Let’s Celebrate: Thematic Unit The World On My Plate€¦ · Let’s Celebrate Thematic Unit The World On My Plate Statements of Minimum Requirement These are the Statements of

The World On My PlateLearning for Life and Work (SLD)

Let’s Celebrate:Thematic Unit

Writers’ Group

Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)Catherine Foster, Fleming Fulton School, BelfastMaggie Jamison, Glenveagh School, BelfastCathy McCormick, Tor Bank School, Dundonald Dorothea Simpson, Fleming Fulton School, Belfast

A CCEA Publication ©2009

www.nicurriculum.org.uk

Cover Photograph: Getty Images - Anthony-Masterson

1 Let’s Celebrate Thematic Unit The World On My Plate

Unit Title: Let’s CelebrateSub Theme: The World On My Plate

Thinking Skills and Personal Capabilities: Managing Information

Curriculum Objective: To develop the young person as an individual

Key Elements: Personal understanding, mutual understanding, personal health, cultural understanding, economic awareness

Attitudes and Dispositions: Personal responsibility, mutual understanding, concern for others, commitment/determination/resourcefulness, openness to new ideas, curiosity, community spirit, tolerance, integrity, respect

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, skills-integrated, active and hands-on, offers choice, challenging and engaging, supportive environment, positive reinforcement, ongoing reflection, enquiry-based, openness to new ideas, culturally diverse

The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.

Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills.

The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt and extend them as appropriate for your classes.

For practical cookery or tasting sessions, be aware of learners with allergies, such as nut allergies, or other dietary needs.

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Let’s Celebrate Thematic Unit The World On My Plate

Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:

Home EconomicsIndependent LivingDevelop a range of skills to promote independence through planning, managing and using resources

Home EconomicsHealthy EatingExplore ways to achieve a healthy diet

Home EconomicsIndependent LivingInvestigate a range of factors that influence consumer choices and decisions

Home Economics Healthy EatingDevelop practical skills in the safe, hygienic, healthy and creative use of foods to plan, prepare, cook and serve a range of meals

Local and Global CitizenshipDiversity and InclusionInvestigate ways in which individuals and groups express their identity

Personal DevelopmentSelf-awarenessInvestigate the influences on personal health


Select, classify, compare and evaluate information

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

What kinds of food do I eat?

... justify their choices. Use Resource 1 to prompt discussion among the learners, encouraging them toshare their ideas about the different foods they eat. You could ask them to keep arecord on a series of Daily Diet Sheets over a number of days.

Ask focused questions to stimulate discussion, such as:− What’s your favourite food?− Why is it your favourite food?− What kinds of meals do you eat in the evening? − Do you have a roast dinner or traditional meal on Sundays?− Is Friday a takeaway night? Why?

Resource 1: Daily Diet Sheet

Use Resource 2 to make picture cards. Have the learners sort a set of cardsinto their favourite and least favourite foods, or rank all the cards in order ofpreference.

Resource 2: Favourite Foods

See Active Learning and Teaching Methods for Key Stage 3 at www.nicurriculum.org.uk, also available on the CPD disc in the Curriculum Supportand Implementation box, for further details on ordering and ranking activities.

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in orange are Cross Curricular Skills

Skills tabs printed in yellow are Thinking Skills and Personal Capabilities

Using Mathematics -Read, interpret, organise and present information in mathematical formats

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What kinds of food do I eat?

... justify their choices. You can make links to Using Mathematics by:Creating bar graphs or pie charts to record the learners’ choices of favourite foods.

You can make links to Art & Design by:Creating collages of pictures of favourite foods sourced from magazines or theinternet.• Magazinesandglue


Use own and others’ ideas to locate sources of information



Why do I choose to eat certain foods?

... explore factors which influence our food choices.

Using Resources 3 and 4, investigate with your learners factors which may affectfood choices in their home.

Ask focused questions to stimulate discussion:− Who shops for your family? − Who cooks in your family? − Does advertising on TV affect your choices?− Does the time of day affect your choices?− Do you consider choosing healthy foods?

Resource 3: Why Might Someone Eat These Foods?

Resource 4: I Have Tasted…

Where appropriate, explore together the idea that we can only eat food we can affordto buy.

Discuss with the learners the range of foods that people enjoy for breakfast.Examine/Taste a range of breakfast cereals, milk, apple, fruit juice, breads andporridge and discuss reasons for their own breakfast choices. Include frosted andplain cereals, and check the nutritional content to see if the plain cereals are better.Reinforce that it is good to eat fruit.• Collectionofbreakfastfoods

You can make links to Using Mathematics by:Creating simple Venn diagrams or bar charts to record the learners’ breakfastchoices using pictures or symbols.

Using Mathematics -Identify and collect information

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Why do I choose to eat certain foods?

... explore factors which influence our food choices.

Using Resource 5, together discuss how it is good to start the day with breakfast.Porridge is low in fat and provides carbohydrates which release energy throughoutthe morning (the three bears made a healthy choice!). Many footballers, runnersand other sportspeople choose porridge for breakfast. Together make porridge inclass and allow the learners to taste it.

Resource 5: Porridge Recipe

Organise a trip to the school canteen to explore school dinners. Examine a copy ofthat day’s planned menu, and discuss how the food available in school has an impacton the learners’ food choice. Investigate whether there are any special meals made,for example for health reasons.

Using Resource 6, carry out a class/school survey of favourite school dinners, anduse this information to design a school dinner menu.

Resource 6: Survey – Favourite School Dinners

• Artmaterials


Ask focused questions



Are some foods good/bad for me?

... explore factors involved in making healthy choices.

Discuss Jamie Oliver’s healthy eating for schools campaign.

Remind the learners that it is recommended that everyone should eat five portionsof fruit and vegetables each day.

Ask focused questions to stimulate discussion, such as:− Which fruits have you eaten in the last few days? − Which are your favourite fruits?

Explore together the best way to record the class’s answers.

You can make links to Using Mathematics by:Creating pie charts or bar diagrams recording favourite fruits or vegetables.

You can find information and links at www.healthyschools.gov.uk

Have your learners sort the food cards in both Resources 2 and 7 into healthy andnon-healthy foods and, where possible, give reasons for their decisions.

Resource 2: Favourite Foods

Resource 7: Healthy Foods

Use the interactive wordsearch, if appropriate, to help the learners to identify food words.

OA: Healthy and Unhealthy Foods Wordsearch

Using Mathematics -Interpret, organise and present information in mathematical formats

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Are some foods good/bad for me?

... explore factors involved in making healthy choices.

You can make links to Drama by:Miming scenes about eating food, for example contrasting reactions to being given ahamburger and chips or a salad.

Prepare a healthy snack or meal together: first create a group menu, then preparethe ingredients and cook the food.


Use own and others’ ideas to locate sources of information



Have I always eaten the same food?

... generate ideas. Discuss together what type of foods babies, teenagers and elderly people mighteat. Ensure that the learners know the meaning of vegetarian. Then ask them tochoose three foods pictured in Resource 8 for each of the four people shown. Theycould either cut out and paste the pictures or draw their own.

Resource 8: Who Would Eat What?

Give the learners the opportunity to experience the sight, smells, taste and textureof a range of baby food purees. • Collectionofpureedbabyfoods

Together investigate how foods we eat will change throughout our lives. Discusswith the learners how they can best illustrate these changes in eating habits, forexample by creating a timeline of foods.

Communication -Use non-verbal methods to express ideas and engage with the listener

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Select most appropriate method for a task

Using ICT - Research and select information

Communication -Listen to and take part in discussions



Do we all eat the same food?

... appreciate the influences of culture and faith.

Explore with the learners how some people have faith-related or cultural beliefs thataffect aspects of their lifestyle, for example the food that they eat.

Use the internet, books and encyclopedias to investigate the different foods thatpeople of different faiths or cultures often eat or choose to avoid. Work throughResource 9 together.

Resource 9: The Culture Club!

As an extension activity, you could create a sensory day based on a country of thelearners’ choice. Activities could include:− dressing in national costume;− playing music from the country;− tasting, smelling and/or cooking food;− finding objects, such as toys, ornaments and books, which come from the chosen

country;− inviting in a guest who comes from the chosen country;− watching a video or DVD depicting life there; and− using the internet to find a pen pal or take part in a recipe exchange, etc.

You can make links to Modern Languages by: Learning a few words or phrases from the country’s language.


Select, classify, compare and evaluate information

Communication -Use a range of texts for informationand ideas

Using Mathematics -Develop financial capabilities



Are there any places to eat near my home?

... compare and contrast foods from other countries.

Ask focused questions to stimulate discussion, such as:− Are there any restaurants or cafes near your home?− Are there any restaurants near you that sell food from other countries, for

example Chinese, Thai, Italian or Indian food? − Do you have a local chip shop or takeaway?Use Resource 10 to record the learners’ knowledge of different takeaways andrestaurants.

Resource 10: Where Would You Buy…

Using Resource 11 and the Yellow Pages, offering support where necessary,investigate together the range of restaurants which are available in the school areaor a local shopping centre, as appropriate.

Resource 11: Local Food Outlets

• YellowPages

You can make links to Using Mathematics by:Recording the different types of food outlet on a bar chart.

You could organise a lunch outing together. (It is always advisable to ask therestaurant for a copy of their menu beforehand, so that the learners can discusstheir choices before the visit.)• Restaurantmenus

You can make links to Financial Capabilities by:Exploring with the learners the cost of the meal and the expense of eating out every day.

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Plan and set goals, break tasks into sub-tasks

Using ICT - Access and manage information

Communication -Find, select and use information from a range of sources



Where can I buy food?

... generate ideas. Explore with the learners the need to plan and shop for food in order to be able tocreate meals at home. Use Resources 12 and 13 and the interactive activity tointroduce some of the different types of shop where we can buy food to prepare athome.

Resource 12: Where Could I Buy Food?

Resource 13: The Shopping List

OA: Where Would You Buy?

List the supermarkets that are available in the area where the learners live on theworksheet in Resource 14.

Resource 14: What Supermarkets Are There In Your Local Area?

Have your learners answer the two questions on Resource 15 for their families.Discuss their answers together. You could ask them each to survey two or threeothers and record their answers.

Resource 15: Supermarket Survey

Refer to the following website about considering environmental issues when buying food:http://tiki.oneworld.net/features/shoppers/shopper_front.html


Plan and set goals, break tasks into sub-tasks

Communication -Find, select and use information from a range of sources

Using ICT -Research and select data



Where do the foods I eat come from?

... understand that foods come from a range of sources.

Take your learners on a shopping expedition to buy a selection of everyday foods tobring back to class. Examine together where in the world each food came from. Youcould use the table in Resource 16 to record the countries of origin. Discuss with thelearners the most appropriate method of displaying the results.

Resource 16: The World In A Supermarket Bag

• Aselectionoffooditemsfromaroundtheworld,forexamplebananas,sugar,coffee and chocolate

Read through the text in Resource 17 together to focus in more detail on howbananas get from banana plants in hot countries to the shops where we can buythem.

Resource 17: How Do Bananas Get To Us?

Using the pictures in Resource 18 and a map of the world, ask the learners to locatethe different countries where the types of food come from.

You could use the map further by displaying food packaging, menus and symbolsaround it, highlighting the countries they come from with coloured string, wool orarrows.

Resource 18: Food Around The World

• Alargemapoftheworld

Give the learners an opportunity to participate in a sensory evaluation, allowingthem to see, smell and taste a selection of foods from around the world.Alternatively, select one country and create a sensory environment of that country.

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Using Resource 19, together investigate foods that are grown locally. Create a menuusing local produce or traditional Northern Irish foods. Allow them to choose, cut outand stick on suitable foods from the pictures provided, or encourage them to drawtheir own.

Resource 19: Ulster Eating

As an extension activity, use Resource 20 to focus the learners on school dinners thatstudents might eat in France, USA, Norway and Ukraine. Identify the countries on theworld map.

Resource 20: School Meals Around The World

Discuss together the foods eaten in these schools, and choose one of the lunches toprepare and eat in class.

As an extension activity, you could invite a visitor into school to cook foreign foods for thelearners. The Livestock and Meat Commission can arrange cookery demonstrations, andlocal telephone directories list other chefs and organisations.






The following websites give more information:

www.kelloggs.co.uk/whatson/headstarters/content/whogrows/content.pdfThis is an information pack about food around the world.

www.bbc.co.uk/newsYou can find detailed information by carrying out a search for ‘school dinners around the world’.

www.britishcouncil.orgSearch for ‘food’ to find information and interactive activities.

www.globalgang.org.ukThis Christian Aid site has great information on what children eat in countries around the world.

www.oxfam.org.uk/education

www.oxfam.org.uk/coolplanet/kidsweb/food.htmOxfam’s sites for schools include many school projects and a lot of useful information.

www.freshforkids.com.au/games/greengrocergame/greengrocer.htm

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Resources


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Daily Diet Sheet Resource 1

Meal What I eat

Breakfast

Lunch

Dinner

Snacks

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Make a record of the foods you eat below by drawing the foods or writing their names in the spaces.


Favourite Foods (1 of 3) Resource 2

spaghetti chips broccoli

cheese chocolate apple

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chicken cake pizza

banana hamburger carrot

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curry steak toast

cabbage ice cream tuna

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Why Might Someone Eat These Foods? Resource 3

bottle of milk

soup

roast beef

fast food

ice cream

chocolate egg

Sunday

don’t want to cook

time of year

feel cold

age

feel hot

Su M T W Th F S

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Match the food to the reason.


I Have Tasted... Resource 4

Food Numbers (tally) Total

Fish and chips

Chinese food

Indian food

Pizza or Italian food

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Which of these foods have the people in your class tasted? Record the numbers in the table.


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Porridge Recipe Resource 5

Conventional Cooking

1. Mix 11/2 cups of porridge oats with 640ml (3 cups) of milk and/or cold water in a saucepan.2. Bring to the boil, stirring.3. Simmer for 5 minutes.4. Serve with milk or cream and sugar or honey, if desired.

Mmmmmmmmmmmm!!

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This will make enough for all the class to taste!


Survey - Favourite School Dinners Resource 6

Food Numbers (tally) Total

sausage & chips

lasagne

curry & rice

pasta

meat, potatoes & vegetables

sandwiches

salads

spaghetti bolognese

fish

others

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Which of these foods do the people in your class like best? Record the numbers in the table.


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Healthy Foods Resource 7

fizzy drink sandwich sweets

yoghurt raisins doughnut

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Who Would Eat What? (1 of 3) Resource 8

coffee and cake chips bottle of milk ice cream

roast chicken pureed banana tomato soup ham pizza

custard baked potato fizzy drink cake and custard

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People eat different foods. These foods have got mixed up on the way to the table. Can you put three different foods on each person’s plate?


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My menu My menu

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My menu My menu

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The Culture Club! (1 of 2) Resource 9

Sam is aJEW

Eila is aBUDDHIST

Nasira is aMUSLIM

Sandeep is aSIKH

Jane and Anna areCHRISTIANS

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Some people have different beliefs about foods. Look at these people from different countries. Can you work out what the pictures below mean?


The Culture Club! (2 of 2) Resource 9

1. Who doesn’t eat fish?

2. What meat does Sam not eat?

3. Who fasts during daylight hours when they celebrate Ramadan?

4. Who doesn’t eat meat on Fridays?

5. What does Sandeep not drink?

What would you give......Sam to eat?

ham pork chop chicken

...Sandeep to drink?

wine water beer

...Jane and Anna on Good Friday?

fish steak roast beef sandwich

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Look at the food and the pictures and answer these questions.


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Where Would You Buy... Resource 10

a beefburger?

a ham roll?

chicken chow mein?

a pizza?

a chicken burger?

fish and chips?

Fast food outlets

Kentucky Fried Chicken a Chinese takeaway Pizza Hut Subway McDonald’s a chip shop

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Imagine you wanted something to eat from a fast food outlet. Where might you go to get these foods?


Local Food Outlets (1 of 2)What food outlets are there in your local shopping centre or the area around your school? Write the names in the table and circle the types of outlet.

Resource 11

Food outlet name Type of outlet (cafe, restaurant, fast food chain or juice bar)

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Local Food Outlets (2 of 2) Resource 11

There are fast food outlets.

There are cafés.

There are restaurants.

There are juice bars.

The most popular type of outlet is

The least popular type of outlet is

Record your results in a bar chart.

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Count up the totals and write your results here.


Where Could I Buy Food? Resource 12

petrol station

music shop

shoe shop

butcher’s

newsagent’s

clothes shop

bakery

DIY store

toy shop

chemist’s

supermarket

greengrocer’s

Supermarket

Butchers Veg. Shop

Music Shop

Top 101.2.3.

Newsagent

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In which of these shops could you buy food? Circle the correct shops.


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The Shopping List Resource 13

Need to buy...

bananas ... go to

bread rolls ... go to

cabbage ... go to

tea bags ... go to

sausages ... go to

sugar ... go to

greengrocer’s butcher’s

grocer’s bakery

Where could you buy all these items?

(Unscramble the word.)

You could buy all these items in a

T R A S P K U E R M E

Look at this shopping list. What shops would you need to visit to buy the items?


What Supermarkets Are There In Your Local Area? Resource 14

My localsupermarkets

Supermarket

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Record their names in the spaces below.


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Supermarket Survey Resource 15

1. Where do you buy your groceries?

Tesco Spar

Sainsbury’s Supervalu

Marks and Spencer ASDA

Mace Internet

Another

2. Why do you go there?

good prices nice staff

good quality good selection

location opening hours

Another

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Where do you buy your groceries? Please complete this questionnaire by ticking one box for each question.


The World In A Supermarket Bag Resource 16

Food Where from?

bananas

orange juice

sugar

coffee

chocolate

apples

pineapple

tea

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How Do Bananas Get To Us? (1 of 3) Resource 17

Banana plants are planted in hot countries. After about 9 months, the bananas will have

grown into bunches and they are cut from the trees by workers. They are taken away to be

sorted, washed, labelled and put into boxes by workers in a factory.

They are then weighed. They are then taken by aeroplane or ship to our country. When they

arrive here, they are taken to large warehouses in a lorry. When they are sorted, the

bananas are then taken on vans or lorries to the shops where we can buy them.

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Answer these questions:

1. How many months does it take to grow bananas?

3 5 9

2. How do the workers get the bananas from the trees?

Cut Dig Pull

953

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Answer these questions:

3. What do the workers put the bananas into at the factory?

Bags Boxes Trays

4. How do the bananas get to Northern Ireland?

Car Bicycle Boat / Aeroplane

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Food Around The World Resource 18

Chinese food Indian food French food

American food Mexican food Italian food

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Cut out the pictures and stick them onto a world map.


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Ulster Eating (1 of 3) Resource 19

UlsterEating!

Traditional food fromNorthern Ireland

Menu created by



Dinner

Snacks

Breakfast

Lunch

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croissants fry bagels scrambled egg fruit bread roast lamb

apple piespaghetti bolognese cabbage

potato & leek soup peppers boiled egg

champ pizza pork chop cake soda stew

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School Meals Around The World Resource 20

FranceGrapefruit StarterGrilled Chicken and Green BeansCheese and Rice Pudding

USABurger and ChipsFizzy Drink

NorwayOpen SandwichMilkYoghurt or Fruit

UkraineBorsch (Beetroot Soup)Sausage or Meat Cutlet and MashPancakes or Syrki(Cream Cheese with Chocolate)

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Documents

Let’s Celebrate: Thematic Unit The World On My Plate€¦ · Let’s Celebrate Thematic Unit The World On My Plate Statements of Minimum Requirement These are the Statements of