Food for Thought FINAL - nicurriculum.org.uk · tastes of food and by incorporating relevant stories, for example: – Handa’s Surprise by Eileen Browne; and/or – Oliver’s Fruit

Food for Thought

Key Stage 2 (SLD)

A CCEA Publication © 2010

Skills listed on a dark orange background are Cross-Curricular Skills

Skills listed on a light orange background are Thinking Skills and Personal Capabilities

A practical resource to support The World Around Us (TWAU) Area of Learning in the Northern Ireland Curriculum

This Me in the World (The World Around Us) thematic unit for Key Stage 2 pupils with severe learning diffi culties (SLD) aims to provide teachers with support in beginning the planning, teaching and assessing of TWAU within the Northern Ireland Curriculum.

The resource comprises four sub-units:• All Dressed Up• Food for Thought• Where in the World• The Time of Our Lives.

It details suggested learning activities and methodologies which will assist teachers in developing children’s awareness of the world around them at this stage of their development.

It includes links to the Thinking Skills and Personal Capabilities framework and the Cross-Curricular Skills of Communication, Using Mathematics and Using ICT. The resource also connects to the other Areas of Learning where appropriate and incorporates the principles of Assessment for Learning.

InterdependencePupils should be enabled to explore:• ‘me’ in the world;• how plants and animals rely on each other within the natural world;• interdependence of people and the environment;• the effect of people on the natural environment over time; and• interdependence of people, plants, animals and place.

PlacePupils should be enabled to explore:• how place infl uences plant and animal life;• ways in which living things depend on and adapt to their environment;• features of the immediate world and comparisons between places;• change over time in local places; and• positive and negative effects of people on places.

Movement and EnergyPupils should be enabled to explore:• sources of energy in the world;• how and why people and animals move; and• changes in movement and energy over time.

Change Over TimePupils should be enabled to explore:• ways in which change occurs in the natural world;• how people and places have changed over time; and• positive change and how we have a responsibility to make an active contribution.

(The above statutory requirements are from The Northern Ireland Curriculum Primary: Key Stage 1.)

Writers Amy Gault, Sandleford School, ColeraineAlison Hasson, Sandleford School, ColeraineSara Liddell, Tor Bank School, DundonaldShanna Orr, Castle Tower School, BallymenaLorraine Thompson, Clifton School, BangorRuth Walker, Sperrinview School, Dungannon

Resource sheet in this booklet

PowerPoint activity available from www.nicurriculum.org.uk

Me in the WorldMe in the WorldFood for Thought

Key ExperiencesLearners will have opportunities to develop their knowledge of:• food sources; • food production; and• global issues.

Learning IntentionsLearners will begin to: • identify foods they like/dislike;• explore changes in food; • develop awareness of some food journeys; • identify items of clothing that are made

from a specifi c material;• recognise the interdependence of people,

plants, animals and place; and• recognise when a situation is unfair.

Progress in LearningI am developing my ability to:• express myself;• make choices about a healthy lifestyle;• understand how people live and work in

different countries;• understand when a situation is unfair;• understand the roles of people, plants and

animals in the production of food; and• understand food production and how it

has changed over time.

Success CriteriaLearners will begin to:• express their likes and dislikes;• demonstrate that they know where their

food comes from;• predict how food preparation techniques

will change foods; • recognise wool fabrics;• take part in activities that develop an

awareness of Fairtrade; and• indicate when a situation is unfair.

Attitudes and Dispositions• Personal responsibility• Self-confi dence• Curiosity• Concern for others• Flexibility• Tolerance• Respect

Thinking Skills and Personal CapabilitiesThinking, Problem-Solving and Decision-Making

Curriculum ObjectiveTo develop the young person as a contributor to society

1Me in the World Food for Thought

KEY QUESTION

What do I like to eat?

Talking about FoodDiscuss with your learners food that they like to eat. Ask focused questions, such as:• What did you have for breakfast today?• What did we have for lunch today? • What’s your favourite food?

Taste TestPlace tiny amounts of common foods on spoons for the learners to taste. They should not be able to see the foods before tasting them; either use blindfolds or place bowls of the foods behind a screen. After checking for allergies and other possible problems, you might consider using:• bananas;• apples;• pineapple;• toast; and/or• yoghurt.

Resource 1: Food Pictures allows verbal and non-verbal learners to indicate their food preferences. Learners should guess what food they have tasted, then state whether it was a ‘good’ or a ‘bad’ taste or demonstrate what they think of the food by pointing to an appropriate card. When all participating learners have had a chance to taste a food, use the follow-up activity in Resource 2: ‘I Like’/‘I Don’t Like’ Plates. Photocopy the plates onto A3 paper, then have your learners cut out the foods from Resource 1 and stick

them on the appropriate plate to show their likes and dislikes. You may wish to adapt the resource to include other foods.

Me in the World Food for Thought2

Cross-Curricular Skills:Communication –Listen to and take part in discussion

Thinking Skills and Personal Capabilities:Value the unexpected or surprising

Place different fl avours of favourite treats in unidentifi ed bowls; for example, you could include prawn cocktail, cheese and onion, salt and vinegar, and smoky bacon crisps (or use different fl avoured yoghurts, to encourage healthy eating). Ask participating learners to:• taste the foods;• vote for their favourite;• discuss which fl avour they think each bowl contains;

and• check by looking at the food packaging.

You can make links to:• Mathematics and Numeracy by: – using Blackcat (on C2k) to create a simple graph of

class food preferences; or – making your own bar graph, sticking labels from

food packaging along the x-axis and inviting your learners to draw a symbol or place a counter above their favourite food;

• Personal Development and Mutual Understanding by providing opportunities for making choices and by promoting healthy eating attitudes; and

• Language and Literacy by using adjectives to describe tastes of food and by incorporating relevant stories, for example:

– Handa’s Surprise by Eileen Browne; and/or – Oliver’s Fruit and Oliver’s Vegetables by Vivian French.

You will need: Resource 1: Food Pictures

Resource 2: ‘I Like’/‘I Don’t Like’ Plates


How do foods change?

Cooking TimeFollow a recipe together and talk about the changes that are happening in the foods you use. For example, you could:• boil an egg;• melt cheese on toast; or• make a jelly.

Use a range of words to describe the foods, including:• runny;• soft;• hard; and• melted.

KEY QUESTION


You will need:

• Simple recipes, for example from www.bbc.co.uk/cbeebies/

bigcooklittlecook• Healthy eating ideas and resources (see http://activekidsgetcooking.org.uk)• A digital camera

What Will Happen If ... ?Encourage the learners to make simple predictions about the effect that heat would have on various foods, such as chocolate, cheese, egg and vegetables (for example potatoes or carrots). Then make simple predictions about the effects of putting foods into a freezer; for example, you could consider soup, water, bread and peas.

Hand out copies of the Yes/No cards in Resource 3, choosing whichever versions are most appropriate for your learners. Ask one child to make a prediction, and invite the others to agree or disagree by raising the appropriate card.

Select a number of appropriate recipes that include different foods, and have your learners follow them. Provide a digital camera, and assist your learners when necessary to take photographs of each stage of a recipe. Print out the photos and invite your learners to sequence them.

Recipe BookMake a class recipe book that includes the learners’ favourite recipes divided into sections. Ask the learners to design a front cover, and develop their fi nancial awareness by selling the book to parents and staff.

You can make links to:• Language and Literacy by looking at

recipe books in different formats and helping the learners to produce a recipe book;

• Mathematics and Numeracy by discussing costings and profi t;

• The Arts by designing a book cover for the recipe book; and

• Personal Development and Mutual Understanding by encouraging healthy eating attitudes.

You will need: Resource 3: Yes/No Cards


Using ICT –Interact with digital tools

Thinking Skills and Personal Capabilities:Make predictionsMake links between cause and effect


Milk Comes From ...Bring in a carton of milk and, if appropriate, invite a volunteer to have a drink or have a drink yourself. Pose the question ‘Where do you think milk comes from?’ and record the learners’ answers, encouraging them to give reasons. (You could use this as an Assessment for Learning activity.)

Investigate how milk comes from cow to table by ordering free resources that show milk production from www.dairyco.net. Follow the links to ‘Library’ and ‘School Milk’ to fi nd a Dairy Production Pack and the interactive CD ‘The Story of Milk’. Watch the story together, stop at various stages and check that your learners understand what is happening. Ask if any of your learners have ever seen cows being milked, and invite verbal learners to talk about their experiences.

Use the pictures in Resource 4: The Story of Milk to recap and illustrate the story. Tell it simply, highlighting the following points:• Cows eat grass in the fi elds.• The farmer uses a machine to milk the

cows.• A milk tanker takes the milk to the dairy.• The milk is put into cartons to sell in the

shops.

You could also have the learners sequence pictures from DairyCo resources.

Environmental VisitsConsider taking your learners on an environmental visit to provide them with real life experiences related to the topic. For example, you could:• visit a dairy farm and watch cows being

milked; or• visit a creamery.

You will need:

• Milk and milk products• A digital camera and computer• C2k software • Samples of food, including

dairy produce

You will

• Milk and

How do we get our milk?

You will need:

Resource 4:

The Story of Milk

Resource 5:

Find the Dairy Products

Resource 6:

Match the Animals to

the Foods

KEY QUESTION


You can fi nd links to Northern Ireland creameries with excellent images of products at www.dairycouncil.co.uk

Provide your learners with digital cameras or Digital Blue video cameras to record their visit. On returning to school, use their images to create:• a PowerPoint presentation;• a Clicker 5 book;• a photo story; or• a movie (using Windows Movie Maker).

You could share their record of the visit with:• another class in the school;• the whole school (in assembly); or• a link school (via web link).

Arrange to take your class to the supermarket to buy some milk products – for example cheese, cream, milk and yoghurt – and use them to illustrate the worksheet in Resource 5: Find the Dairy Products.

Use the milk and yoghurt you have bought and the fruit from the previous key question to make smoothies (using recipes from the internet, for example www.dairycouncil.co.uk).

Expand the discussion to include foods from different animals. Complete Resource 6, matching the animals to the foods that they give us.

Balanced EatingTalk about healthy foods together. Point out that milk and dairy products are good for you, as they help to build healthy teeth and bones. If you can access the Boardmaker program, invite your learners to sort and match foods on the website. For example, you could use:www.widgit.com/resources/boardmaker/food_pairs/index.htm; and www.widgit.com/resources/boardmaker/food_sort/index.htm

See www.ngfl -cymru.org.uk/vtc/ngfl /2007-08/science/IRF%2012/index.html for an interactive whiteboard activity on ‘keeping my body healthy’.

You can make links to:• Personal Development and Mutual

Understanding by raising awareness of healthy foods and eating habits;

• Mathematics and Numeracy by comparing graphs of favourite dairy products and using sequencing activities; and

• Language and Literacy by reading aloud the story My Farm by Alison Lester or On the Farm by Anna Milbourne.


Using ICT –Access and manage data

Thinking Skills and Personal Capabilities:Sequence, order, classify and make comparisons


The Journey of WoolHelp your learners to make black handprint pictures. Cut and stick white wool onto the palm section of the hands, then add a pre-cut sheep’s face (see Resource 7). The four fi ngers will be the sheep’s ‘legs’ and the thumb will be its ‘tail’.

Show the PowerPoint presentation about ‘the journey of wool’. It describes the journey in simple language and shows examples of knitted items:• Wool grows on a sheep.• The sheep’s fl eece is shorn (cut away).• The wool is spun into thread.• It is wrapped into balls of wool.• You can use knitting needles and patterns

to knit wool into something.• You can make lots of different things from

wool!

If appropriate, you could create a similar resource to explain ‘the journey of leather’.

Show several items of clothing and have your learners sort them into categories, such as:• wool/not wool;• leather/not leather; and• wool/leather.

Where do our clothes come from?

You will need: PowerPoint: The Journey of Wool

Resource 7: Sheep’s Face Templates

• Black paint, white wool• Materials made from wool/

leather

KEY QUESTION


You can make links to:Language and Literacy by referring to learning in other units of this resource, for example the fact that clothes which keep us warm are often made of wool. You could also explore the fact that shoes and belts which last a long time are often made of leather. Discussion of items made from wool and leather can increase vocabulary.

Cross-Curricular Skills:Communication –Listen to and take part in discussions, explanations and role-plays

Using ICT –Access and manage data and information

Thinking Skills and Personal Capabilities:Select, classify, compare and evaluate


How do we know it’s fair?

Is It Fair?Distribute the banana cards from Resource 8 unfairly among the learners. Ask them to stick their cards beneath the question ‘How many bananas do you have?’ and count the number. Find out if they are happy about the number they got. Discuss ‘fair’ and ‘unfair’.

For ideas about games that explore fair/unfair, visit www.traidcraft.co.uk

The Story of FairtradeUse a selection of different types of chocolate bars to stimulate discussion on the learners’ likes and dislikes. Provide a few sample bars of chocolate and ask if the learners can identify a special label on some of them: the FAIRTRADE Mark. Point out the Mark on those bars that display it, and discuss its features. Many websites have information, resources and/or specifi c teachers’ sections on Fairtrade, including:• www.fairtrade.org.uk • www.oxfam.org.uk • www.dubble.co.uk• www.cafod.org.uk• www.christianaid.org.uk• www.tearfund.org.uk• www.trocaire.org

You could use resources from these websites as interactive whiteboard activities to explore the story of Fairtrade chocolate, tea or coffee. For example, you could use the ‘Bean 2 Bar’ activity on www.dubble.co.uk to explore the journey from the cocoa bean to the chocolate bar.

Name the LogoCollect a range of familiar logos and trademarks, such as McDonalds, Coca-Cola and Nike. Gather a selection of products, or use pictures from magazines, photographs and online images. Show the logos one by one. Ask your learners to name the companies that they represent. Then look together at the FAIRTRADE Mark on a bar of chocolate or banana, at www.fairtrade.org.uk, and on Resource 9.

Ask your learners to look for the FAIRTRADE Mark when they go shopping. Invite family members to send in examples of packaging from Fairtrade products, and create a display of the range of items available. Have the learners work in small groups to make a collage of the FAIRTRADE Mark using black, blue and green material or sweet wrappers.

Together follow a recipe that includes Fairtrade chocolate.

KEY QUESTION


You will need:

Resource 8: Banana Cards

Resource 9: The FAIRTRADE Mark

• Different types of chocolate bars

• Fairtrade chocolate• Coloured paper or material

to make a collage


Using Mathematics –Number: counting products

Thinking Skills and Personal Capabilities:Be fair

To develop the theme, if appropriate for your learners, use information you have talked about from the websites to develop a simple drama:• Learner 1 is a cocoa farmer who does not

get fair prices and begs his/her boss for more money for the cocoa beans that he/she produces;

• Learner 2 is a mean boss; • Learner 3 is a cocoa farmer who gets fair

prices, healthcare and education for his/her family; and

• Learner 4 is a farm owner who wants to have healthy, happy workers and who cares about them.

The learners could perform their drama for their own class, another class, the whole school (for example at assembly) or another school (via web link).

You can make links to:• Personal Development and Mutual

Understanding by creating cultural awareness of other countries and their communities;

• Mathematics and Numeracy by creating opportunities for counting and using graphs to interrogate data;

• The Arts by exploring the design of logos, such as the FAIRTRADE Mark, and creating opportunities for role play and drama; and

• Religious Education by inviting a representative of, for example, Traidcraft, Oxfam, Christian Aid or Tear Fund to speak at assembly. Alternatively, you could invite your local shopkeeper. This could introduce or complete your work on Fairtrade and take place during the annual Fairtrade Fortnight.



Resource 1Food Pictures (1 of 2)

banana apple lemon

pineapple toast orange

yoghurt cheese chocolate

raisins crackers carrot

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Resource 1Food Pictures (2 of 2)

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Resource 3Yes/No CardsM

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Resource 4The Story of Milk

cow grass

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Resource 5Find the Dairy Products Cut and stick the dairy products in the trolley.

MILK

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Resource 6Match the Animals to the Foods

chicken milk

pig egg

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Resource 7Sheep’s Face Templates


Resource 8Banana Cards

How many bananas do you have??


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Resource 9The FAIRTRADE Mark

Look for the FAIRTRADE Mark on Fairtrade products

Food for Thought

Key Stage 2 (SLD)

A CCEA Publication © 2010

Documents

Food for Thought FINAL - nicurriculum.org.uk · tastes of food and by incorporating relevant stories, for example: – Handa’s Surprise by Eileen Browne; and/or – Oliver’s Fruit