Recipes across the lifespan

Introduction This unit encourages students to explore social, cultural, environmental and economic influences on food and drink choices. Students will develop a snack recipes based on a given case scenario. Recipes will reflect current healthy eating guidelines and consider the specific needs and circumstances of case study individuals. Students will use vocabulary including: influences, biological, economic, psychological, discretionary, recipe and lifespan. Key Messages

• We can plan and prepare safe, healthy food and drinks to reflect particular dietary requirements, cultural and societal influences.

This unit will enable students to:

• Explore and critically evaluate how different communities and societies experience food and health consequences.

• Plan and safely prepare snacks, meals and drinks that reflect particular dietary requirements, cultural and societal influences.

• Explore and evaluate sustainable food practices in communities.

2

YEAR 7

Recipes across the lifespan

Links to the Australian Curriculum Main learning area: DESIGN AND TECHNOLOGIES*

Australian curriculum

strands Australian curriculum content descriptions

Design and Technologies knowledge and understanding

Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating (ACTDEK033)

Design and Technologies processes and production skills

Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035) Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036) Effectively and safely use a broad range of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP037) Independently develop criteria for success to assess design ideas, processes and solutions and their sustainability (ACTDEP038) Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)

Year 7-8 Design and Technologies Achievement Standard

By the end of Year 8 students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose. *Based on Australian Curriculum Technologies, version 6, 18 Feb 2014

3

YEAR 7

Recipes across the lifespan

General capabilities The Australian Curriculum describes seven general capabilities which extend across each learning area. Their relevance to learning tasks in this unit is indicated below: Learning Task

Literacy Numeracy ICT capability

Critical and creative thinking

Ethical understanding

Personal and social capability

Intercultural understanding

Post it!

Healthy pregnancy

Healthy stages

4

YEAR 7

Recipes across the lifespan

Unit Overview Some learning tasks require food preparation and cooking. Before commencing:

• Check students do not have allergies or sensitivities to foods used. • Ensure included food and drinks are culturally acceptable. • Refer to food and drinks from other cultures in relevant class discussions. • Discuss food hygiene and safety practices, for example, always wash your hands

before touching food and do not use sharp knives without adult supervision.

Most learning tasks require prior preparation; therefore refer to Resources needed list below before commencing each learning task. Learning Task Suggested time

allocation Resources needed

Introducing Key Messages

1. Post it!

30 minutes THEORY

• 2 packets of post it notes • Across the years Activity sheet – 1 per

student Developing Key Messages

2. Healthy pregnancy PART A: 60 mins THEORY PART B: 60 mins PRACTICAL

• Creating a recipe Activity sheet – 1 per class or 1 per student

• Homemade hummus and vegetables recipe – 1 per class and 1 per student

• Ingredients as per Homemade hummus and vegetables recipe

• Cooking utensils and equipment

• Internet access (optional)

Reflecting Key Messages

3. Healthy stages

PART A: 60 mins THEORY

• Healthy at different stages Activity sheet – 1 case scenario per pair

• Across the years Activity sheet – 1 per pair

• Internet access • Cookbooks • Creating a recipe Activity sheet (optional)

– 1 per pair • Mango and yoghurt pops and Healthy

5

YEAR 7

Recipes across the lifespan

PART B: 60 mins PRACTICAL

nachos recipes • Selected snack recipe – 1 per pair • Ingredients for selected snack

recipes • Cooking utensils and equipment • Small pieces of card or labels • Master cook and the food critic

Activity sheet

6

YEAR 7

Recipes across the lifespan

Teacher Information Learning Task Useful information and resources to deliver this Learning Task

1. Post it!

• In this learning task, students explore different factors which influence food and drink choices.

• Different influences, grouped into 5 categories, are summarised in the table below. Category Influences on food and drink choices

Biological influences Hunger, taste and age specific nutritional requirements

Economic influences Cost and income

Physical influences Accessibility, availability, education, knowledge, skills and

time constraints Social influences Socioeconomic group, culture and social context

Psychological influences

Stress and mood

2. Healthy pregnancy

• This learning task introduces students to recipe formats and practical experience of preparing a recipe. It also illustrates influences on recipe choice s using a pregnancy example.

• The BBC Good Food website provides helpful recipe format descriptions suitable to discuss with the class http://www.bbcgoodfood.com/howto/guide/how-write-recipe

• Good nutrition throughout pregnancy is essential to provide nutrients the baby needs to grow and develop as well as nutrients the mother needs to keep herself healthy.

• Requirements for most nutrients increase during pregnancy but those critically important are folate, iodine, iron, zinc and protein

• Diet during pregnancy is more about the quality of food eaten and eating a variety from each of the Five Food Groups rather than increased quantity. Frequent small meals may be preferred due to nausea and heartburn.

• Good food hygiene is particularly important during pregnancy to avoid listeria infection and salmonella risk. For more information see: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Pregnancy_and_diet?open

• Students will need to practice safe food handling during the practical component of this learning task. Refer to the Food hygiene and safety practices Teacher information sheet for further information.

7

YEAR 7

Recipes across the lifespan

3. Healthy stages

• Using enquiry based learning, this learning task requires students to consider influences on food and drink choices for two different case scenarios.

• Using their knowledge and resources available, students are to devise and create a snack recipe suitable for the individual in their specified case scenario.

• If students struggle to find a recipe for the individual in their case scenario, suitable recipes have been provided on the Learning task three Teacher sheet.

• Remind students to revisit categories of influence identified in learning task 1.

8

YEAR 7

Recipes across the lifespan

Introducing Key Messages Learning Task One: Post it! THEORY

1. Distribute 4 post it notes to each student. 2. Explain to students they are to write their answers to the following four questions

separately on the four notes.

Ask:

o What was your favourite food when you were in lower primary? (Encourage students to select a food, not a meal).

o Who or what would you consider the biggest influence on your food choices at that time? o What is your favourite food now? (Encourage students to select a food, not a meal). o Who or what would you consider the biggest influence on your food choices now?

3. Write the same four questions on the board in columns. 4. Ask each student to stick their notes onto the board under the corresponding column. 5. Discuss some of the answers given. 6. Regroup the answers in each column into subcategories and tally the results.

For example:

o How many favourite foods from when students were younger fit into the grain food group? The lean meats and poultry food group? The vegetable/legumes food group? The milk and yoghurt food group? The fruit food group? The discretionary (only sometimes and in small amounts) group?

o How many of students’ current favourite foods fit into these groups? o What were the most common influences on food choice when younger and now?

7. Explain there are many factors which influence individual food and drink choices. These

influences change as we grow and develop, have different life experiences and as our nutritional needs change.

8. Discuss and explain some of these influences. See teacher information section for further detail. Emphasis the influence of nutritional requirements.

9. Distribute a copy of Across the years Activity sheet to each student. 10. Using activity sheet, discuss different nutritional and dietary requirements at different

stages of life.

9

YEAR 7

Recipes across the lifespan

Developing Key Messages Learning Task Two: Healthy pregnancy PART A: THEORY

1. Display Creating a recipe Activity sheet on the interactive whiteboard or distribute a copy to each student.

2. Discuss different parts of a recipe including the title, serving number, ingredients list, the method and use of a photograph or picture.

3. Explain in this learning task students will consider a snack recipe suitable for a pregnant woman.

4. Show the following table on the board.

Important nutrients during pregnancy

5. Explain how during pregnancy, a woman’s requirements for most nutrients increase to support growth and development of the baby and changes in her body. Pregnant women particularly need more of the vitamin folate, minerals iron, iodine, and zinc and protein.

Ask:

o What are some foods that appear often in the good food sources column and that might be suitable to make a healthy snack? (green vegetables, legumes, bread)

Nutrient Why it is important Good food sources

Folate Helps growth and development of baby’s brain and spinal cord

Green leafy vegetables, oranges, bread, fortified breakfast cereals and legumes.

Iodine Helps control baby’s growth and development and prevent learning difficulties

Dairy products, seafood, kelp, eggs, bread, vegetables

Iron Helps blood circulation and development of the baby

Red meat. Moderate levels in chicken, pork and fish. Smaller amounts in legumes, green leafy vegetables and iron fortified cereals

Zinc Important for rapid cell growth in mother and baby

Lean meat, wholegrain cereals, milk, seafood, legumes and nuts

Protein Helps support the baby’s growth and changes in a woman’s body

Lean meat, poultry, fish and shellfish, eggs, milk, cheese and yoghurt are rich sources as are legumes, beans and tofu for vegetarians.

10

YEAR 7

Recipes across the lifespan

6. Display the Homemade hummus and vegetables recipe. 7. Discuss any unfamiliar ingredients, abbreviations and terminology in the recipe ie tsp,

tbsp., mince, blend and sprinkle. 8. Emphasis how the recipe follows a similar format to the Creating a recipe Activity sheet.

Ask:

o Do you think this snack recipe is healthy and nutritious for a pregnant woman? Why/why not? (The main ingredient in hummus is chickpeas. Chickpeas are legumes high in protein. Hummus is also often served with vegetables such as carrots, celery, broccoli, cauliflower and wholemeal flat breads which are rich in nutrients, vitamins and minerals. Therefore this would be a healthy choice).

o What are some other benefits of this recipe to pregnant women? (ingredients easy to obtain, quick, easy and inexpensive to make, refreshing if have nausea from morning sickness, freshly made so less risk of Listeria)

9. Demonstrate to the class how to make the hummus according to the recipe. Focus on the processes of mincing, blending and basic knife skills.

PART B: PRACTICAL

10. Place students in pairs. 11. Distribute a copy of the Homemade hummus and vegetables recipe to each pair. 12. Students prepare the hummus and a selection of seasonal vegetables. 13. Remind students to practice the Four Cs (clean, cook, chill, cover) of food safety whilst

preparing the recipe. 14. Students taste test their product and answer the following questions in their workbook:

o How would you describe the appearance? taste? texture? aroma? o If you were to make this recipe again, what if anything would you do differently? o What else could you have served with the hummus dip? Keep in mind it needs

to be healthy and suitable for pregnant women.

Variations of Learning Task Two

• Students use the internet to source an example of one well-structured and written recipe and one poorly structured and written recipe. In pairs, students discuss why they selected these two recipes as examples.

11

YEAR 7

Recipes across the lifespan

Reflecting on Key Messages Learning Task Three: Healthy stages

PART A: THEORY

1. Divide class into pairs and assign each pair one of the two case studies from the Healthy at different stages Activity sheet to each pair.

2. Using Across the years Activity sheet, the internet and/or cookbooks, each pair is to research one simple nutritious snack recipe for the person in their case study. You may also assign other recipe specifications such as preparation method or main ingredient.

3. Instruct groups to consider influences discussed in learning task one. 4. Each group is to write up their recipe in the same format as Creating a recipe Activity

sheet. Each recipe is to serve 2. 5. Examples of some recipes for students to use or adapt are provided in this unit; Mango

and yoghurt pops and Healthy nachos. 6. As a class, review suitability of snack recipes for case study subjects and ease of

preparation. 7. Take a class vote to determine one snack the class would like to prepare in the next

lesson. 8. Demonstrate to class, relevant practical skills relating to the selected recipe which

students will need to know prior to preparing this snack.

PART B: PRACTICAL

9. Place students in pairs. 10. Distribute a copy of the selected snack recipe to each pair. Explain this recipe is to serve

2. 11. In their pairs, students are to prepare the selected snack. 12. Remind students to practice the Four Cs (clean, cook, chill, cover) of food safety whilst

preparing their snack. 13. Once each pair has finished preparing their snack, place the snacks on a classroom

table. 14. Place a number next to each pair’s plate/cups of snacks. 15. Using the evaluation cards found on Master cook and the food critic Activity sheet,

students evaluate their own snack and three others for appearance, aroma, texture and taste.

12

YEAR 7

Recipes across the lifespan

Additional activities Classroom

o Invite families or another class to come and share snacks prepared in learning task three.

o Invite a local cook or a canteen staff member to talk to the class about how they prepare and cook for a large number of people and what they have to take into account (i.e. to keep costs low).

Whole school o As a class, develop a survey on food preferences. Include questions related to

age, type of favourite food and influences on food choices. Students then survey other students at their school and present results at assembly or school newsletter.

o Select one or two recipes from the Healthy across the lifespan recipe book (learning task two) to include in the school newsletter.