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Safe in the kitchen

Safe in the kitchen

Introduction This unit explores basic food preparation skills and associated food hygiene and safety practices. Students reflect on their own food preparation and cooking experiences and talk about the need to have clean hands and utensils before starting to cook. They encounter different food preferences and use all their senses to explore food and drinks they may not have the opportunity to try at home. Stories, songs and craft activities reinforce key food preparation skills and language. Some key vocabulary introduced include: clean, before, during, after, recipe, chop, slice, wash and peel.

Key Messages

• We like food and drinks for different reasons. • We need to be clean and safe when handling and preparing food.

This unit will enable students to: • Identify healthy food practices of different families and cultural groups. • Identify different physical and sensory qualities (taste, colour, smell, texture) of a

range of food and drinks. • Identify and demonstrate, with guidance, basic food safety and hygiene practices. • Demonstrate basic healthy food preparation skills.

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Links to the Australian Curriculum

Main learning area: HEALTH AND PHYSICAL EDUCATION*

Australian curriculum strands

Australian curriculum sub-strands

Australian curriculum content descriptions

Personal, social and community health

Being healthy, safe and active

Identify people and demonstrate protective behaviours that help keep themselves safe and healthy. (ACPPS003)

Communicating and interacting for health and wellbeing

Practise personal and social skills to interact with and include others. (ACPPS004)

Contributing to healthy and active communities

Identify actions that promote health, safety and wellbeing. (ACPPS006)

Foundation Year Health and Physical Education Achievement Standard

By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They recognise actions that help them be healthy, safe and physically active. They identify different settings where they can be active and how to move and play safely. They describe how their body responds to movement.

Students use personal and social skills to include others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges. * Based on Australian Curriculum Health and Physical Education, version 6, 18 Feb 2014.

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

Jazz in the kitchen

Wash away

Our kitchen rules

Let’s cook

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Unit Overview

Some learning tasks require food preparation and cooking. Before commencing any of these learning tasks:

• 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.

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

time allocation Resources needed

Introducing Key Messages

1. Jazz in the kitchen 30 minutes • Jazz in the kitchen Story book • A dark coloured bag • A selection of unfamiliar foods • Drawing and painting materials

Developing Key Messages

2. Wash away 60 minutes • Food safety Activity sheet – 1 per class

• Dishwashing detergent, warm water, glycerol or sugar

• Saucers or shallow containers, • Acrylic paint, straws and art paper

Reflecting Key Messages

3. Our kitchen rules 30 minutes • Our kitchen rules Activity sheet – 1 per student

• Glue • Scissors • Paper and pencils

4. Let’s cook 60 minutes • Let’s cook Activity sheet – 1 per student

• Scissors, glue, coloured card • Internet access • Yoghurt Pops Activity sheet – 1 per

class • Ingredients and utensils as per

Yoghurt Pops Activity sheet.

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

1. Jazz in the kitchen

• Young children’s food preferences can be influenced by familiarity and observed reactions of significant others including friends, family and teachers. Involvement in preparation and frequent tasting helps to increase acceptance of unfamiliar foods.

2. Wash away • Refer to the Food hygiene and safety practice Teacher information sheet for further information.

3. Our kitchen rules

• Refer to the Food hygiene and safety practice Teacher information sheet for further information.

4. Let’s cook • No additional information required.

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Introducing Key Messages Learning Task One: Jazz in the kitchen

1. Ask students to share their experiences preparing and cooking food. Encourage discussion on any specific reference to culture or religion.

2. Show students first page of Jazz in the kitchen and use suggested questions to talk about the story.

Ask:

o The title of this story is Jazz in the kitchen. What do you think this story might be about? o What foods do you like to make or cook? o Who helps you to cook? o Who cooks in your family?

3. Read story taking time to discuss illustrations on each page. 4. Highlight food preparation hygiene such as washing hands before handling food, having

clean utensils, bench and boards, and rinsing fruit and vegetables to get rid of dirt, germs or chemicals that may have been used on them while they were growing.

Ask: o What should you always do before you start to cook? (eg wash hands, make sure

everything you are going to use is clean). o What were some of the recipes Jazz liked to cook? o A recipe tells us what we need and how to cook. Who can show me what chopping food

looks like? Slicing? Grating? Stirring? Measuring? o Did you like all of the foods Jazz cooked? o Is it okay if we don’t all like the same foods or drinks? (Explain everyone has different

tastes and that it is okay. Point out if someone didn’t eat any vegetables or any fruit their body might not stay healthy, so it is important to keep trying foods because our food preferences can change as we grow older. Use the example of babies only liking milk when they are first born and as they grow they start to like other foods such as baby food and milk formula. Ask students if they would choose to eat baby food or drink milk formula now to demonstrate the changes in their taste that has already occurred.

o Why was Jazz’s aunty watching him? (Talk about the dangers of hot food and drinks, working with sharp knives, taking hot food and drinks out of the microwave, and using electricity and gas without adult supervision.)

5. Set up a mystery bag with food students may not have already experienced such as eggplant, turnip, broad beans, snow peas, nashi pear or lychees.

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6. Have students take turns to feel and smell food in the mystery bag. 7. Encourage students to describe the smell, texture, shape and size to help class guess

what is inside. 8. If students do not guess correctly, show them the food and talk about it (for example:

name, how you usually eat it, if it needs cooking, which season of the year it is available, and if it is an ‘everyday’ or ‘sometimes’ food).

9. Give a sample to taste and talk about flavour. Is it salty, sweet, sour or bitter? 10. Students choose one food from the mystery bag to draw or paint and write about using

vocabulary generated during discussion.

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Developing Key Messages Learning Task Two: Wash away

1. Teach students ‘This is the way we wash away’, sung to the tune of ‘Here we go round the mulberry bush’.

This is the way we wash away This is the way we wash our hands, Wash our hands, wash our hands, This is the way we wash our hands, Before we start our cooking. This is the way we wash our food, Wash our food, wash our food, This is the way we wash our food, Before we start our cooking. This is the way we wash our hands, Wash our hands, wash our hands. This is the way we wash our hands, Before we start our eating.

2. Discuss the lyrics highlighting the need to have clean hands, utensils and surfaces when

preparing food. 3. Discuss how germs can make us sick, where they come from and how they are small and

we cannot see them. 4. Show the illustrations on Food safety Activity sheet and discuss the safe food preparation

practices highlighted in each picture. 5. Have students make a bubble print using dishwashing detergent. While the prints are

drying, instruct students to write at least two things their family should remember when preparing food and before eating.

6. Attach writing to the print and send home for students to share with their family. Bubble print method 1. Combine 3 cups dishwashing detergent, 7 cups warm water, and 1 cup glycerol or sugar.

Mix thoroughly. These quantities will make enough bubble mix for between twenty and thirty students.

2. For each student, add two parts bubble mix to one part acrylic paint in a saucer. 3. Students use a straw to gently start blowing bubbles in their saucer. When saucer is full of

bubbles, gently press a sheet of paper onto them to make a bubble print. 4. Dry prints flat so paint doesn’t run.

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Reflecting on Key Messages Learning Task Three: Our kitchen rules

1. Hand each student a copy of Our kitchen rules Activity sheet. 2. Explain students are to cut out pictures and glue them in order showing steps they

should follow when preparing and eating food. 3. When finished, ask students to explain why they placed pictures in the order chosen. 4. Ask students to write or draw three things they shouldn’t do when cooking or eating

food, e.g., use sharp knives or hot water without adult supervision, or handle food without washing their hands first.

5. Discuss and clarify responses. 6. Display student work in food preparation areas or where food is eaten.

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Learning Task Four: Let’s cook

1. Read Let’s cook Activity sheet words and discuss food preparation and eating vocabulary with class.

2. Explain students are to cut out and glue words onto coloured card. 3. Watch the short video, Telmo and Tula – Little Cooks: Muesli – Healthy breakfast at

http://www.youtube.com/watch?v=K8Uz5sRVLkU 4. Point out when some of the new food preparation and eating vocabulary terms are used

(mentions peel, slice, pour, squeeze and mix).

Ask:

o What did Telmo and Tula do to be safe and clean in the kitchen? What did they forget?

5. As a class, make frozen fruit yoghurt popsicles to consolidate learning about food preparation vocabulary and food safety and hygiene practices.

6. Follow the recipe and instructions on the Frozen Yoghurt Pops Activity sheet. 7. Have students measure and pour ingredients into the food processor or blender. 8. When the popsicles have frozen, serve them as an afternoon snack. Discuss taste and

texture. 9. Ask students what other fruits they think would taste good in a frozen yoghurt pop.

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Additional activities Classroom

o Set up a kitchen in a classroom corner. Include a range of cooking utensils such as whisk, chopping board, egg flip and slotted spoon. Display a set of ‘Kitchen rules’ covering washing hands and utensils before and after cooking.

o Display a range of books about cooking and food in reading corner.

Whole school

o Ensure school food and nutrition guidelines include health and safety practices for preparing and cooking food in school canteen and classrooms.

o Adopt the Health Promoting Schools Framework for example, engage with parents and school community to develop and implement school food and nutrition guidelines and teaching programs across all year levels. See http://www.wahpsa.org.au/ or email info@wahpsa.org.au.

Food safety Activity sheet

Wash your fruit and vegetables before eating or cooking them.

Food safety Activity sheet

Have an adult help you when

using a sharp knife or cooking hot

food.

Food safety Activity sheet

LET’S COOK ACTIVITY SHEET