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Embed code for: Food Literacy Y9-10 Semester Plan
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Title: Food Literacy
Levels: Years 9-10
Learning Areas: This teaching and learning program is an approach that integrates content from Health and Physical Education and Design and Technologies
Health and Physical Education
Evaluate health information from a range of sources and apply to health decisions and situations
Critique behaviours and contextual factors that influence the health and wellbeing of their communities
Design and Technologies
Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved
Explain how designed solutions evolve with consideration of preferred futures and the impact of emerging technologies on design decisions
Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas
Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication
Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions
Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability
Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes
Explore the concept of food literacy and analyse what it means for students and their community.
Investigate, generate and create a designed solution that demonstrates food literacy.
Critique the factors that support healthy eating in the community.
Investigate issues that contribute to food sustainability and preferred futures.
Students create a designed solution that demonstrates an understanding of food literacy.
Students use the Australian Guide for Healthy Eating to design & create healthy and sustainable eating solutions.
Students identify and explain factors that influence healthy and sustainable eating.
Students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they have described. When creating designed solutions for identified needs or opportunities students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They generate and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce quality designed solutions suitable for the intended purpose.
Students access, synthesise and apply health information from credible sources to propose and justify responses to situations in the home, in the school and the community.
They compare and contrast a range of actions that could be undertaken to enhance their own and others’ health, safety and wellbeing.
Creating Designed Solutions: Students will develop their own design brief where they investigate, generate and create a meal that demonstrates an understanding of food literacy.
They should document their designed solution using digital tools (such as a blog, photo story, video, PowerPoint) to show what food literacy means to them.
NB: at Levels 9-10 students develop their own design briefs.
The Healthy Eating and Food Literacy in Secondary Schools Teacher Resource Kit has background information and resources to support this course. Where appropriate, page numbers for HEFL references are included in the course outline.
Embedding Food Literacy in your Home Economics Classroom
To support healthy eating and food literacy consider:
Growing your own vegetables or herbs for use in class
Freezing leftovers for use in practical classes.
Using compost for food scraps
Encouraging students to eat meals together and discuss the importance of sharing food.
Food Literacy Topic
Ideas to inform learning activities
Food Literacy Definition
HEFL: page 9
HEFL: page 42
Students explore the definition of food literacy and analyse what it means for them in their every day lives.
As a class do the Food Brainstorm activity from the Teacher Resource Kit to encourage students to think about food and healthy eating in a broader context than just ‘what they eat’
Discuss the definition of food literacy pointing out the key words and phrases.
Students use mind-mapping software such as Inspiration to develop a mind map showing the key words in the definition with ideas and comments about what these concepts mean to them in their lives (also consider images, audio or video).
“Being food literate means having the knowledge, skills and the capacity to source, prepare, cook and share food in a sustainable manner to promote a healthy and balanced lifestyle. Food literacy is also about individuals understanding the role that food plays in communities and cultures.”
This will form the basis of their design brief to create a meal that demonstrates an understanding of food literacy.
Food Literacy Knowledge
Students will learn how to work out the serving sizes from the Australian Guide to Healthy Eating
Students review a daily diet against the Healthy Eating for Children Brochure. Students could map their own diet, or teachers could provide a case study for students to analyse. They can also use this brochure to analyse their prac recipe.
How many food groups represented
How many serves of each group are in this meal
Is this a normal portion? How many serves of this size could you have in one day?
Use digital photography to illustrate serving sizes that can be easily remembered.
HEFL: page 44
Students will identify what influences healthy eating in their community.
Use the school focused cloud activity (HEFL pg 44) to gather student’s opinions on healthy eating within their school and community including: what is currently happening, barriers, influences on healthy eating, and what they feel could be done to improve healthy eating within the school community.
Students design and prepare their own salad based on a range of selected seasonal produce. They must choose at least one ingredient that is new to them and show where all ingredients fit in the Australian Guide to Healthy Eating. They should justify the use of each ingredient.
Student Designed Seasonal Salad
Students will be able to read food labels and create healthier alternatives.
Students are to review the nutrition panel of a range of store bought pasta sauces. Discuss the ingredients and the sugar, fat and salt content.
Students prepare their own pasta sauce and compare the two sauces when served with pasta.
Students graph the amount of sugar, salt and fat in home made vs store bought to analyse the data and draw conclusions.
Pasta sauce experiment
Students will learn practical ways to reduce sugar in their diet.
Students view the video and use the Rethink Sugary Drink calculator to work out the amount of sugar in standard drinks. In groups – choose 4 popular drinks and measure out the amount of sugar in each to show the added sugar.
Discuss – added sugar vs naturally occurring sugar and what too much sugar does to your body.
Consider having a range of iced herbal teas made up for students to try and rank the taste.
Soft drink experiment
Alternative activity if students have already done the sugary drink experiment.
Students cook banana bread and make it healthier by reducing the amount of sugar and increasing the fibre. Each group can reduce the sugar by differing quantities then as a group taste test to decide the best ratio of sugar to taste.
Low sugar banana bread.
Food Literacy Skills
Students will understand how herbs/spices and pantry basics can be used to modify the taste and cultural influence of a recipe.
Students start with a base of chicken strips, onion, carrot, celery and broccoli (or any other seasonal vegetables). Divide the room into three groups:
Group 1: Add tomato, oregano, garlic and basil and serve with pasta to make an Italian inspired dish
Group 2: Add garlic, ginger, chilli and coriander and serve with rice or noodles to make an Asian inspired dish.
Group 3: Add cumin, dried coriander and all spice and serve with cous cous for a Moroccan inspired dish.
Extension: Students design their own recipe based on ingredients available in the classroom.
Chicken three ways.
Students will know how to compare ingredients and cost per 100gm
Compare the cost and ingredients of home made vs store bought popcorn.
Prepare a graph in excel to show cost per 100gm. Also consider the cost of popcorn bought at the cinema. Students should also comment on ingredients used.
Students will learn healthy cooking methods.
As a class list commonly used cooking methods and rank them from healthiest to unhealthiest.
Students prepare a stir-fry dish using healthy oils, seasonal vegetables, lean meat or tofu. Recipes should showcase how herbs and spices can be used for flavour rather than store bought sauces, which often have high sugar content.
Explore hidden sugar in sauces
Stir fry dish
Capacity to source
HEFL: page 36
What is their local food system
Students explore their local food system. What food is grown in Victoria? Where do they source food in their community? See
http://www.foodalliance.org.au/food-production-on-melbournes-urban-fringe/http://www.foodalliance.org.au/food-production-on-melbournes-urban-fringe/ for examples.
Consider an excursion to a local market or food supplier.
Students use online mapping to show their local food suppliers or develop an poster to show where food is grown.
Excursion / Incursion
HEFL: page 28
Students will learn how to utilise local produce
Students design and prepare recipes based on what food is grown locally. This could be done in small groups or as a class.
Set criteria for the challenge: At least 80%of ingredients must be local produce, the recipe should represent at least three food groups, students must list the cooking skills required to prepare the recipe.
Students use the food mile calculator to work out the miles for the non-local food
Local food challenge
HEFL: page 16
Students explore food access in food deserts and identify how to support healthy eating when fresh food is not readily available.
As a class use an online brainstorming software such as Padlet to answer:
“What do you eat when fresh food is not always available?”
Explore the term ‘food desert’; do we have food deserts in Victoria?
Students discuss strategies and ideas to stay healthy without the use of fresh produce.
Chickpea and frozen vegetable curry with brown rice.
HEFL: page 32
Students learn the three overlapping dimensions of sustainability.
The term sustainable is most commonly associated with the environment, however, it has three overlapping dimensions – environment, economy and society that are interconnected and interrelated.
Explore the WHO video outlining why pulses are an important food for all three dimensions.
Students show how each of these dimensions influences their food choice in daily life for their design brief. This can be done individually or as a class using an online brainstorming tool such as Padlet.
Students understand issues related to social sustainability
What products are often listed as fair trade? Why and what does it mean?
Students choose one fair trade item to explore further and identify the main issues. Consider doing a short video or interactive poster highlighting the main issues.
Sustainable chocolate brownies
Students will explore sustainable food production, with a focus on sustainable fishing.
If students or your class are on Twitter, consider following
https://twitter.com/ZeroHunger@ZeroHunger from the United Nations to get updates on agriculture, sustainability and food security.
Students explore sustainable fishing and identify three fish that are sustainable and could be used in their everyday cooking.
Discuss – where does fish fit into the Australian Guide to Healthy Eating and what are the recommendations for eating fish.
Students could watch – What’s the Catch, a documentary about the Australian Seafood Industry
Fish tacos using sustainable fish
Students continue to investigate, generate, plan and manage their designed solution.
Students work on their design briefs
Any testing required for their design brief.
Students produce their designed solution and their design idea against their criteria for success.
Production and evaluation of their meal
Teaching and learning program outline at a glance
Sample approach developed by Home Economics Victoria 2016 e/ for examples.