year levels 3–6 food and sport - kitchen garden · 2014. 10. 2. · food and sport | lesson 1...

UnitYear levels

3–6

Food and SportCurriculum LinksHealth and Physical Education

• Identify and practise strategies to promote health, safety and wellbeing (Yrs 3–4, ACPPS036; Yrs 5–6 ACPPS054).

•Discuss and interpret health information and messages in the media and on the Internet (Yrs 3–4, ACPPS039).

•Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (Yrs 5–6, ACPPS057).

Cross-curriculum priorities

•Asia and Australia’s engagement with Asia.

About this unitAthletes control their food intake and are very aware of the many nutrients and minerals in different foods. Students need a variety of nutrients for growing bodies, quick mental work and a busy, active day.

Strength and speed, two of the elements of the Olympic motto, illustrate why we need to know how to make good food choices.

These lessons focus on understanding the different grouping of foods. Research conducted by the National Health and Medical Research Council (NHMRC) indicates that children age 8–12 generally do not eat as many or as varied vegetables and fruits as they should.* These two lessons aim to supplement students’ experiences in the kitchen and in the garden.

This unit is designed to be used in conjunction with studies, perhaps related to a sports day or to athletic events such as the Olympic, Paralympic, Commonwealth Games – even popular sports finals. It can also tie into studies of countries and cultures, geography and languages.

Garden and kitchen classesThe unit also includes suggestions for kitchen classes and for outdoor activities. It can be supplemented by ‘Cook your Way Around the World’, the resource of country–cuisine activity ideas (see p 31).

The motto of the Olympic Games is

‘Swifter, Higher, Stronger’. In Latin,

that’s Citius, Altius, Fortius.

* The NHMRC publication Dietary Guidelines for Children and Adolescents in Australia (NHMRC, 2003) indicates that children age 8–11 in Australia on average eat only 33–37% of the recommended daily intake of fresh fruit (when excluding juice) and 71–73% of the daily recommendation for vegetables. ‘Experimenting with other cuisines, and incorporating new and traditional foods will encourage variety in the diet, help meet nutrient requirements, and provide some protection against non-communicable chronic diseases later in life.’ Dietary Guidelines for Children and Adolescents in Australia p 62.

Stephanie Alexander Kitchen Garden Foundation © 2013

food and sport | Lesson 1

Focus on Foods

Year levels 3–6

Curriculum LinksHealth and Physical Education


• Discuss and interpret health information and messages in the media and on the Internet (Yrs 3–4, ACPPS039).

• Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (Yrs 5–6, ACPPS057).

Resources • A copy of a book relating to

food choices, such as one of the examples given below

• Paper, pens and coloured pencils for drawing

LocationThe classroom

Duration: 45 minutes

Getting started• Depending on your students, you might start this lesson by reading a story

or a poem about different kinds of foods. Some examples include:

|| I Will Never Not Ever Eat a Tomato, by Lauren Child. (When the names are fun, the food becomes interesting.)

|| Bread and Jam for Frances, by Russell Hoban, illustrated by Lillian Hoban. (Frances only wants bread and jam, but when that’s all she gets, it soon gets dull.)

Foods and fuels• Ask students to tell you about some of the different foods they have

cooked recently.

• Menus or recipes used this term in kitchen classes may help prompt students’ memories.

• You might ask students to close their eyes and visualise a ‘mental picture’ of the harvest table in the kitchen.

• Jot down all the suggestions on the board. • Prompt students to focus on produce from the garden and dishes cooked in

the kitchen classes. This should keep their focus on whole foods and fresh foods (as opposed to packaged products or fast food).

• When you have a few items, ask the class to divide their list of foods into the four groups below. (You can do this by using coloured markers or sticky notes to categorise them, or by asking students to write out each item under the relevant category as decided by the class.)

1. Colourful fresh vegetables (Red tomatoes, leafy green salads, dark green spinach, purple plums or orange pumpkin soup. Fake colours don’t count!)

2. Grains and cereals (A grain is the seed of a grass, such as oats, wheat, barley, buckwheat, rice, rye, spelt and teff. A cereal is the ‘processed’ grain, like flour, which can be turned into bread, pasta and noodles.)

3. Dishes with meat, fish, poultry or eggs (Don’t forget to include frittatas, egg slices.)

4. Foods containing cheese or milk (Such as yoghurt, cheese sauce, béchamel sauce.)

• You also need water to help your body take in all the goodness in these foods and stop you from drying out!

• Do students know how these foods ‘fuel’ our bodies? Discuss how cheese and milk foods make strong bones and teeth, meat and egg dishes are good for building muscle, colourful fresh vegetables keep our hair and skin looking good and our bodies working properly, grains and cereals give us energy.




Serves: 24 tastes in the classroom or 6 serves at home

Season: summerType: saladsDifficulty: easy

Fresh from the garden: coriander, lettuce, mint, sweetcorn

Recipe Source: Bev Laing, Curriculum Officer, Stephanie Alexander Kitchen Garden Fou

ndation

This recipe is perfect for when you have young, fresh corn – perhaps not many cob

s of it. You add

lettuce and some herbs to make a really light, fresh summer salad.

Equipment:chargrill pan pastry brushtongs large plate 2 clean tea towelschopping board small sharp knifemeasuring cupssmall bowlforkmedium serving bowl salad spinner

Ingredients:4 cobs sweetcorn 1 tablespoon olive oilsmall handful fresh mint

1 sprig fresh coriander

small handful fresh chives or 1 spring onion

1 clove garlic¼ cup buttermilksea salt and black pepper, to taste

1–2 tight heads of lettuce, such as cob

varieties 1–2 radishes, for garnish (optional)

What to do:• Place the chargrill pan over medium–high heat. • Remove the husks and silks from the corn and put the

m in the compost bin.

• Using the pastry brush, brush each corn cob with olive oil.

• Place the corn cobs on the hot chargrill pan and cook, turning them regularly

with the tongs, until many of the corn kernels are blackened and softened.

This will take about 20 minutes in total.

• When the corn is cooked, remove the cobs from the chargrill pan using the

tongs. Place the corn cobs on the plate to cool slightly. Turn off the heat.

For the dressing:

• Wash the mint, coriander and chives, and pat them dry on a tea towel.

• Place a damp tea towel under your chopping board to prevent it from slipping.

• Chop the herbs finely. (If you are using a spring onion, remove the tops and

the roots, wash and chop it finely.) Crush the garlic clove.

• Measure the buttermilk and put it in the small bowl. Add the crushed clove of

garlic and the spring onion, if using. Grind in some pepper and add a pinch

of salt.

Summer sweetcorn salad

Headingp2

Taking it further• Students choose or are assigned one of these groupings. They make a collage

or collection of images in their workbooks, with a variety of pasted images of these foods.

• Alternatively, students could make a four-page book and place one collage per page, covering all four groups in their booklet.

Extension/Variations• Fast finishers and keen cooks can be provided with a familiar recipe with

ingredients from more than one of these four groups. They analyse the ingredients list of the recipe and write each ingredient under one of the four group names (you will probably need a category labelled ‘Other’ for salt, pepper, spices, oil etc). A great recipe to do this with would be a lasagne or a pasta with sauce, as they include cereals, oil and vegetables of different sorts.

• There are recipes ready for you to print on the Shared Table at kitchengardenfoundation.org.au. Log in, visit the Resource Library and search for recipes such as Linguine with basil pesto or Winter greens & ricotta lasagna.


My recipe Name

Colourful vegetables Grains and cerealsMeat, fish, eggs

and poultrycheese or milk

Other:


kitchengardenfoundation.org.au

Foods for Speed

Year levels 3–6





Cross-curriculum priorities

• Asia and Australia’s engagement with Asia.

Resources • A copy of Aesop’s fable

The Tortoise and the Hare (optional)


Duration: 15–30 minutes,depending on whether or not you do the extension

Are you jumping jumps or down in the dumps?• Ask: Are there times when you get tired?• Discuss times during the day when you get tired by running or playing. What

does it feel like? (Knees weak, puffy breath, no energy.)

• Discuss how food provides the fuel that works your muscles. The same fuel also provides energy to your heart and lungs, so that you are alive and breathing.

•What you eat affects the amount of energy you have.Brain food• Ask the class: Do you think your brain needs food? Do you think you could do

a quiz quickly if you were tired and hungry?

• Discuss how the words we sometimes use to describe someone who thinks quickly often contain images of running: ‘She is quick off the mark’, ‘He is quick on his feet’ or ‘He can think on his feet’. The image is of someone with plenty of energy to run and also to think.

|| When we use images like this we are linking body health and brain health. They are very closely related!

• Discuss how brain food gives our body energy but it also can have long-term effects to build up the brain itself.

Reading recipes • Discuss the way that some foods contain quick energy and some slow energy. • Quick-energy foods give you a jolt of jumping juice but some of them can

leave you feeling flat afterwards.

|| Fruit gives you effective energy and is the best way to get a quick boost. Foods like sweets and drinks with lots of sugar in them (including some juice drinks) give you a quick burst of energy but then leave you feeling more tired than before.

• Slow-release foods give you energy gradually, over a long time. They are great for breakfast or when you expect to have a long gap between meals. You don’t get hungry or tired because they are slow to digest. These foods include items like oats and oatmeal porridge, nuts and seeds, beans and rice.

Finishing off• Read or tell a version of Aesop’s classic fable The Tortoise and the Hare. • Ask students: When do you need to be swift like the hare? When do you

want long, slow-release energy (traditional “brain food”) to keep you going like the tortoise?

• How might this affect your food choices? Extension/Variation• If time permits, a worksheet on the next page covers how breakfasts around

the world vary enormously but usually include slow-release foods as well as quick-energy foods.



What do you eat for breakfast? Is it different on special days, such as weekends? Do you eat more on days when you have a sporting event or game?

What I eat for breakfast on a normal school day:

What I eat on a special occasion day:

What does the world eat for breakfast?

Breakfast foods can be very different in different countries.

In most places of the world, people combine quick energy foods with slow release foods.

Even within one country, breakfast traditions vary a lot.

Here are some suggestions for dishes. You might like to find some recipes for them and try them in your kitchen class. What types of foods do they contain? Are they slow for a tortoise or quick for a hare – or both?

Australia and UsA Banana or mango smoothie with yoghurt, honey and maybe a spoonful of oats.

canada Buckwheat pancakes with maple syrup and sausages.

china (central and eastern) Congee: rice porridge with spring onions, dried fish, hard-boiled egg and soy sauce.

china (northern) Steamed buns with pork or vegetable stuffing, soy milk or tea.

The World Wakes Up

food and sport | Student Resource


p2

colombia Hot chocolate and arepas (corn bread), and hearty meat and bean tamales, wrapped in maize dough and cooked on a banana leaf.

nigeria Porridge made with corn and evaporated milk.

scotland Oatmeal porridge made with water or milk – sometimes with a pinch of salt, sometimes with brown sugar.

singapore Fried rice with egg, pork, fishcake and tofu.

Can you find breakfast dishes from other countries? What are they?



Foods for Strength

Year levels 3–6





Resources • Paper and coloured

pencils for drawing


Duration: 45 minutes

Foods for strength• Ask the students to describe or draw a very, very, very strong person. • They might draw or describe someone with bulging muscles, big strong legs

and thick arms. (Some students might know about Popeye.)

•Which parts of our body make us strong? (The answer here could be many things – muscles, bones, strong heart and lungs, big size, good health ...)

• Being healthy means you have healthy muscles (muscles that are not necessarily huge, but working well). You have strong bones, a good heart and lungs. You don’t get sick very often.

• Discuss: Strength is not just weightlifting. Strong muscles also mean you can walk up the stairs carrying your bag. You can dig in the garden. You can walk a long way, climb hills, play a whole game of footy or netball.

• Ask: ‘What are some things we can do when we are strong?’ (If you need to prompt students, give them locations, such as in the classroom, in the garden, in the kitchen, on the playground, at the beach ... etc.)

Statements of strength• Discuss: Do students think that mental strength is a part of being strong?

In what sorts of ways can we be strong mentally as well as physically? (e.g. having a positive outlook, being capable of solitary reflection, being emotionally resilient and keeping things in perspective.)

• Depending on time, you might get students to complete this statement in their workbooks: When I am strong, I can ...

• Prompt students to include mental as well as physical strength in these ‘Strong Statements’.

• Students might decorate or add images to their statements, if time permits. • To finish, students might look at the Olympic motto ‘Swifter, Higher,

Stronger’ and the famous quotation, ‘A healthy mind in a healthy body’ (mens sana in corpore sano), then make their own motto about how they want to be strong.

Extensions/Variations• Kitchen and garden extension ideas are on the next page. Of course, before

undertaking the garden speed test, you probably want to have a large pile of mulch or similar that needs moving, anyway, and not all students can do this at once. Set one group to the task and ask them to report on their experience to the others at the end of the garden class.



Food for Strength

Nutritious NoshDesign a menu that includes all four of the different type of foods discussed in class:

•Colourful fresh vegetables •Grains and cereals •Dishes with meat, fish, poultry or eggs •Foods containing cheese or milk.

Don’t forget that there may be more than one type of food in one recipe.

How many colours are on your plate? (More than three colours can indicate a good variety of foods.)

Try some traditional pairings such as pasta and tomatoes, cheese and egg – can you increase the variety on your plate? Don’t forget raw foods and dishes like cut vegetables and dip.

Food for Speed

Wheely-lympicsTime yourself or count the number of buckets you can carry or wheelbarrow loads you can push in ten minutes.

Remember to lift safely. How can you use your legs to help you lift heavy buckets or a wheelbarrow?

You will need a stopwatch or timer and someone in your group to monitor your progress and cheer you on!

Questions: Is it harder at the beginning or at the end of your ten minutes? How do you feel?

Food for Strength and Speed



year levels 3–6 food and sport - kitchen garden · 2014. 10. 2. · food and sport | lesson 1...

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