Preschool - | Health · 2019. 9. 24. · Food&ME™ Preschool Page | 4 Foreword . Food&ME™ is a series of nutrition education resources from Preschool through to Year 8 that align

Preschool Nutrition Education Unit linked to The Early Years Learning Framework for Australia

© 2015 Nutrition Australia ACT Inc. Food&ME™ Years 7&8 Page | 2

© 2015 ACT Health

This work is copyright. Apart from any use as permitted under the Copyright Act 1968, the work may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source. It is not for commercial use or sale. Reproduction for purposes other than those indicated above, or not in accordance with the provisions of the Copyright Act 1968, requires the written permission of ACT Health

Enquiries should be made in writing to: ACT Health PO Box 825 Canberra ACT 2601 Ph: (02) 6207 1258 Fax: (02) 6207 9523 Email: [email protected] www.health.act.gov.au/freshtastes

Food&ME is a registered trademark of Nutrition Australia ACT Inc.

Disclaimer

This material is provided on the basis that it constitutes advice of a general nature only and on the basis that ACT Health will not be liable for any loss or damage occasioned from use (either directly or indirectly) of this material no matter howsoever such loss or damage is caused. Readers should take advice as appropriate from an Accredited Practising Dietitian on all specific situations and conditions of concern to them.

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If you have difficulty reading a standard printed document and would like to receive this publication in an alternative format such as large print, please phone 13 22 81 or email [email protected]

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© 2015 ACT Health Food&ME™ Preschool Page | 3

TABLE OF CONTENTS

FOREWORD .............................................................................................................. 4

INTRODUCTION ........................................................................................................ 5

MODULE 1: GO, GROW AND GLOW ....................................................................... 9

Overview ................................................................................................................ 9

Educator notes ..................................................................................................... 10

Learning activities ................................................................................................. 12

Food preparation activity ...................................................................................... 26

Family information sheet ...................................................................................... 30

MODULE 2: MY HEALTHY MEALS ........................................................................ 31

Overview .............................................................................................................. 31

Educator notes ..................................................................................................... 32




MODULE 3: EAT A RAINBOW ................................................................................ 43

Overview .............................................................................................................. 43

Educator Notes ..................................................................................................... 44




GLOSSARY ............................................................................................................. 61

RECOMMENDED READING AND RESOURCES ................................................... 65

STUDENT PERMISSION FORM .............................................................................. 67


Foreword

Food&ME™ is a series of nutrition education resources from Preschool through to Year 8 that align with the Australian Dietary Guidelines (2013).

Food&ME™ Preschool links to The Early Years Learning Framework for Australia and addresses the National Quality Standard (Quality Area 2).

Making informed food choices is integral to healthy growth and development. Studies have shown that establishing healthy eating habits early in life contributes to healthy eating into adulthood. Nutrition education is an important preventive health strategy. The Food&ME™ Nutrition Education Units assist with teaching preschool, primary school and high school students about nutrition for good health.

This resource was developed by Accredited Practising Dietitians from Nutrition Australia ACT (NA ACT) in consultation with educators from ACT Preschools and staff from ACT Health. Each unit has been tested in the classroom to ensure the content meets a range of teaching styles.

Food&ME™ supports the ACT Government’s Towards Zero Growth – Healthy Weight Action Plan which acknowledges the vital role of schools in promoting good nutrition to children and young people. Food&ME™ Preschool will be delivered as part of the Classroom Learning and Food from Home action areas of Fresh Tastes: healthy food at school.

ACKNOWLEDGEMENTS

Food&ME™ Preschool was written and developed by the following Accredited Practising Dietitians:

Leanne Elliston – Accredited Practising Dietitian Program Manager, Nutrition Australia ACT Inc.

Luke Newhouse – Accredited Practising Dietitian, Australian Red Cross ACT

NA ACT and Australian Red Cross ACT would like to thank the ACT Preschool educators who reviewed the resources and provided invaluable feedback, and the schools that participated in the pilot of Food&ME™ Preschool.

○ Kingsford Smith School

○ Southern Cross Early Childhood School

Check out www.health.act.gov.au/freshtastes to access the Food&ME™ resources and find out about professional learning opportunities

http://www.health.act.gov.au/freshtastes


Introduction

When children transition to preschool they bring a diverse range of health and food experiences which shape their attitudes and values towards food choices.

Aligning with The Early Years Learning Framework, Food&ME™ Preschool offers children experiences to help them learn, develop and understand the world of food and nutrition. This nutrition education unit provides educators with content and teaching strategies to apply in the learning environment with respect to each child’s unique qualities and abilities.

Food&ME™ Preschool addresses the National Quality Standard, Quality Area 2 – Children’s Health and Safety by providing students with healthy eating opportunities and an early understanding of nutrition and food literacy.

COMPONENTS OF FOOD&ME™

Food&ME™ Preschool consists of three learning modules. Each module has educator notes, learning activities and a food preparation activity.

Educator notes The educator notes provide information for educators to confidently teach the unit. They include aims, objectives and directions to assist the delivery of learning experiences.

Learning activities The learning activities can be tailored to suit children’s abilities. They are designed to be used at the educator’s discretion and are dependent upon the children’s level of development. The learning activities can be used as guiding tools with opportunities to further extend depending on the children’s readiness to learn. Some of the learning activities include activity sheets.

Food preparation activities

Students are more likely to appreciate and try healthy food when they have the opportunity to taste it in a fun and supportive way.

The food preparation activities within each module are designed to: ○ create a positive association with preparing

and eating healthy food

○ introduce basic food safety and hygiene principles

○ teach basic food preparation skills which can be transferred to the home environment

A healthy recipe is provided for each food preparation activity. Each recipe can be easily prepared in the classroom with minimal kitchen equipment.

The ‘Educator’s Guide’ provides instructions on how to demonstrate and sample the recipe. The ‘Student Recipe’ can be copied and given to each student after the demonstration. Students can then share the recipe with their family to help promote healthy food preparation at home.

The ‘I tried it’ tasting sheet is included with each food activity. Children that taste each of the foods are given a stamp or tick against the listed food. The class ‘We tried it’ tasting sheet has been developed to proudly display in the classroom so children and families can view the range of foods that have been tried.

Note: See over page for things to consider when doing a food preparation activity


Food preparation activities: things to consider

Food and play

With all of the recipes, there is a degree of “play” associated with food. For example creating food faces. This play based experience with food allows for sensory stimulation, getting used to food, and is a big part of learning to like new foods. The recipes are intended to be eaten; however children should not feel pressured to eat the food. It is important to be mindful that some children may not have tasted some of the food before or may associate these foods with negative experiences from their past. In these circumstances, having the opportunity to just feel, smell and possibly taste the food is a positive step forward.

Food wastage

If children decide not to eat all of their food then use this opportunity to teach them about the food cycle. Left over fruit and vegetable scraps can be composted or fed to worms. Left over bread can be fed to the chickens.

Allergies

It is important to be aware of students with dietary restrictions due to allergies, food intolerances or cultural backgrounds prior to commencing any form of food preparation activity. A sample parent permission form is provided at the back of this publication for use by teachers at their discretion. Teachers may need to refer to their school policy on cooking activities where applicable.

Hygiene and food safety

Ensure that students and staff wash their hands before commencing any food preparation activities. Remember to use tongs and utensils to handle food. Make sure fruits and vegetables are washed before use and have an adult cut up all fruits and vegetables.

Family information sheets

Recognising that families are the children’s first and most influential teachers, Food&ME™ Preschool provides opportunities for educators to work with families. Family information sheets linked to each module are included to help engage with families and ensure that learning experiences are meaningful.

Glossary

A glossary of nutrition related terms is provided as a quick reference tool for teachers.

SUMMARY OF MODULES

Module 1: GO, GROW and GLOW

Students will become familiar with the terminology of GO, GROW and GLOW. They will understand that different foods help our bodies to GO, GROW and GLOW.

Module 2: My healthy meals

Students will identify foods that help them to GO, GROW and GLOW. They will understand that everyday meals need to comprise of these foods.

Module 3: Eat a rainbow

Students will discover that fruits and vegetables occur in a range of different colours. They will group fruits and vegetables by their colours and understand that eating different coloured fruits and vegetables is needed for good health and wellbeing.

LINKS TO THE EARLY YEARS LEARNING FRAMEWORK

Outcome 3: Children have a strong sense of wellbeing ○ Children take increasing responsibility for their

own health and physical wellbeing

LINKS TO THE NATIONAL QUALITY STANDARD

Quality Area 2: Children’s health and safety

Standard 2.1 Each child’s health is promoted ○ Element 2.1.1 Each child’s health needs are

supported

○ Element 2.1.3 Effective hygiene practices are promoted and implemented

Standard 2.2 Healthy eating and physical activity are embedded in the program for children ○ Element 2.2.1 Healthy eating is promoted and

food and drinks provided by the service are nutritious and appropriate for each child


FRESH TASTES: HEALTHY FOOD AT SCHOOL

Fresh Tastes is a service that helps embed a healthy food and drink culture in ACT schools. It is a partnership between ACT Health, the ACT Education and Training Directorate, the ACT Catholic Education Office and the Association of Independent Schools of the ACT.

Fresh Tastes supports the ACT Government's Towards Zero Growth – Healthy Weight Action Plan which has set a target of 'zero growth' for obesity in the ACT. Action in schools is a key priority to curb rates of overweight and obesity in the Canberra community.

Schools can support families and children to have healthy lifestyles through leadership, encouraging learning about healthy nutrition, and by providing healthy food and drink choices.

Fresh Tastes recognises that change takes time and that schools need to take small steps to move towards healthier food and drinks in the school environment.

Fresh Tastes actions focus on: ○ implementing healthy food and drink

guidelines or policies

○ classroom learning

○ food for sale at school, including school canteens

○ cooking and growing food

○ supporting healthy food from home

Schools that participate in Fresh Tastes will have access to professional learning for the Food&ME™ Nutrition Education Units.

For further information about Fresh Tastes please email [email protected] or visit www.health.act.gov.au/freshtastes.

mailto:[email protected]?subject=Fresh%20Tastes%20Preschool%20Guide


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MODULE 1: GO, GROW and GLOW

OVERVIEW

AIM

Students will understand that different foods help their bodies to GO, GROW and GLOW.

OBJECTIVES

By the end of the session students will be able to: ○ Explain the term GO in relation to their health

and wellbeing and demonstrate the GO action

○ Explain the term GROW in relation to their health and wellbeing and demonstrate the GROW action

○ Explain the term GLOW in relation to their health and wellbeing and demonstrate the GLOW action

○ Match foods belonging the GO, GROW and GLOW food categories

○ Prepare, taste and identify a range of healthy foods

LEARNING ACTIVITIES

GO, GROW and GLOW moves ○ GO, GROW and GLOW food categorisation

○ GO, GROW and GLOW food match

○ Growing alfalfa sprouts

FOOD PREPARATION ACTIVITIES

○ Sandwich face Note: contains wheat, gluten and dairy

○ “I tried it” tasting sheet

○ “We tried it” class tasting sheet

FAMILY INFORMATION SHEET

○ Introducing GO, GROW and GLOW foods

EDUCATOR RESOURCE

Sayre, A P. (2011) Rah, Rah, radishes!

New York: Little Simon.

Read this story before the food preparation activity to help children identify vegetables prior to trying some themselves.


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EDUCATOR NOTES BACKGROUND

o The Australian Guide to Health Eating shows five main food groups

o Each of the main food groups provides different nutrients required for health

o The five groups can be simplified for preschool aged children into three groups:

1. GO foods: GO foods give us energy (carbohydrate) to run, play and jump. GO foods are grain foods, like rice, oats and barley, and foods made

from grains such as bread, pasta and wholegrain cereals

2. GROW foods: GROW foods have lots of protein and calcium to help build strong teeth, bones and muscles. GROW foods mostly come from animals such as beef, lamb, chicken, fish, eggs, milk, cheese and yogurt. They also include nuts and legumes

3. GLOW foods: GLOW foods are fruits and vegetables that contain vitamins and minerals to keep us healthy. GLOW foods are all the colourful foods

o The GO, GROW and GLOW concept helps preschool children understand how different foods can do different things to the body

o At primary school, children will learn more about the five main food groups

Note! Some fruits and vegetables (e.g. potato and corn) are a source of carbohydrate so they provide energy and could also fit into the GO category. For simplicity and easy understanding for preschool children, all fruits and vegetables are categorised as GLOW foods due to their rich vitamin content needed for GLOWING bodies.


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AUSTRALIAN GUIDE TO HEALTHY EATING FOOD GROUPS AND THEIR LINKS TO GO, GROW, GLOW GROUPINGS

DISCRETIONARY (SOMETIMES) FOODS

o Food&ME™ Preschool nutrition education is to teach children about healthy foods only

o Discretionary foods such as lollies, chips, biscuits, cakes and soft drink do not fit into the GO, GROW and GLOW groups. They are nutrient poor and excessive in fat, sugar and/or salt therefore this teaching unit does not show discretionary foods to children

o It is important that children learn about the foods that their bodies need to be healthy

o Discretionary foods may be brought up in discussion. It is useful to explain to children that these foods do not help our bodies to GO, GROW and GLOW, so it is better not to have them every day but to save these foods for special occasions


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LEARNING ACTIVITIES

ACTIVITY 1: GO, GROW AND GLOW MOVES

○ Ask the class, “In what ways can our body GO, GROW and GLOW?”

○ GO means to run, play and be active

– GO action: explain that GO foods give us lots of energy to run, jump and play

– Ask the children to run on the spot

○ GROW means to grow bigger and stronger

– GROW action: explain that grow foods helps our muscles, bones and teeth grow strong

– With the children, ask them to curl up like a little seed and gradually open up and stand with arms in the air like they are growing into a big tree

○ GLOW means to be healthy and “glowing” with sparkly eyes and shiny hair

– GLOW action: explain that GLOW foods keep us from getting sick and help our hair, skin and nails to glow

– Ask the children to twinkle their hands around their bodies like a twinkling (glowing) star

You could use these actions when referring to GO, GROW and GLOW foods throughout the unit

ACTIVITY 2: GO, GROW AND GLOW FOOD CATEGORISATION

Preparation: ○ Display the GO, GROW and GLOW posters in

the classroom (pages 15–17)

○ Laminate and cut out the GO, GROW and GLOW food (pages 18-23)

Instructions: ○ Describe the food cards:

– GO foods give us energy. GO foods are grain foods such as rice and oats and foods made from grains such as pasta, bread and breakfast cereals

– GROW foods are needed to help us grow. GROW foods are foods from animals such as meat, eggs, milk, cheese and yogurt. They also include legumes/beans, nuts and tofu

– GLOW foods help stop us getting sick. GLOW foods are fruits and vegetables. They are our most colourful foods!

○ Divide a space (wall, whiteboard or floor) into three columns and place a food group poster in each column

○ Give each child a food card. In turn ask them to say if their card shows a GO, GROW or GLOW food and ask them to place their card into the right food group (identified by the poster)

○ You could ask the children to do the actions learnt in activity 1 when the food category has been identified

Alternative experiences:

a) You could use real or plastic food for a greater tactile experience

b) Place the GO, GROW and GLOW posters and a set of food cards in different corners of the room – Using another set of food cards; give each

child one food card and ask the children to find their matching food in the corner of the room that shows their group of food

– Once they have found their matching food they can identify if it is a GO, GROW or GLOW food and undertake the actions learnt in Activity 1

– Repeat the activity so the children have chance to be a different food group


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ACTIVITY 3: GO, GROW AND GLOW FOOD MATCH

Preparation: o Copy the Activity Sheets on pages 24 and 25

for each child

Instructions:

o Ask the children to colour in and, if they are able to, cut out the food pictures (page 25)

o The children stick the pictures into the correct GO, GROW or GLOW column (page 24)


a) Children draw other foods that can fit into the GO, GROW and GLOW columns

b) Children find, cut out, and paste food pictures

from brochures and magazines that fit into the GO, GROW and GLOW columns

ACTIVITY 4: GROWING ALFALFA SPROUTS

To allow the children to taste their sprouts, undertake this activity at least four days before the food preparation activity on page 26.

Preparation:

Gather the following equipment:

o Alfalfa seeds o Large clear glass jar o Tablespoon o Piece of clean pantyhose o Scissors o Rubber band

Instructions: 1. Place two tablespoons of alfalfa seeds into

the jar and pour water in the jar to completely cover the seeds

2. Cut a piece of pantyhose to fit over the top of the glass jar and keep it in place with a rubber band

3. Place the jar somewhere where it won't get disturbed. Let the seeds soak overnight

4. The next day, drain the water out of the jar through the pantyhose. To start growing, the seeds need to be damp but not totally wet

5. Place the jar (right side up) in a cupboard to be kept dark for four days

6. Every day, both the morning and afternoon, put some cool water in the jar to rinse the alfalfa seeds. Swish the water around a little then drain the water so the seeds are just damp—not soaking wet

7. The seeds will change every day. They turn white and you’ll see little sprouts growing! In two or three days, the sprouts will become tall

8. On the fourth day, after you rinse them and drain off the excess water, place the jar on a window sill where it can get plenty of sunlight

9. Within a week, the sprouts will start to turn green and will be ready to eat. Use them in the “sandwich face” food preparation activity on page 26


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EDUCATOR RESOURCE

ACTIVITY 2: GO, GROW AND GLOW FOOD CATEGORISATION The following pages include posters and food cards for activity 2.

© 2015 ACT Health & Nutrition Australia ACT Inc. Food&ME™ Preschool Page | 15

© 2015 Nutrition Australia ACT Inc. Food&ME™ Preschool Page | 16

© 2015 ACT Health & Nutrition Australia ACT Inc. Food&ME™ Preschool Page | 17


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EDUCATOR RESOURCE


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EDUCATOR RESOURCE


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EDUCATOR RESOURCE


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EDUCATOR RESOURCE


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EDUCATOR RESOURCE


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ACTIVITY SHEET

ACTIVITY 3: GO, GROW AND GLOW MATCH

Name:


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ACTIVITY SHEET

ACTIVITY 3: GO, GROW AND GLOW MATCH

Name:


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FOOD PREPARATION ACTIVITY

EDUCATOR’S GUIDE SANDWICH FACE

INGREDIENTS CLASS OF 20

○ Sliced multigrain bread ○ Low fat cheese slices ○ Cherry tomatoes ○ Green capsicum ○ Red capsicum ○ Cucumber ○ Sultanas ○ Alfalfa sprouts

1 loaf 20 slices 10 halved 1 sliced lengthways 1 sliced lengthways 1 sliced thinly 2 x 40g snack packs or ½ cup 1 tub

EQUIPMENT

○ Chopping knife ○ Chopping board ○ Separate bowls for each ingredient ○ Tongs for serving ingredients ○ Plates (one for each child) ○ Serviettes

ALLERGEN ADVICE:

This recipe is not suitable for children with dairy and wheat allergies. Contains gluten.

Recipe can be modified to suit gluten free by substituting bread with gluten free bread or rice/corn thins. For dairy free, substitute cheese slice with humus dip.

SAFETY TIP:

Ensure that students and staff wash their hands before commencing any food preparation activity. Remember to use tongs and utensils. Make sure vegetables have been washed before use and have an adult cut up the vegetables.

SUSTAINABLE SCHOOLS TIP:

Left-overs or uneaten portions can be put to good use by placing in the compost or worm farm, or feeding to the chickens.


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STUDENT RECIPE

SANDWICH FACE

Name:

INGREDIENTS (SERVES 1)

○ 1 slice multigrain bread ○ 1 slice low fat cheese ○ 2 slices green capsicum ○ 1 slice red capsicum ○ 2 slices cucumber ○ ¼ cup alfalfa sprouts ○ ½ cherry tomato ○ 2 sultanas

EQUIPMENT

○ Chopping board and knife to chop the vegetables

○ Tongs ○ Plate

METHOD

Step 1

Have an adult cut up each of the vegetables

Step 2

Place a slice of bread on the plate

Step 3

Place the cheese on top of the bread

Step 4

Arrange vegetables on the bread to make a face

TASTE RATE


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ACTIVITY SHEET

I HAVE TRIED

Name:

Bread

Cheese

Tomato

Alfalfa

Cucumber

Red Capsicum

Sultanas

Green Capsicum

EDUCATOR RESOURCE WE HAVE TRIED

Names:

Bread

Cheese

Tomato

Alfalfa

Cucumber

Red Capsicum

Sultanas

Green Capsicum


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FAMILY INFORMATION SHEET GO, GROW AND GLOW FOODS

In our preschool class, children are learning that regularly eating healthy foods helps their bodies to GO, GROW and GLOW. Below is an explanation of GO, GROW and GLOW foods to help you identify these foods with your children at meal times.

GO foods have carbohydrates to give us energy to run, jump, swim, dance and play! GO foods are grains such as rice, oats and wheat and foods made from grains such as bread, breakfast cereals and pasta.

GROW foods have protein to help our bodies grow strong bones and muscles. Some GROW foods contain calcium for strong teeth and iron for healthy blood. GROW foods are meat, fish, chicken, seafood, nuts, beans/legumes, eggs, milk, cheese and yoghurt.

GLOW foods are full of vitamins and minerals which keep our bodies healthy by helping to prevent sickness. They also give us shiny hair, glowing skin and strong nails. GLOW foods are fruits and vegetables.


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MODULE 2: My healthy meals

OVERVIEW

AIM

○ Students will be able to identify GO, GROW and GLOW foods as a part of everyday meals

OBJECTIVES

By the end of this session students will: ○ Reflect on their own meals and categorise the

foods they eat as GO, GROW or GLOW foods

○ Construct a healthy meal that contains GO, GROW and GLOW foods

○ Create a healthy lunchbox that contains GO, GROW and GLOW foods



○ Fruity face Note: contains dairy



LEARNING ACTIVITIES

○ GO, GROW and GLOW food song

○ Healthy meal placemat

○ My healthy lunchbox


○ Create a GO, GROW and GLOW lunchbox

EDUCATOR RESOURCE

Sayre, A P. (2012) go, go, Grapes!

New York: Beach Lane Books.

Read this story before the food preparation activity to help children identify fruit(s) prior to trying some themselves.

You Tube clip:

Search for “Fruit Rhymes – Best Collection of Rhymes for Children in English”. Developed by Appuseries.

This can be used to help prepare for Activity 1. It offers a range of fruit based nursery rhymes to help children to learn about different fruits.


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EDUCATOR NOTES BACKGROUND

○ Module 2 applies the GO, GROW GLOW concept to everyday meals ○ This module addresses the idea of regular meal times. Children explore what sorts of foods can

come together to make a meal. They can further identify the foods within meals as GO, GROW and GLOW foods

○ A healthy meal or lunchbox should contain a combination of GO, GROW and GLOW foods

DISCRETIONARY (SOMETIMES) FOODS o Discretionary foods do not contribute to healthy meals because they do not contain important

nutrients

o It is useful to explain to children that when we are hungry it is our body telling us to feed it with nutrients so that it can continue to GO, GROW and GLOW

o Discretionary foods can be eaten only sometimes and in small amounts, for example as a small treat after meals or for special occasions only


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LEARNING ACTIVITIES

ACTIVITY 1: GO, GROW, GLOW FOOD SONG o To the tune “Here we go round the Mulberry

bush” sing and clap along to the following lyrics: Who has had their GLOW food

their GLOW food

their GLOW food

Who has had their GLOW food

their GLOW food for breakfast?

o Stop and ask children who in the group has had a GLOW food at breakfast today. Child answers (for example Sally had an orange at breakfast) and everyone follows: Sally had an orange

an orange

an orange

Sally had an orange

An orange to GLOW!

o Repeat the song with a GO food and again with a GROW food.

o You can also replace breakfast with other

meals such as dinner and lunchbox so more children can have a go at answering.

Note! This can be a daily song that is sung at lunchtime to reinforce the GO, GROW, GLOW foods in the lunchbox

Extension activity: sing other fruit-based nursery rhymes with children to learn about different fruit. See educator resource on page 31

ACTIVITY 2: MY HEALTHY MEAL

Preparation: ○ Copy the Activity Sheet for each child (page

35)

○ Copy a number of the food picture sheets then cut out the food pictures or allow children to cut out if they are able to (page 36)

Instructions: ○ Give each child the empty dinner plate

template

○ Ask them to choose some GO, GROW and GLOW foods from the different food pictures, and paste onto the dinner plate to create their own healthy meal. Please consider culturally appropriate foods for students

○ A healthy meal should contain a GO food, a GROW food and a GLOW food so children will need to find at least one of each to place on their dinner plate template

○ Once they have completed their dinner plate, they can be laminated and used as a placemat


a) Find a range of food pictures from food brochures or magazines

b) Children may prefer to draw their own healthy meal in place of pasting food images


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ACTIVITY 3: MY HEALTHY LUNCHBOX

Preparation: ○ Copy the Activity Sheet for each child (page

37)

Instructions: ○ Follow instructions from the dinner plate

activity but choosing lunch box items instead

ACTIVITY 4: FREE PLAY EXPERIENCES o Create a home corner which includes play

cooking equipment, crockery and utensils

o Include a range of plastic food that belong to the GO, GROW and GLOW food groups

o Children can role play cooking and setting up meal times by making their own healthy meals using the plastic food

Note! Avoid using discretionary food packets. Remember that these are sometimes foods and should not be on the dinner plate.


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ACTIVITY SHEET

ACTIVITY 2: DINNER PLATE TEMPLATE

Name:


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EDUCATOR RESOURCE ACTIVITY 2: FOOD PICTURE SHEETS


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ACTIVITY SHEET

ACTIVITY 3: MY HEALTHY LUNCHBOX

Name:


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EDUCATOR’S GUIDE FRUITY FACE

INGREDIENTS CLASS OF 20

○ Plain low fat yoghurt ○ Kiwi fruit ○ Mandarin ○ Banana ○ Strawberry ○ Sultanas

1kg tub 5 (cut into 40 slices) 5 (40 segments) 10 cut into halves lengthways 10 cut into halves lengthways 2 x 40g snack packs or ½ cup

EQUIPMENT

○ Chopping knife ○ Chopping board ○ Separate bowls for each ingredient ○ Tongs for serving ingredients ○ Spoon for serving yoghurt ○ Plates (one for each child) ○ Plastic spoons or knives for spreading yoghurt (one for each child) ○ Serviettes

ALLERGEN ADVICE:

This recipe is not suitable for children with dairy allergies.

The recipe can be modified to suit dairy allergy by omitting the yoghurt or replacing with a soy based custard or yoghurt.

SAFETY TIP:

Ensure that students and staff wash their hands before commencing any food preparation activity. Remember to use tongs and utensils. Make sure the fruit has been washed before use and have an adult cut up the fruit.




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STUDENT RECIPE

FRUITY FACE

Name:


○ 2 tablespoons plain low fat yoghurt ○ 2 slices kiwi fruit ○ 2 segments of mandarin ○ Half banana (halved lengthways) ○ ½ strawberry ○ 2 sultanas

EQUIPMENT

○ Chopping board ○ Knife ○ Tongs ○ Plate ○ Spoon

METHOD

Step 1

Have an adult cut up the fruit or help children to cut the fruit themselves.

Step 2

Spread the yoghurt over the base of the plate.

Step 3

Arrange a selection of fruit on the plate to resemble a face.

TASTE RATE


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ACTIVITY SHEET

I HAVE TRIED

Name:

Yoghurt

Kiwi fruit

Mandarin

Banana

Strawberry

Sultanas


Names:

Yoghurt

Kiwi fruit

Mandarin

Banana

Strawberry

Sultanas


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CREATE A GO, GROW AND GLOW LUNCHBOX In class, children have been learning about foods that help us to GO, GROW and GLOW. We have learnt that all of our meals should have some GO, GROW and GLOW foods in them. This includes lunchboxes.

Children who eat well throughout the day will have enough energy and nutrients to learn, grow and play.

When packing your next lunchbox for your child, include at least one GO food, one GROW food and one GLOW food.

Choose wholegrain Choose lean meats and low fat dairy

Choose fresh, tinned in natural juice or frozen

Include your children when packing a healthy lunchbox and ask them to help identify the GO, GROW and GLOW foods that go into the lunch box.


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MODULE 3: Eat a Rainbow

OVERVIEW

AIM

○ By exploring different colours of fruits and vegetables, children will understand that a range of fruits and vegetables are needed for good health and wellbeing

OBJECTIVES

By the end of this module children will be able to: ○ Categorise fruits and vegetables according to

their colour

○ Name fruits and vegetables of different colours


LEARNING ACTIVITIES

○ Rainbow explorers

○ Let’s eat a rainbow

○ ‘Eat a Rainbow’ rap


○ Rainbow cups




○ Help your child eat a rainbow everyday

EDUCATOR RESOURCE

NAQ Nutrition (2013) I’m having a rainbow for dinner. Queensland: The Australian Nutrition Foundation (QLD Div)

Read this story before Activity 2: “Eat a Rainbow” lesson to help set the scene for the lesson.

YouTube Clip

Search for “Eat a Rainbow Rap”

This is a song for young children about eating a variety of fruits and vegetables that are different colours of the rainbow. It is one of many resources developed by Country Health South Australia from the program called Eat a Rainbow.


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EDUCATOR NOTES BACKGROUND o Australian nutrition surveys have found that children are not eating enough fruit and vegetables o In the ACT, only 37% of ACT children aged 2–15 years met the minimum recommended dietary

guidelines for vegetable consumption1 o Poor fruit and vegetable intake can mean children are not receiving the nutrition they need for their

growth and development, which places them at risk of developing diet related diseases o Increasing vegetable, legume/bean and fruit intake is an important dietary change to promote

health and reduce the risk of diet-related diseases o The ‘Eat a Rainbow’ concept encourages children to eat more fruits and vegetables of many

different colours every day

Different coloured fruits and vegetables offer different nutrients which are needed by the body: ○ Green vegetables: contain folate which is important for new cell growth – ‘helps our bodies to

grow’

○ Yellow or deep orange fruits and vegetables: have vitamin A which is important for vision and immunity – ‘helps our eyes to see’

○ Red fruits and vegetables: helps our heart, memory and can prevent some cancers – ‘helps our brain to learn’

○ Blue and purple fruits and vegetables: helps with our memory and prevents ageing – ‘helps keep our body healthy’

○ Brown/White fruits and vegetables: helps our heart and prevents some cancers – ‘helps our heart to pump’

1 Australian Capital Territory Chief Health Officer’s Report 2014


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LEARNING ACTIVITIES

ACTIVITY 1: RAINBOW EXPLORERS

Preparation: ○ Laminate and cut the food pictures (pages 49-

54)

Instructions: ○ Place the food cards around the classroom

and separate children into colour groups: Red, Green, Orange, Yellow, Purple and Brown/White

○ Tell the children that there is a rainbow in the

classroom but they need to become rainbow explorers to find it! They need to find a fruit or vegetable card that has their colour in it

○ Ask children to return when they have found

their coloured card and sit in a circle on the floor

○ Ask all of the children from the green group to

place their cards on a mat on the floor or board in the centre of the circle

○ Ask all of the children from the orange group

to place their cards underneath the green cards on the mat

○ Repeat with the remaining colours until all of

the children have placed their cards on the mat. A rainbow of colours has been created. Together they all found the rainbow!

Alternative experiences: a) Take a visit to the local fruit and vegetable market and explore the range of coloured fruits and vegetables in the store

ACTIVITY 2: EAT A RAINBOW

Preparation: ○ Copy the Activity Sheet for each student (page

55)

○ Obtain food catalogues or print and cut out pictures of a variety of fruits and vegetables

Instructions: ○ Ask children to match the colour of the fruits

and vegetables to the corresponding colour on the rainbow.

○ Paste pictures into place to complete the rainbow

Alternative experiences: a) Ask children to draw a range of fruits and

vegetables within the rainbow template b) Create a classroom rainbow-shaped mural of different coloured fruits and vegetables − Hand out coloured sheets of paper and a

range of pictures of different coloured fruits and vegetables

− Ask children to match the coloured fruit and vegetable picture with the colour of the paper and then paste their picture onto the colour paper

− Celebrate a different colour each day and link the colour to the corresponding coloured fruits and vegetables. You can also provide some vegetable tasting opportunities each day


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ACTIVITY 3: EAT A RAINBOW RAP

Play the ‘Eat a Rainbow Rap’ song available from YouTube.

With the children, do the dance moves below in green italics as the song plays.

VERSE 1:

Mrs Fruit and Veg says listen to me, Point to your ears You’ve gotta grow up strong, have lots of energy Show your arm muscles, jump up high So here’s what you do: eat a rainbow of food Make a ‘rainbow’ with your arms to the right (half circle above your head) Yeah; Red, orange, yellow, green, purple, pink, blue Make a ‘rainbow’ with your arms to the left

CHORUS:

It’s a rainbow rap Make a ‘rainbow’ with your arms to the right You know what I mean Make a ‘rainbow’ with your arms to the left So get mouths munching Twist your bottom down Join my team Twist your bottom up Be strong, come along Show your right muscles It’s a healthy way Show your left muscles

Eat a rainbow of fruit and veg Turn around to the right

And do it everyday! Turn around to the left

(Music) Two small steps to the right with ‘swimming’ arms, then repeat to the left


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(Music)

Two small steps to the right with ‘swimming’ arms, then repeat to the left

VERSE 2:

Put red in your tummy, Red, red, yummy, yummy Can you think, do you know, Something red have a go! (Repeat with orange)

(Music) (Shout out names of different fruit and veg of that colour)

VERSE 3: Yellow, Green CHORUS

VERSE 4: Purple, Pink, Blue CHORUS

Words and dance moves adapted from www.communityfoodies.com

http://www.communityfoodies.com/


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EDUCATOR RESOURCE ACTIVITY 1: RAINBOW EXPLORERS

With permission from: Country Health SA Local Health Network, SA Health, Government of South Australia


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ACTIVITY SHEET

ACTIVITY 2: EAT A RAINBOW

Name:

Using old magazines and food catalogues, cut out colourful fruit and vegetable pictures and paste them on the rainbow according to their colour groups.


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EDUCATOR’S GUIDE RAINBOW CUPS

INGREDIENTS CLASS OF 20*

○ Hommus ○ Corn spears ○ Carrot ○ Celery ○ Red Capsicum

250g tub 2 x 375g cans 20 sticks (2 carrots) 20 sticks (2 stalks) 20 sticks (1 capsicum)

EQUIPMENT

○ Chopping board and knife to chop the vegetables ○ Plates to place the vegetables ○ Tongs ○ Mini plastic cups ○ Teaspoon

*Provides taste testing serves only

ALLERGEN ADVICE:

This recipe is not suitable for children with sesame allergy.

Recipe can be modified to suit sesame allergy by replacing the hommus with tzatziki dip.

SAFETY TIP:

Ensure that students and staff wash their hands before commencing any food preparation activity. Remember to use tongs and utensils. Make sure vegetables are washed before use and have an adult cut up the vegetables.




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STUDENT RECIPE

RAINBOW CUPS

Name:


○ ½ cup hommus ○ 1 can of corn spears ○ 1 carrot cut into sticks ○ 1 stalk of celery cut into sticks ○ 1 red capsicum cut into sticks

EQUIPMENT

○ Chopping board and knife to chop the vegetables

○ Tongs ○ Mini plastic cup ○ Teaspoon

METHOD

Step 1

Have an adult cut up each of the vegetables.

Step 2

Spoon 2 heaped teaspoons of hommus into the bottom of each cup.

Step 3

Place vegetable sticks (one of each kind) inside the cup standing up vertically.

TASTE RATE


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ACTIVITY SHEET

I HAVE TRIED

Name:

Celery

Baby corn

Carrots

Capsicum

Hommus


Names:

Celery

Baby corn

Carrot

Capsicum

Hommus


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FAMILY INFORMATION SHEET HELP YOUR CHILD EAT A RAINBOW EVERYDAY

Linking rainbows to the colours of fruits and vegetables enhances their appeal and encourages children to try new foods. Eating a variety of fruit and vegetables promotes good health and wellbeing. It is important for children to develop healthy eating habits early in life and you can help by being a healthy role model.

Try to include a rainbow of colourful fruits and vegetables in family meals every day.

Red Purple/blue Orange Green Brown/White Red fruit and vegetables are coloured by natural plant pigment lycopene. Lycopene is a powerful antioxidant that can help reduce the risk of cancer and heart disease.

Anthocyanin gives blue/purple colours to fruit and vegies. Anthocyanin has antioxidant properties that can help reduce the risk of cancer, stroke and heart disease.

Carotenoids give this group colour. Beta-carotene is converted to vitamin A, which helps maintain healthy mucous membranes and healthy eyes.

Green vegetables have a range of phytochemicals including carotenoids, indoles and saponins, all of which have anticancer properties. Leafy greens are also excellent sources of folate.

White fruit and vegetables have a range of health-promoting phytochemicals such as allicin (found in garlic) which is known for its antiviral and antibacterial properties. Some members of the white group, such as bananas and potatoes, are also a good source of potassium.


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Glossary

AUSTRALIAN DIETARY GUIDELINES

The Australian Dietary Guidelines (2013) use the best available scientific evidence to provide information on the types and amounts of foods, food groups and dietary patterns for good health.

For further information visit: www.eatforhealth.gov.au

AUSTRALIAN GUIDE TO HEALTHY EATING

The Australian Guide to Healthy Eating is an evidence-based daily food selection guide based on the Five Food Groups. A plate is divided into the Five Food Groups to show the relative amounts we should be consuming from each group.

For further information visit: www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

CALCIUM

Calcium is an essential mineral needed for building strong bones and teeth. Small amounts of calcium are also needed in the blood to help nerves and muscles function properly. Good sources of calcium include dairy foods and calcium fortified products such as soy drink and breakfast cereals.

CARBOHYDRATE

Carbohydrate is our body’s preferred source of energy. Carbohydrates are stored in the form of glycogen in our liver and muscles, to supply our bodies with a constant source of energy.

Our brains, nervous system and red blood cells rely exclusively on carbohydrates for energy.

Food sources of carbohydrate include: bread, rice, pasta, noodles, grains, flour, fruit, legumes and starchy vegetables such as potato, sweet potato and corn.

DIET

Diet refers to the pattern of foods eaten. This can include the normal or habitual intake of food of an individual or a population.

DIGESTION

When we eat food our body breaks it down into tiny pieces so we can absorb the nutrients. The process of breaking food down is called digestion.

DIGESTIVE SYSTEM

The body’s digestive system breaks down food and releases nutrients for use by the body. It is responsible for the ingestion, digestion and absorption of food.

DISCRETIONARY ‘SOMETIMES’ FOOD AND DRINKS

‘Sometimes’ foods and drinks do not provide essential nutrients and are not required as part of a healthy diet. These foods and drinks are often higher in energy, saturated fat, added sugars and/or salt. These foods and drinks, also known as discretionary choices can be enjoyed occasionally in small amounts.

ENERGY

Energy is released when a food is burned for fuel within the body. Energy is measured in kilojoules in Australia, however calories (or kilocalories) is another well-known measure of energy. One kilocalorie is equivalent to approximately 4.2 kilojoules.

‘EVERY DAY’ FOODS

‘Every day’ foods are foods from the Five Food Groups that provide essential nutrients which are required on a daily basis. These nutrients help our body to work efficiently and to make it strong and healthy.

http://www.eatforhealth.gov.au/


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FAT

Fat is an important part of a healthy diet. Small amounts of fats are needed for the absorption of fat-soluble vitamins (A, D, E and K). We also need some essential fatty acids (linoleic acid and alpha-linolenic acid) for growth and development. Eating large amounts of fat can contribute to excessive weight gain. Fat is classified as either saturated or unsaturated.

Saturated fats are often referred to as ‘unhealthy fats’ and are associated with high blood cholesterol levels which can increase the risk of heart disease. Saturated fats occur in fatty meats and some full fat dairy products. They also occur in palm and coconut oils which are commonly used in biscuits, cakes, pastries and many fast foods.

Unsaturated fats are the healthy fats, which are needed in small amounts every day. Unsaturated fat can reduce your risk of heart disease. These fats include healthy oils such as olive, sunflower and canola oils.

FIBRE

Dietary fibre is found in grain foods, fruits, vegetables, legumes and nuts. Fibre is resistant to digestion and absorption in the small intestine and is then subject to fermentation in the large intestine. Fibre plays an important role in maintaining healthy gut bacteria and regular bowel movements. The main role of fibre is to keep the digestive system healthy.

FIVE FOOD GROUPS

The Five Food Groups make up the Australian Guide to Healthy Eating. Foods are grouped together because they provide similar amounts of key nutrients. Each of the Five Food Groups is summarised below:

Grain (cereal) foods

Grain foods are mostly made from wheat, oats, rice, rye, barley, millet, quinoa and corn and include breads, cereals, pasta and noodles. These foods are high in carbohydrates and wholegrain varieties are high in fibre.

Vegetables and legumes

Vegetables come from many different parts of the plant, including the leaves, roots, tubers, flowers, stems, seeds and shoots. Legumes are the seeds of the plant and are eaten in their immature form as green peas and beans, and

their mature form as dried peas, beans, lentils and chickpeas.

Some vegetables such as tomato and capsicum are botanically defined as fruits, however their low sugar (fructose) content allows them to fit into the vegetable food group.

Vegetables provide important antioxidants and minerals that help to keep the body healthy.

Fruit

Fruit can grow on a tree, bush, vine or low to the ground. Fruits contain natural sugars and are sweet when ripe. They also contain fibre, vitamins and minerals that help our body to be healthy.

Lean meat and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans group (meat and alternatives)

These foods are high in protein and iron. People who choose not to eat meat need to ensure they eat suitable meat alternatives from this group.

Milk, cheese, yoghurt and alternatives (dairy and alternatives)

Milk, cheese and yoghurt provide calcium in a readily absorbable and convenient form. They are a good source of protein and many vitamins and minerals. Dairy alternatives include calcium fortified soy based milks, yoghurt and cheese.

GLOW FOODS

GLOW foods contain lots of vitamins and minerals and make our eyes sparkle, our hair shine and our skin GLOW. They also help us to stay healthy and avoid getting sick. Examples include fruit and vegetables.

GO FOODS

GO foods give us energy to run, play, learn and think. They provide us with carbohydrates that our body can easily use for energy. Examples include grains foods, bread, rice, pasta, and fruits.

GROW FOODS

GROW foods help our body to grow and repair. These foods help make our body strong and include foods such as dairy foods like milk, cheese and yoghurt, protein foods like meat, chicken, fish and legumes.


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HEALTHY FOOD

Foods that are included in the Five Food Groups are healthy foods. These foods contain lots of nutrients that our body needs for growth and repair. Healthy foods should be eaten every day.

HYDRATION

By drinking the amount of water our body needs each day we stay hydrated. This means our body can function at its best. If we do not drink enough water we become thirsty and our body can become dehydrated.

Children aged 4–8yrs are recommended to consume 5 cups of water per day.

IRON

Iron is an important dietary mineral that is involved in various bodily functions, including the transport of oxygen in the blood. Good sources of iron include red meat, offal and iron-fortified breakfast cereals.

LEGUMES

Legumes are included in two of the Five Food Groups. Legumes are considered a vegetable, and because of their high protein value they are also a valuable meat alternative.

MINERALS

Minerals in food are made of small amounts of salts and natural metals. They are required for good health and are particularly important in bones, teeth and in the blood and connective tissues. Some of our essential minerals include calcium, iodine, iron, magnesium, phosphorous, potassium and zinc.

NUTRIENTS

Nutrients are the building blocks that join together to make food and are essential for life and health. Nutrients include protein, carbohydrate, fat, vitamins, minerals, fibre and water.

PROTEIN

Protein makes up about half of the human body's dry weight. Many of the foods we eat contain protein, particularly meat (chicken, beef, lamb and fish) and legumes. Protein is used for growth and repair and is the foundation of muscle, skin, hair, nails, blood compounds and enzymes.

SALT

Salt added to food is made up of minerals sodium and chlorine. While small amounts of salt are needed by the body, too much can be harmful and cause high blood pressure. Excess consumption of sodium can also increase the excretion of calcium, which is a problem for developing bone density in young people.

Processed foods are high in salt. The Australian Dietary Guidelines recommend avoiding adding salt to food during cooking and at the table.

SUGAR

Sugar is the common name for sucrose which is made from sugar cane and sugar beet. It consists of one molecule of glucose joined to one molecule of fructose and only provides the body with kilojoules and no other nutrients. Excessive sugar intake contributes to tooth decay, weight gain and increased risk of obesity.

VEGETARIAN

A vegetarian diet does not include meat – red meat, poultry, seafood, and the flesh of any other animal. Vegetarians need to eat suitable meat alternatives such as legumes, nuts and eggs to help provide them with nutrients (protein and iron) that meat would otherwise provide.

Other types of vegetarian diets include: ○ Ovo vegetarian – eat eggs but not dairy

products.

○ Lacto vegetarian – eat dairy products but not eggs.

○ Lacto-ovo vegetarian – eat eggs and dairy products

○ Vegan – excludes all animal flesh and animal products, such as dairy, honey and eggs


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VITAMINS

Vitamins are substances found in many foods and are needed to keep the body functioning well. Vitamins can be water soluble (e.g. B vitamins and vitamin C) or fat soluble (vitamins A, D, E and K).

WATER

The human body is made up of over 50% water. We need water for all of our bodily processes and therefore it is very important to drink plenty of water each day. Children aged 4–8yrs are recommended to consume 5 cups of water per day.

ZINC

Zinc is an essential mineral needed for a healthy immune system. It is also important in wound healing and in growth and reproduction of cells. Good sources of zinc include shellfish, meat (particularly red meat) legumes and green beans


Recom

mended reading

and resources

Recommended reading and resources

Saxelby C. 2012 The complete Food and Nutrition Companion. The Ultimate A–Z Guide. Hardie Grant Books, Richmond Victoria.

National Health and Medical Research Council (2013) Australian Dietary Guidelines Summary. Canberra.

William, T.2010, This =That A life-size photo guide to food serves. 1st ed. Trudy Williams Nutrition and Dietetics Pty Ltd. Queensland.


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WEBSITES

FRESH TASTES: HEALTHY FOOD AT SCHOOL www.health.act.gov.au/freshtastes

ACT PUBLIC SCHOOL FOOD AND DRINK POLICY www.det.act.gov.au Search for: ‘Public School food and drink policy 2015’

DEPARTMENT OF HEALTH – GET UP & GROW RESOURCES www.health.gov.au Search for: ‘Early childhood nutrition resources’

EAT FOR HEALTH www.eatforhealth.gov.au

NUTRITION AUSTRALIA www.nutritionaustralia.org

HEALTHY KIDS www.healthykids.nsw.gov.au

BETTER HEALTH CHANNEL www.betterhealth.vic.gov.au

STEPHANIE ALEXANDER KITCHEN GARDEN FOUNDATION www.kitchengardenfoundation.org.au

http://www.det.act.gov.au/

http://www.health.gov.au/


Student Permission Form

STUDENT PERMISSION FORM

Student permission form

FOOD&ME™ NUTRITION EDUCATION UNIT Our class is taking part in the Food&ME™ Nutrition Education Unit. As part of this unit, students will be undertaking food preparation activities, in which all students have the opportunity to taste the food prepared during class.

Please complete the following form if you give permission for your child to participate in these activities.

I, _________________________________________________ , as the parent/guardian of

_________________________________________________________________________________

give my consent for my child to participate in the Food&ME™ food preparation activities.

Please indicate if your child has any special dietary requirements or allergies:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Signature: _________________________________________________________________

Name: _________________________________________________________________

Date: _________________________________________________________________

Documents

Preschool - | Health · 2019. 9. 24. · Food&ME™ Preschool Page | 4 Foreword . Food&ME™ is a series of nutrition education resources from Preschool through to Year 8 that align