KS2 Science - British Cheese Board

Loads of creative ideas for primary activities

CHOOSECHEESESCI ENCE PACK

Fully curriculum-linked Science teaching pack for Key Stage 2

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Contents

Introduction 3

Curriculum matrix 4

Section 1: Science activities 5–14

Section 2: Photocopiable sheets 15–25

Section 3: Further information 26

Choose CheeseBritish Cheese Board Science Pack for Key Stage 2

Author: Rachel Sparks LinfieldDesign: PulleygraphicsPoster and illustrations: Fred PipesPublished by Magenta Project Management Ltd www.magentaonline.co.uk

ref: M11/96

AcknowledgementsThis pack was originally produced in 2002by the British Cheese Board with supportfrom British dairy farmers through theMilk Development Council.

This edition published 2011© British Cheese Board

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IntroductionThis pack could be used for a science unit of work over half a term or tosupport ongoing work throughout the year. It is of relevance to classes studyingfood, good health or properties of everyday materials.

This pack aims to encourage children to● understand what is meant by a ‘balanced diet’● realise that foods affect growth and health● become aware of cheese as a source of calcium,

protein and vitamin B12● enjoy carrying out a variety of scientific activities.

For new and updated facts and statistics visit ourwebsite www.britishcheese.com where you can findextra information you can download.

Section 1 outlines a number of scientific activitiesthat could be carried out with Key Stage 2children. Each activity is referenced to theNational Curriculum for Science and alsoincludes details of the resources, key vocabularyand learning intentions. Where appropriate,cross-curricular links are suggested. In order tomaximise the use of activities, year groups are notgiven. Instead, it is hoped that teachersthroughout Key Stage 2 will see the relevance ofparticular activities for their classes. By varyingthe amount of teacher input, and in some casesthe technical vocabulary used, the activities canbe appropriate for a range of ages and abilities.Some of the activities use the Food typesPowerPoint slide supplied with the resource.

Section 2 provides a number of sheets that can bephotocopied. They include pictures taken from thePowerPoint slide, sheets for recording observations,a fact sheet on tooth decay and pictures of a healthybone and one suffering from osteoporosis.

Section 3 gives further information. It includessuggestions for useful websites and a ‘topic web’based on cheese.

SafetyAll the activities outlined within this pack have beentrialled with Key Stage 2 children. When carryingout practical science activities, please followschool/area health and safety guidelines. It is alsovital that teachers consult children’s records andcarers for information on food allergies andmedical conditions before undertaking activitiesthat include food. This is particularly importantwhere activities involve handling, smelling ortasting foods.

The following table outlines the strands of theNational Curriculum for Science that are relevantto the science activities described in Section 2.

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Key Stage 2 Science curriculum matrix

Sorting foods x x

Planning a balanced x xmeal

Comparing food x x xcontents

Calcium for bones x x x

Healthy teeth x x x x x

Observing cheeses x

Comparing cheeses x x

Sorting cheeses x x

Observing cheese when x xheated

Cheese with fruits x x

Functionsand care ofteeth.

Importanceof testingideas usingevidencefromobservationandmeasure-ment.

About theneed forfood foractivity andgrowth,and abouttheimportanceof anadequateand varieddiet forhealth.

Planning.Obtainingandpresentingevidence.Consideringevidenceandevaluating.

Compareeverydaymaterialsand objectson the basisof theirmaterialproperties.

Describechangesthat occurwhenmaterialsare heatedor cooled.

Whatmakes ahealthylifestyle,includingthebenefits ofexerciseand healthyeating.

Activity Science PSHE

Life processes: Nutrition Scientific enquiry Materials and their Healthyproperties lifestyles

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SECTION 1:

Science activitiesAlthough the following activities include some learning objectives for scientificskills, these will vary from class to class depending upon the way teacherschoose to structure the lessons. Throughout all the activities, children should beencouraged to ask questions, to make observations, to enjoy making discoveriesand to consider what else they would like to find out.

A1 Sorting foodsLearning objectives:Children will sort foods into groups.Children will develop awareness of food groupsthat make up a balanced diet.

Key vocabulary: Names of foods, names for chosen food groups,e.g. cereals, dairy products

Organisation: Whole class working in pairs/small groups

Resources:Food types PowerPoint slide provided with thisresource; set of photocopied food pictures for eachpair/small group

Introduction:Show children the PowerPoint slide. Help them toidentify the foods. Ask them to name foods on theslide that are fruits. Ask for suggestions of differentways that the foods could be grouped.

Activity: Show children the photocopied sheets. Ask them tocut the sheets into separate foods and to sort theminto potatoes and cereals (including bread);vegetables and fruits; dairy foods; proteins; fats andfoods containing sugar. Encourage the children, asthey sort the cards, to give reasons for placing afood in a particular group. Where children cannotagree, ask them to place the food in a separate pileto be discussed during the plenary.

Plenary:As a class, sort a set of cards. Encourage children torealise that some foods may belong to more thanone group. Explain the function of the foods forhealth and growth. Introduce the notion of abalanced diet.

Extension:Ask children to sort the foods eaten for a lunch,using the groupings of the above activity.

SCIENCE AND HEALTHY EATING

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A2 Planning a balanced mealLearning objectives:Children will further their understanding of‘balanced’ meals.Children will collaborate to plan balanced meals.

Key vocabulary:Names of foods, names for chosen food groups,e.g. cereals, dairy products

Organisation:Whole class

Resources:Food types PowerPoint slide provided with thisresource; paper plates, crayons, paper, glue,scissors; photocopied Menu for a day (page 21) andfood picture sheets

Introduction:Remind children of the groupings used for sortingfoods. Together, look at the slide of foods. Helpchildren to realise how the foods can be used in abalanced diet.

Activity:Invite children, in pairs, to plan balanced lunches.Provide paper plates to stick on pictures of foods.Some children may wish to use foods depicted onthe slide whilst others may prefer to draw picturesof other foods.

Plenary:Invite children to talk about the meals they haveplanned. Encourage children to give reasons fortheir choices and to use words such as ‘protein’,‘dairy products’ and ‘fibre’.

Extension:Encourage children to use the ‘Menu for a day’sheets to plan balanced meals for a day.


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A3 Comparing food contentsLearning objectives:Children will research the contents of foods.Children will develop understanding of the role offood in the growth and maintenance of healthybones and teeth.Children will make comparisons.

Key vocabulary:Names of foods

Organisation:Whole class working in pairs/small groups

Resources:A collection of clean labels/packets from foods suchas cheese, cereals, fruit juice, baked beans and milkthat detail nutritional values; calculators; EatwellPlate PowerPoint slide.

Introduction:Invite a child to select one of the foodlabels/wrappers and to read out the nutritionalinformation. Encourage children to say what theythink the various vitamins, minerals, etc., do.Explain the importance of eating sufficient amountsof protein, carbohydrates, vitamins and mineralswithin a healthy diet.

Activity:Provide each pair/group with a selection of foodlabels/packets. Encourage them to research thecontents and to compare the amounts of minerals,vitamins, available carbohydrate and protein withineach one.

Plenary:Compare the contents. Talk about the varioussources of calcium identified in the Teachers’ Notes.As a class, draw up lists of foods that are goodsources of vitamins and calcium. During thefollowing days/weeks encourage children to addfurther foods to the list.

Extension:Make a class collage of clean food wrappers.Encourage children to research the foods’ contents.Compare the fat content in a 30g serving of cheesewith that in a similar weight portion of chocolate,crisps and biscuits. Then compare the othernutrients.


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A4 Calcium for bones Learning objectives:Children will compare the structure of a healthybone and one suffering from osteoporosis.Children will understand the need for calcium forhealthy bone growth and maintenance.

Key vocabulary:calcium, osteoporosis, bone


Resources:For each child a photocopiable sheet showing bones(page 20) and a 1cm x 1cm card window;magnifiers; pencils; plain paper

Introduction:Show children the sheet showing a healthy boneand one suffering from osteoporosis. Explain thatstrong bones are built during childhood and earlyadulthood by eating a balanced diet that is rich in

calcium and in vitamin D, which is needed to helpthe body absorb calcium. Explain that exercise isalso important to build strong bones.

Activity:Show children how to lay the card window on thehealthy bone and to observe carefully the holes andthe amount of bone material. Then put the windowin a similar place on the bone suffering from osteo-porosis and again observe the section closely. Askchildren to carry out observations on furthersections in order to compare the bones on thesheet. Provide magnifiers for children to make closeobservational drawings of two sections.

Plenary:Ask children to report on their observations.Remind children of the importance of eating foodsthat are rich in calcium, such as cheese.

Extension:Invite an adult known to the class who suffers fromosteoporosis to talk about how it affects their life.


4 x card strips3 x 1 cm

staple

Window for viewing bones

Normal bone

Osteoporoticbone

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A5 Healthy teethLearning objectives:Children will understand the need for calcium forgrowing and maintaining healthy teeth.Children will set up an experiment to observe theeffect of vinegar (acid) on a hard-boiled egg.

Key vocabulary:calcium, healthy, teeth, plaque, decay, enamel,saliva, neutralise, acid


Resources:Teeth fact file photocopiable sheet, (page 22) feltpens/crayons; plain paper; vinegar; a hard-boiledegg in its shell; clear plastic beaker

Introduction:As a class, make a list of ways to promote healthyteeth. Encourage children to think about the waythey clean their teeth, the foods they eat and visitsto dentists.

Activity:Show children the pictures outlining the process oftooth decay. Talk through each stage. Explain thateating a small piece of cheese at the end of a mealcan help to prevent tooth decay by increasing theamount of saliva in the mouth and neutralising the

acids. Also, tell children that eating cheese can helpto replace minerals in tooth enamel such as calcium.Provide paper and pens for children to makeposters of ways to look after teeth.

Plenary:Encourage children to show and explain theirposters. Show children the hard-boiled egg. Askchildren to give words to describe it. Lightly tap theegg to show it has a hard shell. Place it in a clearplastic beaker filled with vinegar. Explain that thevinegar, like plaque, is acidic and will dissolve thecalcium. Ask children to predict how this will affectthe hard-boiled egg.

Extension:Examine the hard-boiled egg after it has been left invinegar over night. It should demonstrate that theacid attacks the eggshell and makes it soft. Relatethis to the action of plaque on teeth. A similar effectcan also be seen by placing a clean bone in vinegar.

Invite a dentist to talk about caring for teeth.Prior to the visit, involve children in writingquestions they would like to ask.

Note: Dentists advise to not clean teeth for 30minutes after eating fruit because brushing has theeffect of rubbing acid into the enamel, which cancause damage.


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A6 Observing cheesesLearning objectives:Children will observe cheeses.Children will record their observations for a classdictionary of cheeses.Children will handle blunt knives in a safe,considered manner.

Key vocabulary:Names of cheeses, texture, taste, words to describethe cheeses, observation, observe, features

Organisation:Children working in pairs

Resources:Food types PowerPoint slide; photocopiablerecording sheet, (page 23) selection of cheeses (e.g.West Country Farmhouse Cheddar, Wensleydale,blue Stilton, British Brie, red Leicester, whiteCheshire, coloured Cheshire); paper plates; bluntknives; book containing clear plastic A4-sizedwallets

Note: This activity is best when carried out withcheeses from identified areas of the country.

Introduction:Show children the slide. Ask them to point to thepictures of cheese. Show children the packets ofcheese. Ask whether they are similar to those on the

slide. Has anyone ever eaten any of the cheeses?Which one did they prefer? Explain that, in pairs,they are to observe the cheeses and fill in theirobservations for one on the record sheet.

Activity:Ensure children have clean hands. Provide each pairwith a slice of each cheese. Ask children to make asmany observations of the cheeses as possible.Encourage them to be imaginative and precisewhen describing the colour, taste, smell andtexture. When cutting the cheeses, ensure childrenuse the blunt knives in a safe way and observe boththe ease of cutting and the ‘cleanness’ of the cut, i.e.is the edge smooth or broken? Do pieces break off?

Plenary:Invite children to talk about their observations foreach cheese. Encourage children to think about thewords that are used for the same cheese and toconsider which ones provide the clearest picture.Explain that the sheets will be used to start a classdictionary of cheeses.

Extension:Encourage children to complete further recordsheets for cheeses eaten at home. Arrangecompleted sheets in alphabetical order and displaythem in the plastic wallets along with clean cheesepackets/labels.

SCIENCE AND CHEESE

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A7 Comparing cheesesLearning objectives:Children will observe and compare cheeses ofdiffering strengths. Children will consider systems for classifyingcheeses.

Key vocabulary:Names of cheeses, hard, soft, strength, mature,medium, mild

Organisation:Whole class introduction, followed by paired work

Resources:Packets of mature (strength number 4 or 5),medium (strength number 3) and mildCheddar (strength number 1 or 2); mediumstrength Leicester, double Gloucester, mature orextra creamy blue Stilton; class dictionary ofcheeses; blindfold; blunt knife; paper plates;photocopiable table for class results, (page 24)

Introduction:Remind children of their observations for the classdictionary. Show them the packets of cheese. Pointout the strengths and discuss the likely differencesbetween mature, medium and mild strengthcheeses.

Activity:Explain that, working in pairs, one child will beblindfolded and taste pieces of mature, medium andmild strength cheese. Their task is to identify thecheese strength. Their partner will record thestrength. For example, if the taster says the maturecheese is mature, a ‘5’ would be entered. If,however, they thought it to be of medium strength,a ‘3’ would be written down.

Before starting the tasting, ensure children’s handsare washed. Put on a labelled plate the three piecesto be tasted. Explain that the child who recordsshould direct the taster to the cheese so that onlythe taster is touching the cheese. Also talk about theneed for the cheeses to be tested in random orders.

Plenary: As a class talk about the results. How easy was it todifferentiate between the cheeses? Was it a fair test?If the testing was to be done again, could anythingelse be done to make it even fairer? (E.g. does thetaste of one cheese affect observations of another?Were the pieces of cheese of equal size?) Providepieces of medium-strength cheeses for children toeat and compare.

Extension:Invite children to invent their own systems forclassifying cheeses such as smoothness, crumbliness,by scent, consistency and by colour. Encouragethem to consider times when such scales might beuseful. Place any scales invented in the classdictionary of cheeses.

Compare the texture, appearance and taste offull fat and low fat cheeses.

SCIENCE AND CHEESE

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A8 Sorting cheesesLearning objectives:Children will make branching keys for sorting cheeses.Children will use keys to sort cheeses.

Key vocabulary:Names of cheeses, branching key

Organisation:Small groups

Resources:Plain paper, ruler, pencil; flip chart/whiteboard; foreach group pieces of four different cheeses

Introduction:Explain that branching keys can be used for sortingand for identification. Demonstrate how to make abranching key to sort four numbers or children.Encourage children to suggest questions that have ayes/no answer and think about what makes a goodquestion for a key. Write the key on the flipchart/whiteboard.

Activity:Provide each group with four different cheeses andcheck children know their names. Ask them tomake a key to identify the cheeses.

Plenary:Invite groups to show their keys and to try themout on the rest of the class. Encourage children toconsider which keys work best and whether somecheeses are harder to write questions for thanothers (e.g. white Cheshire and Wensleydale).

Extension:Write more branching keys for a greater number ofcheeses or other foods.

SCIENCE AND CHEESE

A9 Observing how cheese behaves when it is heatedLearning objectives:Children will observe the effect of heating cheese.Children will compare cheese before and afterheating.Children will consider safety when heating cheese.

Key vocabulary:heat, melt, names of cheeses, names of ingredientswithin the chosen recipe

Organisation:Pair/small group (this will depend on individualschools’ facilities for cooking activities)

Resources:Ingredients/cooking utensils for the chosen recipe(see below)

Note: By far the most enjoyable and effective way toobserve the effects on cheese when it is heated is tocook. If, however, this is not possible foil cake casescontaining small pieces of cheese can be floated in abowl of hand-hot water. Although the cheese willnot melt completely, some changes can be observed.

Introduction:Ask children what they think will happen whencheese is heated. Explain that they are going tocook with cheese and compare the differencesbetween cooked and uncooked cheese.

Activity:Cook Cheesy Toast, Quick Pizza, Cheesy Beans orCheesy French Stick. Involve children in thepreparation.

Plenary:Enjoy eating the product!

Extension:Make a class book of recipes that include cheese.Encourage children to ask parents/carers for ideas.

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Cheesy French StickIngredients:

French stickSlices of cheeseSlices of tomato

1 Cut the French stick in half lengthways and theninto pieces about 10cm long.

2 Put on slices of cheese. If desired, decorate withpieces of tomato.

3 Grill the French stick pieces until the cheese‘bubbles’ and starts to go brown.

Cheesy ToastIngredients:

1–2 slices bread5g butter or margarine50g grated cheese1 tablespoon milk

1 Toast the bread.2 Melt the butter in a saucepan, remove it from the

heat and add the grated cheese.3 Stir in milk to make a stiff mixture.4 Spread the mixture on the toast and grill until the

cheese becomes golden brown.

Cheesy BeansIngredients:

pitta bread1 small can baked beansgrated cheese

1 Heat the beans.2 Warm the pitta bread.3 Put the beans on the bread, sprinkle on the grated

cheese and place under a grill for about one minute.

Quick PizzaIngredients:

100g self-raising flourpinch of salt25g margarine2 tablespoons milk (approx.)grated cheese, tomato, pineapple

1 Grease a baking tray.2 Rub together the flour, salt and margarine to

make a breadcrumb consistency.3 Add milk and mix to make a ball of dough.4 Roll out the dough on a floured board into a

circle of about 18cm diameter and place it on agreased baking tray.

5 Top with grated cheese and, if desired, pieces oftomato or pineapple.

6 Bake for about 15 minutes at Gas Mark 6/200Cuntil the pizza is golden brown.

SCIENCE AND CHEESE

Recipes

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A10 Cheeses with fruitLearning objectives:Children will discover which fruits go well withcheese.Children will plan collaboratively.Children will make comparisons.Children will handle equipment in a safe,considered manner.

Key vocabulary:Names of fruits and cheeses

Organisation:Whole class introduction followed, later in theweek when fruits chosen by the children have beenbought, by children working in small groups

Resources:For the introduction: a cheese containing fruit (e.g.Wensleydale with cranberries, white Stilton withapricots); for the practical activity: cubes ofCheddar, Leicester, Lancashire and Brie; cocktailsticks, paper plates, a selection of fruits

Introduction:Ask whether anyone has ever eaten cheese withfruit. Has anyone ever had cheese with pineappleon a pizza? Blue cheese with mango chutney?Cheshire with apple? What did they taste like?Show children the packet of cheese containing fruit.Provide pieces to taste and describe. Explain thatlater in the week they are going to investigate whichfruits, if any, taste good with Cheddar, Leicester,Lancashire and Brie. Encourage children toconsider what types of fruits they would like to tryand to give reasons for their choices.

Activity:Invite groups to explore the taste and appearance ofa fruit eaten with cubes of Cheddar, Leicester,Lancashire and Brie. Ask them to prepare a posterto show their observations.

Plenary:As a class, consider the posters. Which fruits didchildren feel worked best with cheese? Why? Didall the cheeses work with the fruits?

SCIENCE AND CHEESE

Ideas for cheese investigationsAn important part of science is encouragingchildren to use their imaginations andcreativity when planning investigations.Possible investigations that use cheese include: ● comparing ways to package cheese● finding ways to test for cheese hardness● finding ways to test for the ‘crumbliness’ of

cheese● finding the best way to grate cheese without

a shop-bought grater.

Within all these topics children should beencouraged to consider the resources theywould need and how to make their tests as fairas possible.

A sheet for planning an investigation isprovided on page 25.

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SECTION 2:

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SECTION 2:

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SECTION 2:

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SECTION 2:

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SECTION 2:

20

Bones SECTION 2:

Normal bone

Osteoporoticbone

Strong, dense, compact bone

Thin, weak,compact bone

Thin, broken, spongy bone

Spongy bone

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Menu for a dayLunchBreakfast

Evening meal

SECTION 2:

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Teeth fact file● Humans have two sets of teeth. Children have 20

teeth. When children are about six years oldthese teeth start to be replaced by 32 permanentteeth.

● Humans have four types of teeth: incisors,canines, molars and premolars.

● Teeth are living parts of our body. They containblood vessels and nerves.

● When we eat, pieces of food are chewed byteeth, mixed with saliva and moved by thetongue until they are small enough to beswallowed. Plaque can form if food is leftbetween the teeth. Plaque is a sticky substancemade up of bacteria and food remnants. Thebacteria breaks the food up into acid, which thenattacks the tooth enamel and makes a cavity.

● Plaque can be prevented by: regular brushing and using dental flossregular visits to the dentistnot eating sugary snacks between mealseating a piece of cheese at the end of a meal because it gets rid of the acid that attacks theteeth.

Enamel

Gum

Dentine

Jaw bone

Pulp cavity

Blood vesselsand nerves

Root

Incisors are forbiting

Canines are usedto tear food

Molars grindfood

Premolars grindfood

SECTION 2:

cavitymolar

gum

decay

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Observing cheese

Colour

Texture

Smell

What happens when the cheese is cut

Taste

Other features

Name ...................................................................................................................................

Observation of ........................................................................................................ cheese

Observations

SECTION 2:

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Cheese strengths

Name of taster Mature Medium MildStrength number 5 Strength number 3 Strength number 1

Table to show which strengths of cheese blindfolded children could identify

SECTION 2:

25

Investigation to find out I predict

This is what I am going to do This is what happened

I found out If I did this investigation again

Investigation planner SECTION 2:

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SECTION 3:

Further informationThe ‘topic web’ below shows further ideas foractivities based on cheese. It is hoped that schoolsthat have enjoyed using the activities within thispack will also enjoy using the ones for DesignTechnology, Geography, and Personal, Social andHealth Education.

More information about British cheeses and a list ofcurrent members of the British Cheese Board canbe found on the website www.britishcheese.com

Useful websitesBritish Nutrition Foundation:www.nutrition.org.ukDairy Council Northern Ireland: www.dairycouncil.co.ukDairy Council: www.milk.co.ukNational Osteoporosis Society: www.nos.org.ukVegetarian Society: www.vegsoc.org

Investigate thebest size and

shape formaking‘cheese

wheels’ forusing in

cheese-rollingfestivals

Research methods ofproducing cheese

Plot cheese producerson a map Investigate

materials usedto package

cheese

Make a flowchart of the

cheese-makingprocess

Write menusand recipes

Make aglossary of

words used incheese making

English

History Geography

CHEESE

Design andTechnology

(DT)Information andCommunicationTechnology (ICT)

Researchcheese on the

Internet

Do a classsurvey offavouritecheeses

Design andmake cheese-based toppings

for pizzas

CHOOSECHEESES C I E N C E PAC K

First Published 2002 by Magenta Project Management LtdUpdated 2011 © British Cheese Board

www.magentaonline.co.uk

This pack aims to encourage children to● understand what is meant by a ‘balanced

diet’● realise that foods affect growth and health● become aware of cheese as a source of

calcium, protein and vitamin B12● enjoy carrying out a variety of scientific

activities.

Documents

KS2 Science - British Cheese Board