used as a scaffolding for activity 7. They

learn about vocabulary, geography and history. Students are asked to search the

internet and find the information they have been asked.

Possible web sites to search:

http://www.britannica.com/EBchecked/topic/13435/alcoholic-beverage http://en.wikipedia.org/wiki/Alcoholic_beverage http://en.wikipedia.org/wiki/Babylon http://www.mapsofworld.com/world-top-ten/world-top-ten-wine-producer-countries.htm http://www.freeworldmaps.net http://en.wikipedia.org/wiki/List_of_wine-producing_countries http://www.medicinenet.com/probiotics/article.htm#intro

a) Identify in the map Ancient Egypt, Middle East, China, Georgia, Babylon.

b) Currently which country is located where Babylon used to be?

c) What are the alcoholic beverages? Name three.

d) Why do you thing some of them contain more alcohol than others?

e) What is leavened bread?

f) What are the probiotics?

g) Name the ten most important wine producing countries in the world. Order

them according to the amount of wine produced .



Language for

Structures

Fermentation first happened…

Fermentation first took place… in the year

People who eat kefir are less liable…

Eating kefir people have less chances of…

to suffer

of suffering

Giving opinions

In my opinion some beverages contain less

alcohol because….

I believe that the low alcohol content is due to….



ACTIVITY 8: SAUERKRAUT MAKING

Timing: 2 hours

Instructions:

All the steps have been previously indicated. However the teacher must

demonstrate the key points of the process, especially the most dangerous: peeling

and boiling.

The necessary scaffolding for this unit is almost identical to the one provided in

unit 5

Answers key

1. Give the list of all the ingredients you have used and the necessary equipment.

• Ingredients: cabbage, salt, distilled water

• Equipment: 1 Tablespoon, 1 Large bowl, 1 Glass jar, 1 Pounder, 1 Plastic follower,

Dishtowel, 1 Plastic follower

2. Explain step by step how you have made Sauerkraut. Students explain the whole process

using their own words .

3. What changes have occurred with the cabbage to get the sauerkraut.

A process of fermentation has taken place. Cabbage is fermented by air lactic acid bacteria.

These bacteria transform sugars into lactic acid.

4. Can you think about any other method to preserve cabbage?

Blanching and freezing.

5. Why do you think that the cabbage inside the jar has to be covered by brine?

Because fermentation takes place in absence of oxygen.

6. In which countries is sauerkraut more popular? Look it up on www.wikipedia.org

Northern European countries, United States.

7. What are the benefits of sauerkraut? You can visit http://www.sauerkraut.com/benefits.htm

http://www.healingcrow.com/ferfun/ferfun.html

• It is a source of vitamin C

• Easier digestions

• Isothiocyanates are anti cancer agents

• Sauerkraut juice is recommended for flu prevention



Lesson 2: Safety and packing



ACTIVITY 9: FOOD POISONING

Timing: 30min

1. Look at the following pictures and spot the mistakes that should not be made to

avoid food poisoning.

2. Write the mistakes down on the following table and explain what should be

done to avoid food poisoning.

3. Explain what could happen if the mistakes are not corrected.

1111

2222

3333

4444

What is wrong? What should be done? Why?

1

The clean cutlery is

besides the sink.

Moreover the mayonnaise

is out the fridge.

Place the cutlery in a proper

place and store the

mayonnaise in the fridge.

To avoid cross contamination.

To avoid spoiling the

mayonnaise.

2

A bag of frozen food is in

the fridge. And cooked

food is placed next to raw

food.

Place the frozen food in the

freezer and place raw and

cooked food in different places

to avoid any contact.

Bacteria and enzymes

develop in the frozen food at

higher temperatures. There

may be cross contamination

between raw and cooked

food.



3

Eggs, mayonnaise, ham

and tomatoes are out of

the fridge.

Place them in the fridge.

To avoid deterioration

especially the mayonnaise.

4

The table is not proper.

Milk and oil are placed

next to a heat source.

To clean up with soap and hot

water and to tidy up.

To place the milk in the fridge

and the oil in another dark

place such us a cupboard.

To avoid contamination from

the dirty surfaces.

To avoid spoiling the milk and

the oil because of the heat.

Scaffolding

Language for

There is /are fresh food

on/ in/ by/ at

packages

frozen food

It should be placed on/by/ at

removed from

stored apart

cleaned up



ACTIVITY 10: A RECIPE FOR DISASTER

Timing : 1h

This is a text-based activity. The aim is to highlight some of the mistakes and

misunderstandings people have when preparing food. Students have to work in

pairs and discuss the mistakes.

Answers key:

James - will prepare food whilst having a cough and cold; thus possibly

transmitting bacteria by droplet infection.

Gylles - has purchased dented and slightly damaged cans and foods just out of

date.

Rene - has purchased eggs with cracked shells and intends to use these in dishes

that will be eaten raw; raw eggs sometimes contain bacteria that cause food

poisoning.

Anne - intends to cook some foods well before the start of the event and store

them at room temperature for some time before consumption.

Liz - will place the dirty dishes from the first course next to clean crockery, cutlery

and raw fruit; cooked leftovers will provide suitable breeding grounds for microbes.

If waste food is left near raw food for any length of time there is the possibility of

cross infection.

Anne - the desserts will be stored in the refrigerator on a shelf below the raw meat

intended for a later event; there is great potential here for cross contamination

between raw and cooked foods.



Scaffolding

Language of

Dented can

Cough

Cracked eggs

Shelves

Cutlery

Crockery

Language for

Possible answers to be used:

Food can be contaminated when / at / in

Bacteria will grow when

Cross contamination can happen when

Bacteria can cause food poisoning because

Food

should be.../shouldn’t be

stored / kept

Food

Damaged products



ACTIVITY 11: CHECKING FOOD SAFETY AT HOME

Timing: 1hour

Instructions:

This is a homework activity. Students are asked to make a practical application of

the safety rules they have learnt in class. They have to write them in a table and

check if the rules are followed. If not, they have to write the correct

recommendation.

Then they have to write a letter to their parents to make them aware of the rules

that they have broken and make suitable recommendations .

A list of all the rules students have to check and a model of the letter are given as

a scaffolding.

FOOD STORAGE RULES

• Is the temperature in the fridge set between 0 and 5ºC?

• Is the temperature in the freezer at least -18ºC?

• Is there any sign of cross-contamination?

• Do you store raw and cooked foods separately in the refrigerator?

• Are you using the oldest cans first??

• Is there food under the kitchen sink?

• Are leftovers dated? Are they stored for less than four days?

• Do you refrigerate or freeze cold and frozen foods right away?

• Are the proper storage times for refrigerated and frozen foods exceeded?

• Do you space items in refrigerator and freezer so that air can circulate freely?

• Is fresh meat frozen immediately?

• Do you wrap raw meat, poultry, and seafood in separate plastic bags and set on a plate in the bottom of the refrigerator to prevent juices from dripping on other foods?

• Are there foods that are past the expiration date?

• Are food items in dry storage kept in airtight containers to prevent rodent and insect infestation?

• Is there any food stored alongside household chemicals?

• Are leftover foods stored for more than four days?

• Is there proper cleanness?



Model of letter:

Dear Mum and Dad, At the moment I am studying food safety rules in Home Economics. We are running a campaign called Safer Homes. I have learned that safety rules have to be followed to avoid food poisoning. As a class activity I have to check the safety rules in our kitchen. I have found that:

• The temperature in the fridge is 6ºC which should be 5ºC at maximum.

• There was cooked food under some raw meat which can cause cross-contamination.

• There were two tuna cans which were dented. They should be removed because they can be contaminated.

• ------

• ------

I hope you will correct these mistakes so we can be safer at home. Your son/daughter (Your name)



ACTIVITY 12: INVESTIGATING ON FOOD POISONING

Timing: 1 hour

Students are asked to read the food poisoning facts and to reflect on it.

Instructions

Answers key:

1. The students can use an electronic sheet to draw the diagram. Then they will conclude that the

diagram follows a step increase.

2. The students have to discuss the reason. A possible reason is that most cases of food

poisoning are not critical.

3. People are used to buying in bulk which makes breaking safety rules more dangerous.

4. Salmonella and paratyphoid. Symptoms: headache, vomits, diarrhoea.

5. Students have to review the class notes and fill in the table.

6. Because the cooking process is done properly in the whole chicken.

7. To avoid cross contamination from the raw to the cooked food.

8. To avoid the growth of bacteria. Students can explain what happens in the “germometer”.

9. Name the basic food safety rules.

10. Because bacteria can grow in the process of thawing and freezing.

11. They can survive temperatures above 70ºC

12. They have to study the diagram and find out what has to be done in the marked steps. They

can discuss what should be done. Some sort of scaffolding should be provided if necessary.

1 and 2 watch out for animals that show signals of illness and separate them from the rest. Put

the rest of animals under quarantine. 3 carry out proper analysis. 5 To cook food enough. 6

Avoid contact between raw and cooked meat.

Scaffolding

Language for

In my opinion what should be done is to remove/ separate

/eliminate

I believe that the management is faulty

The matter is that the process should be checked

/inspected/ avoided

What is wrong is

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Lesson 1: Preservation · OPEN YOUR FRIDGE Teaching Notes 2 Josep M Calucho IES Escola del Treball