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Nude Food Day - LESSON PLANS

FOUNDATION YEAR

RAT IONALETo focus on building greater understandings about the effect food choices have on our health and the effects of rubbish/waste on the health of our environment.

Nude Food Day is an ideal way in which to engage the students in activities relating to waste reduction, recy-cling and their connection to the health of our environment and food choices and their connection to our health.

Students will discuss the correlation between whole fresh foods in ‘natural’ packaging that are good food choices, compared with processed, packaged foods that are better eaten only occasionally.

They will discuss the meaning of the term ‘seasonal fruits and vegetables’.

Students will discuss how walking or riding a bicycle or scooter to school can help protect the environment.

The following learning activities are developmental and are designed to be used as stand-alone activities or as part of an integrated program.

OVERVIEWIn this module the students will discuss the meaning of Nude Food Day and look at rubbish generated from school lunches. They will identify the types of rubbish and record their findings on a simple pictograph. They will look at ways of continuing to reduce waste at school and at home.

The students will discuss the meaning of the Australian Guide to Healthy Eating plate model (Appendix 1 - AGHE Healthy Lunch Boxes) and talk about ‘everyday foods and sometimes foods’.

Display pictures around the room of packaged and unpackaged foods. Include in the unpackaged food, pictures of fruits and vegetables in season.

ACT IVIT IESPackaging and wraps

• Ask the students what they think the term ‘nude food’ means. The teacher uses the students’ ideas to write a meaning for the term ‘nude food’ on a large piece of card and displays it in the classroom.

• Have students sit at their tables with their school lunch. Teacher holds up items from her lunch box and asks who has a similar item

• Discuss each item -how they are wrapped, type of wrapping and could the wrapping be used again. What is a ‘natural’ package or wrapping?

• Make a list of packaging e.g. foil, cling wrap, fruit skins, plastic bottles, juice boxes, etc and display in the classroom.

LESSONPLANS

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Nude Food Day - LESSON PLANS

Packaging to rubbish

• Teacher asks the students to keep their lunch rubbish after eating.

• Ask the children ways in which they could record the types and quantities of rubbish.

• After discussion with students, teacher to make up a chart with packaging types written along the bottom and space for the children to mark in how many of each type they had in their lunch box.

• Label this pictograph as lunch rubbish and display in the classroom as a comparison to rubbish generated on Nude Food Day.

• Collect and sort all the rubbish and store in the classroom. Food scraps could be weighed and recorded before being discarded.

Rubbish and our environment

• Discuss what happens to rubbish. Where does it go? How is it stored? Is any of it used again? What happens to rubbish that is thrown on the ground.

• How can we help? Make a list of ways we can help at home and at school.

• Ask the students to illustrate how waste is managed at their homes. Encourage students to talk to their parents about ways to decrease waste at home.

Nude Food Day

• Ask students to bring their lunch boxes to their tables and as a class count how many different types of the following were brought in for lunch: fruit / vegetables & salad / dairy products / meat products / bread & cereals

• Record the ‘Our Lunchboxes’ findings on a chart under these headings and display in the classroom.

• Talk about ‘everyday’ foods and ‘sometimes’ foods.

• Ask the students to bring their ‘nude food’ lunches to their tables and once again as a class count how many different types of food were brought in for lunch.

• Record the ‘Our Nude Food Lunchboxes’ findings under the same headings used previously and display.

• Compare the results. Are there any differences? What are they? What caused the differences?

• Do you think ‘nude food’ day lunch is healthier than your normal lunch? Why? What type of food is there more/less of?

• Illustrate your lunch box and its contents on Nude Food Day.

• Teacher asks students to save any rubbish from their lunch.

• Ask the children to record the types of rubbish from their lunch on the chart. Collect and sort all the rubbish. Weigh and record amount of food scraps.

• Use this information to create a Nude Food Day pictograph.

• Compare and discuss the two pictographs.

• What differences do we see? What has changed? Why?

• What hasn’t changed? Why?

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Nude Food Day - LESSON PLANS

Healthy Choices

Teacher sticks up on the blackboard six large sheets of paper with headings:

• Fruit

• Vegetables

• Bread / cereals / pasta / rice,meat / fish / poultry / eggs / nuts, dairy foods,

• ‘Only sometimes’ foods

The students are asked to think of as many foods as possible and to decide which heading they should be placed under. The teacher writes them on the appropriate sheet

Ask the students to name their favorite fruit, vegetables, drinks, etc and give reasons for their choices.

Discuss the importance of water to our bodies and why it should be our usual drink

In small groups ask the children to cut out pictures of food and drink and paste them onto a sheet of paper that has been divided in half with everyday foods on one side and sometimes foods on the other.

Allow each group to decide who will explain their choices. And allow for the other groups, if they do not agree with any of the choices, the opportunity to question them.

A Day of Eating

• Ask the students to draw and label, healthy food choices, that they enjoy eating for a day. Encourage the students to look for the correct spelling of foods on the charts around the room and to transcribe them into their dictionaries for future reference

• Discuss with students why we choose ‘everyday’ foods to eat more often than ‘sometimes’ foods. Talk about nutritional value of food and how that everything we eat determines how we grow, develop and function.

Making a difference

• Discuss and list changes we could make to prepare our school lunches in ways that would help the environment and our health.

• How can we make every day a ‘nude food’ day?

• Did we achieve the challenge and reduce waste in our classroom.

• Discuss how we can make a difference by riding our bicycle or walking to school.

• Discuss as a class about seemingly small things that can make an enormous difference, if everyone helps, to the health of our environment.

• Ask students to illustrate something they have learned and make it into a class book.

Games

For supporting classroom games, please see Appendix 11

Nude Food Day - LESSON PLANS

YEARS ONE AND TWO

RAT IONALETo focus on building greater understandings about the effect food choices have on our health and the effects of rubbish/waste on the health of our environment.

Nude Food Day is an ideal way in which to engage the students in activities relating to waste reduction, recy-cling and their connection to the health of our environment and food choices and their connection to our health.

Students will discuss the correlation between whole fresh foods in ‘natural’ packaging that are good food choices, compared with processed, packaged foods that are better eaten only occasionally.

They will discuss the meaning of the term ‘seasonal fruits and vegetables’. Students will discuss how walking or riding a bicycle or scooter to school can help protect the environment.

The learning activities are developmental and are designed to be used as stand-alone activities or as part of an integrated program.

OVERVIEWIn this module the students will discuss the meaning of Nude Food Day and look at rubbish generated from school lunches. They will identify types of rubbish and what happens to it.

They will discuss the benefits of reducing waste and how with a little planning and effort we can make a differ-ence to the health of our environment.

They will discuss how choosing more foods prepared at home rather than processed foods will be better for health and generate less rubbish. They will discuss how eating local, seasonal foods is better for both health and the environment.

ACT IVIT IESPackaging and wraps

• Teacher provides several typical kids lunch boxes with a variety of wrappings and items, and distributes between small groups for discussion.

• Each group makes up a list of the different types of packaging e.g. foil, refillable bottles, cling wrap, cardboard, bottles, etc. Collaborate ideas as a class, and display the results in the classroom as a reference for writing activities.

• Discuss what is ‘natural’ packaging, e.g. fruit skins. Discuss the options for water packaging.

• Make a pile for each type of packaging identified on the list from all the lunch rubbish.

• Select students to count the number of items in each pile of rubbish and the teacher record these on the blackboard.

• Students fill in the bar graph worksheet (Appendix 2 - Rubbish Bar Graph) and place in workbooks. This will be used later for comparisons on Nude Food Day.

• Ask the students what they think the term ‘nude food’ means. The teacher uses the students’ ideas to write a meaning for the term ‘nude food’ on a large piece of card and displays it in the classroom.

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Nude Food Day - LESSON PLANS

Rubbish and our environment

• Discuss how rubbish is collected and stored at school. Where does it go from school?

• What happens to the rubbish at holding stations or tips?

• Discuss the terms-reuse, recycle compost and rubbish and pollution. The teacher uses the students’ ideas to write meanings for each of these words on large cards to be displayed in the classroom.

• What sort of things can be reused, recycled or composted from our daily lives . Encourage the students to discuss these terms with their family and what they do at home to help reduce waste and protect our environment.

• Ask students what happens if food scraps are left outside in bins or on the ground. Discuss the issues of food waste and its implications if not dealt with correctly e.g. flies, smell, vermin, etc

• Ask students how we can deal with food scraps at home and at school. e.g. compost, worm farms.

• Students illustrate items on the ‘reuse, recycle, compost and rubbish’ worksheet (Appendix 3 – Where does the rubbish go?).

• Discuss the ideas behind Nude Food Day and what we can do to reduce rubbish in our lunches. Look at food items that we could make up at home from bulk supplies, rather than buying pre-packaged single serves in the supermarket. e.g. crackers and cheese, nuts sultanas, cookies, etc.

• Discuss the type of containers needed to pack nude food in our lunches and the reasons why they are suitable.

Healthy choices

• Ask students to bring their lunch boxes to their tables and as a class count how many different types of the following were brought in for lunch: fruit / vegetables & salad / dairy products / meat products / bread & cereals

• Record the ‘Our Lunchboxes’ findings on a chart under these headings and display in the classroom.

• As a class discuss the findings and ask the students what they think about the food choices.

• Show the class a large poster of the Australian Guide to Healthy Eating Plate (Appendix 1 - AGHE Healthy Lunch Boxes) and discuss what it means.

• Talk about ‘everyday’ foods and ‘sometimes’ foods.

• As a class think of as many foods as possible and classify them into the groups suggested by the Australian Guide to Healthy Eating (AGHE) The teacher records the groupings on large sheets of paper labeled: fruit, vegetables, breads/cereals/rice/pasta, dairy, meat and alternatives, extra foods (sometimes foods). Display in the classroom.

• Discuss with students the meaning of a balanced diet and how we might be effected if we ate mainly ‘sometimes’ foods and why.

• Discuss how water fits as part of the AGHE.

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Nude Food Day - LESSON PLANS

Healthy choices cont.

• Teacher writes on the board: “ Breakfast is the most important meal of the day” Ask the students if they have heard this expression and what do they think it means. Record their answers on the board eg. it gives the body food after a long sleep, you need food to give you energy for the day, so you can think, etc.

• What types of food do people eat for breakfast? What do people drink at breakfast? Tell the class that they are going to plan a breakfast to have at school. Ask the students what we need to decide, eg. suitable menu, utensils needed, food, drink, etc

• Show the children a variety of menus you have collected and write a definition for the word ‘menu’ on the board. In pairs the students design a breakfast menu and display these around the classroom.

• The teacher asks the students for suggestions for their ‘breakfast at school’ menu, keeping in mind that no hot food can be served. The teacher writes these up on the board and asks if they reasonably cater for this many choices. Why/why not?

• As a class decide which choices will be suitable and list them. Do we have food from all the food groups? Do we need to have all the food groups in one meal? Why/why not?

• Make a list of utensils needed, eg. crockery, cutlery, serviettes, cleaning equipment

• Ask students to put forward some possible names for our breakfast. Choose four or five and vote on it.

• Students write breakfast menu and utensils list in their workbooks and illustrate.

• Teacher to print breakfast permission letter for parents (Appendix 9) and the students fill in the gaps. Teacher checks each letter to ensure they are correct before being sent home with the students.

• Students illustrate an A4 sheet depicting ‘healthy food choices’ to be laminated and used as a placemat at our breakfast.

• Organise students into groups of four and discuss as a class the importance of team work. What do the members of a group need to do to ensure they can complete their task well. List these qualities on the board, eg listen, cooperate, etc

• Talk about what will need to be done on the morning of our breakfast, eg. preparation of food, setting tables, serving food, clearing and cleaning. Each group chooses one of these tasks to be responsible for on breakfast morning

• What will we do with rubbish? -recycle, reuse, compost, rubbish?

• Teacher asks the children the types of breakfasts that they can have at home or out that we cannot prepare at school. eg. eggs. bacon, noodles, etc Teacher writes a list and asks the children if there is anything on the list that they have never had for breakfast. Why/why not? eg. cultural differences, family trends, etc

• Students discuss the importance of a balanced diet and why it is necessary to eat a variety of food.

Nude Food Day - LESSON PLANS

There are five nutritional messages portrayed by the AGHE poster that should be covered:

1. Eat a wide variety of foods every day

2. The types of foods in each food group

3. Proportion of food groups that make up a balanced, healthy diet

4. Foods to be chosen ‘sometimes or in small amounts’

5. Importance of water

6. Each student will be given a Healthy Lunchboxes sheet (Appendix 1) to take home to place on the refrigerator or notice board.

Nude Food Day

• Ask the students to bring their ‘nude food’ lunches to their tables and once again as a class count how many different types of food were brought in for lunch.

• Record the ‘Our Nude Food Lunchboxes’ findings under the same headings used previously and display

• Compare the results. Are there any differences? What are they? What caused the differences?

• Do you think ‘nude food’ day lunch is healthier than your normal lunch? Why? What type of food is there more/less of?

• Ask students to think of other foods in each group and the teacher adds them to the chart.

• Students to complete the ‘Nude Food, Healthy Lunchbox’ (Appendix 4 - Nude food healthy lunch box)

• Students are to save any rubbish from their Nude Food Day lunch.

• Make a pile for each type of packaging identified on our first list. Select students to count the number of items in each pile and the teacher record these on the blackboard.

• Students fill in the ’Nude Food Day’ bar graph worksheet (Appendix 2 - Rubbish Bar Graph) and look for comparisons.

• Compare and discuss the results of the Nude Food lunch as a class.

• Students write about their findings in their workbooks.

Nude Food Day - LESSON PLANS

Breakfast Morning

Groups to set up and prepare the tables and food. (Parents and teacher ensure that hands are washed, hair tied back and safety rules are adhered to.)

After the students have finished the clear-away and clean-up groups carry out their tasks.

Students discuss their breakfast with each other and decide if anything could have been done differently.

Students write and illustrate about the breakfast in their workbooks.

Making a difference

• Discuss how we could make everyday a nude food day. What permanent changes to our lunch preparation and packaging would be needed.

• What sort of a difference would it make to the amount of rubbish in our school in a year?

• Discuss the difference between the rubbish our lunches produced on a normal day and that on Nude Food Day.

• Make a chart showing how we get to school. What is the most popular way of coming to school? Why?

• Discuss how we can make a difference by riding our bicycle or walking to school.

• Talk about how if everyone helps, even in small ways, what a difference we can make to the amount of rubbish produced, and ultimately, the health of our environment.

• Students make a class book about something new they have learned about ways to protect our environment and improve our health. The teacher binds the book and reads it to the class.

Games

For supporting classroom games, please see Appendix 11

Nude Food Day - LESSON PLANS

YEARS THREE AND FOUR

RAT IONALETo focus on building greater understandings about the effect food choices have on our health and the effects of rubbish/waste on the health of our environment.

Nude Food Day is an ideal way in which to engage the students in activities relating to waste reduction, recy-cling and their connection to the health of our environment and food choices and their connection to our health.

Students will discuss the correlation between whole fresh foods in ‘natural’ packaging that are good food choices, compared with processed, packaged foods that are better eaten only occasionally.

They will discuss the meaning of the term ‘seasonal fruits and vegetables’. Display a large map of Australia showing all states and territories to be used for showing where fruits and vegetables are grown in Australia. Students will discuss how walking or riding a bicycle or scooter to school can help protect the environment.

The learning activities are developmental and are designed to be used as stand-alone activities or as part of an integrated program.

OVERVIEWIn this module the students will discuss the meaning of Nude Food Day. They will identify the ways in which rubbish is handled. They will discuss how choosing more foods prepared at home rather than processed foods will be better for health and generate less rubbish. They will discuss how eating local, seasonal foods is better for both health and the environment. They will discuss the benefits of reducing waste and how with a little planning and effort we can make a difference to the health of our environment.

ACT IVIT IES• Packaging and wraps

• Ask students to save the packaging and wraps from their lunch and place it on a large tarpaulin or sheet on the floor. Discuss the ways we could sort the rubbish into groups. What criteria would they use and why?

• Once the groupings have been decided, students sort the rubbish. What sort of rubbish do we have the most/least of? What could be the reasons for this?

• Ask the students for all the words they can think of associated with rubbish and the teacher writes them on a large sheet of butcher’s paper. This will serve as a reference for correct spelling of words in their writing.

• Students count the items in each pile and weigh the food scraps. The results are listed on the blackboard.

• Ask the students if they think their classroom is typical of most classrooms? Ask them how they could work out how much rubbish the whole school generates from lunch in one day. When they work out that they can multiply the amount of rubbish in their piles by the number of classrooms in the school, work through it as a class with the teacher recording the rubbish numbers on the blackboard.

• Ask the students to fill in the rubbish graph worksheet (Appendix 2 – Rubbish graph). They can choose to do a line or bar graph, name it and then paste it in their workbook.

• This will be used for comparisons on Nude Food Day.

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Nude Food Day - LESSON PLANS

Rubbish and our environment

• Discuss how rubbish is collected and stored at school. How often is it collected and where does it go?

• Discuss the terms ‘reuse, recycle, compost, landfill, waste, pollution’

• Ask the students to write these words and their meanings in their workbooks. The teacher holds up some of the saved rubbish from the lunchboxes and asks the students if it can be reused, recycled or composted and their reasons for the answer. What are the qualities something needs to be reused, recycled or composted?

• List separately the recyclable items, reusable items, items that could be composted and those that must go to landfill.

• Ask the students about the disposal of food waste and the implications if not dealt with correctly, e.g. flies, smell, vermin, compost gases and heat in landfill areas. Discuss the benefits of reusing, recycling and composting rubbish for the environment.

• Students illustrate items on the ‘where does the rubbish go?’ worksheet (Appendix 3 – Where does the rubbish go?).

• Discuss what might be the reasons behind having a Nude Food Day in schools. Why do you think they chose to have it in primary schools?

• Discuss the types of containers needed to have a rubbish free lunch. Is it possible to have a completely rubbish free lunch. Why/ Why not?

• Students to complete the Nude Food crossword puzzle. (Appendix 5 – Nude Food crossword puzzle).

Healthy choices

• Ask students to bring their lunch boxes to their tables and as a class count how many different types of the following were brought in for lunch: fruit / vegetables & salad / dairy products / meat products / bread & cereals / water

• Record the ‘Our Lunchboxes’ findings on a chart under these headings and display in the classroom.

• As a class discuss the findings and ask the students what they think about the food choices.

• Show the class a large poster of the Australian Guide to Healthy Eating Plate (Appendix 1 - AGHE Healthy Lunch Boxes) and discuss what it means.

• Talk about ‘everyday’ foods and ‘sometimes’ foods

• Students discuss the importance of a balanced diet and why it is necessary to eat a variety of food.

• Discuss these questions with the students: Why are the 5 food groups in different sized portions? Why don’t the extra foods have a small section in the plate, why are they in their own small section off to the side of the poster? Our bodies don’t actually need these foods. Extra foods do not contain any nutrients we can’t get from the 5 food groups. However if we cut one of the 5 food groups out of our diet we will be missing vital nutrients.

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Nude Food Day - LESSON PLANS

Healthy choices cont.

• Discuss the importance of water and why it needs to be first choice in drinks - followed by some reduced fat milk. Mention that water bottles can be refilled (if they are of the reusable variety) vs cans, bottles and tetrapacks with contribute to landfull.

• Teacher writes the term ‘FAST FOOD’ on the blackboard

• As a class discuss the term ‘fast food’ What do we imagine when we see this term? Why? List other terms for fast food, eg. takeaway, junk food, convenience food, etc What are examples of ‘fast food’ meals, eg burger meals, fish and chips, etc

• In pairs, go through magazines, advertising material, etc and choose a ‘fast food’

• Write down the reasons you think people might buy this food.

• Research the product and list all the ingredients. Do they fit into the Australian Guide for Healthy Eating. Why/why not? List the advantages and disadvantages of eating this food

• As a class discuss findings and decide if ‘fast food’ can be nutritious. Why/why not. List the students choices under the headings – ‘every day’ or ‘sometimes’ foods. Which list has the most foods? Why?

• Do the terms ‘fast’, ‘takeaway’, ‘convenience’ tell us if the food is nutritious or not? Can you make ‘fast food’ at home? Give examples and list them under the headings ‘everyday’ and ‘sometimes’ foods. How many of the fast foods at home are nutritious? eg. fruit, raw vegetables, cheese, etc. Make a class list of ‘fast’ food that you can have at home and is good for you. Display in the classroom. Pass the list around during the day for the students to illustration their choice on the list.

Nude Food Day

• Ask students to save any rubbish they have after their Nude Food Day lunch and to place in the same groupings chosen for the original rubbish saved.

• Students count the items in each pile of rubbish and weigh the food scraps. The results are listed on the blackboard. How does it compare to our first lot of rubbish?

• Students are to work out how much rubbish the whole school might generate today using the formula used previously. Use this information to complete their second line or bar graph (Appendix 2 – Rubbish graph).

• Discuss the results as a class. Students write their findings in their workbooks.

• Compare the types of food in the lunchboxes today to those of the previous lunch we looked at. Are the food types different? Why?

• Display the Nutrition Australia ‘What’s in a Serve’ information sheet (Appendix 6 – What’s in a serve?) and discuss portion sizes and why they are different for different foods.

Lunch Day

• Teacher tells the children that they are to organise a lunch day at school that aligns with the Australian Guide to Healthy Eating standards and generates as little rubbish as possible.

• Discuss, as a class, and list the types of foods that we could easily prepare at school for lunch. eg. sandwiches, wraps, various fillings, cheese, fruit, water etc

• As a class, decide on the menu for our rubbish free lunch at school and write it in workbooks..

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Nude Food Day - LESSON PLANS

Lunch Day cont.

• Organise the students into groups of four and discuss the tasks that will need to be done to ensure our lunch is a success. eg. ingredients need to be brought to school, setting up of tables, preparation and serving of food, clearing of tables and the clean-up. Allocate groups to these tasks. Decide what and how much food will be needed. (This makes for a great practical maths lesson.)

• Students fill in the gaps on the permission letter to be taken home to their parent and returned to school.(Appendix 10)

• Students, in pairs, design a poster advertising the class lunch to be displayed in the class room

• The day after lunch day the teacher discusses with the class their thoughts about the day. Was there much rubbish? Why/why not?

• Could the food we made be made at home be packed wrap-free or ‘nude’ in our lunch boxes. Why/why not? Did you taste anything new? Did the meal cover all the food groups? Draw a circle divided by the differenct food sections. Write the names of all the food you ate in the appropriate sections of the circle. Was you meal well balanced? Why/why not?

• Students to write a letter to a family member telling them of our Make a Lunch Day at school. Remember to include how we organized tasks, the menu and if you enjoyed your lunch. Tell them something you have learned about packing lunches, rubbish and the environment and you health.

Making a difference

• Discuss the possibility of making everyday Nude Food Day. What permanent changes to our lunch preparation would we need to make?

• Look at packaged food choices, particularly snacks, in the supermarket and decide if we could cut down on rubbish and help our health by making better choices.

• List food items that could be made up at home from bulk supplies, rather than buying pre-packaged single serves. Ask the students to make a list of foods they could package at home, from bulk supplies, in reusable containers. e.g. crackers and cheese, nuts, sultanas.

• Ask the students how they travel to school and why they travel this way. eg. time, safety, etc. Talk about how we travel and its effects on the environment and on our health. What could we do to help, eg. ride a bicycle or walk to school, car pool etc

• Students discuss the idea that even small changes can have a big impact on our environment. For instance even if people, close enough to school, rode their bikes or walked once a week what a difference it would make. As a class make a list for display about the benefits of riding a bike to school and the factors that need to be considered eg. safety, clothing, distance, weather,etc

• Ask the students to work in groups of four and to decide what would be the best way to convince people about the benefits of ‘nude’ food. They must decide what form their presentation will take, who will be their target audience and the roles of each group member.

• Each group will share their presentation and ask for constructive feedback from the class.

Games

For supporting classroom games, please see Appendix 11

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Nude Food Day - LESSON PLANS

YEARS FIVE AND SIX

RAT IONALETo focus on building greater understandings about the effect food choices have on our health and the effects of rubbish/ waste on the health of our environment.

Nude Food Day is an ideal way in which to engage the students in activities relating to waste reduction, recy-cling and their connection to the health of our environment and food choices and their connection to our health.

Students will discuss the relationship between whole fresh foods in ‘natural’ packaging that are good food choices, compared with processed, packaged foods that are better eaten only occasionally.

They will discuss the meaning of the term ‘seasonal fruits and vegetables’.

Students will discuss how walking or riding a bicycle or scooter to school can help protect the environment.

The learning activities are developmental and are designed to be used as stand-alone activities or as part of an integrated program.

OVERVIEWIn this module the students will focus on the issue of litter and its impact on the environment. They will talk about ways to reduce litter.

They will assess their food choices to determine if their daily requirements are being met. They will discuss the correlation between food choices and health and decide if more sensible choices need to be made.

They will look at how riding a bicycle or walking to school can have a positive effect on their health and on the health of our environment.

ACT IVIT IESPackaging and wraps

• Ask students to bring their lunch boxes into class and look at the way their food is packaged.

• Ask the students to work in pairs and make a list of the reasons why food needs to be packaged and in what ways the packaging might help to sell a product.

• Choose four commonly eaten packaged snack, drink or lunch items and list the reasons why they might be packaged as they are. Could they be packaged differently to minimize rubbish without compromising the quality of the food?

• How do manufacturers appeal to their target audience of school age children to sell snack products? Think about advertising, packaging and product for both food and drink items.

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Nude Food Day - LESSON PLANS

Rubbish and our environment

• Discuss the meanings of the terms ‘reuse, recycle, compost, landfill, waste and pollution’. Students write the terms and meanings in their workbooks.

• Litter has an enormous impact on the state of our environment and is a constant problem in the schoolyard. Provide each student with plastic gloves and ask them to collect litter found in the schoolyard - Once back in the classroom sort the rubbish into different types and the amount of each type - Record these findings on the blackboard.

• Students present the data collected in the form of a graph.

• Ask the students their thoughts on the amount and type of litter found in the yard and the possible consequences of litter lying around.

• Discuss the possible reasons for littering.

• Ask the students to think of questions to ask everyone in the school that might give some insight into why people litter. If we know why people litter we may be able to stop it.

• The teacher writes the students’ questions on the blackboard. Once they are all written up, edit and refine the questions as a group.

• Ask students, in pairs, to write down the questions and decide how to record the responses.

• Organize a suitable time, with the other class teachers for your students to go into the classrooms and fill in their questionnaires.

• When all the information has been gathered ask the students to work with another pair to collate their responses.

• As a class discuss the responses to each question and decide what action might be taken. Who needs to be involved to help put changes in place? How do we ask for their help? When these issues have been decided, an ‘action plan’ needs to be put together and the appropriate people contacted, to set the plan in place. This might take the form of letters to the school council / the principal to increase bin numbers in the school yard or by placing posters around the school as reminders about the effects of littering.

• Discuss the impact of rubbish in our waterways and oceans. In what ways does it affect the creatures and plant life?

• Design a billboard poster to teach people about the impact of litter on our waterways and oceans. These can be displayed around the school.

• Discuss why it is better to use a reusable water bottle compared to continuously buying new bottles of water each time you want a drink.

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Nude Food Day - LESSON PLANS

Healthy choices

• Encourage students to think about why we eat food and the different influences there are on food selection.

• Taste/enjoyment - reinforce that eating for taste and enjoyment is an important and normal behaviour.

• Growth - especially important for children and adolescents. Growth of bones, muscles, hair, nails etc

• Energy - to fuel muscles for sport, and essential for our brain so we can concentrate at school.

• Health - to keep us healthy and protect us from getting sick.

• Beliefs - religious/cultural E.g. Vegetarian, Halaal

• Allergies - nuts, shellfish, eggs etc.

• Food availability - What parents buy and pack, what is available in tuckshop and nearby shops

• Knowledge - about healthy and less healthy foods.

• Media and advertising - Discuss the influence of media and advertising on food selection, and how advertising can portray confusing nutritional messages to the consumer. Talk about meal-deals, up-sizing, and two-for-one deals.

• Convenience - prepacked items.

• Show the class a large poster of the Australian Guide to Healthy Eating Plate (Appendix 1 - AGHE Healthy Lunch Boxes) and discuss what it means.

• Discuss the importance of a balanced diet and why it is necessary to eat a variety of food.

• Why are the 5 food groups in different sized portions? Why don’t the extra foods have a small section in the plate? Why are they in their own small section off to the side of the poster? Our bodies don’t actually need these foods. Extra foods do not contain any nutrients we can’t get from the 5 food groups. However if we cut one of the 5 food groups out of our diet we will be missing vital nutrients.

There are five nutritional messages portrayed by the AGHE poster that should be covered.:

• Eat a wide variety of foods every day

• The types of foods in each food group

• Proportion of food groups that make up a balanced and healthy diet

• Importance of water

• Foods to be chosen ‘sometimes or in small amounts’ extra foods.

Healthy v Less Healthy

• Ask students to rate food in the lunch as either “healthy” (belonging to the 5 food groups of the AGHE) or “less healthy” (extra/sometimes foods).

• Compare the amount of packaging on healthy vs less healthy food and drinks.

Nude Food Day - LESSON PLANS

Food Diary

• Students are asked to complete a food diary for one day.

• They are encouraged to record all food eaten including drinks consumed in that day.

Rating Food Intake

• Using the “What’s in a Serve?” information sheet (Appendix 6 – What’s in a serve?) students can work out the number of serves they consumed for each food group.

• Students then total the number of serves for each food group eaten during the diary day and identify those food groups that need improving.

• Fill the Goal Setting Activity sheet (Appendix 7 – Healthy eating goal setting) and then answer the accompanying question sheet.

• As a class discuss the findings and share ways in which we can make healthy choices.

Physical Activity

• As a class discuss the correlation between good health and physical activity.

• Ask the students how they travel to school and why they travel this way. eg. time, safety,etc. Talk about how we travel and its effects on the environment and on our health. What could we do to help, eg. ride a bicycle or walk to school, car pool etc.

• For instance even if people, close enough to school, rode their bikes or walked once a week what a difference it would make. As a class make a list for display about the benefits of riding a bike to school and the factors that need to be considered eg. safety, clothing, distance, weather,etc

Advertisements

• In groups of four plan an advertising campaign for TV, radio or print on the benefits of ‘Nude Food’ The TV and radio campaigns can be no longer than 5 minutes and the print campaign to be A4 size. You may choose to do this as part of your competition submision.

• Consider: your message, your target audience, equipment needed, allocation of tasks.

• Discuss as a class the key factors of successful teamwork: recognizing people’s strengths, listening to the opinions of group members, cooperation, being able to disagree in a constructive way, etc.

• When the campaigns are completed, allow the groups to present them to the class and perhaps other classes if possible. Invite constructive feedback from the audience.

Nude Food Day - LESSON PLANS

Research

• In groups of two, the students are to research, write up (A4 sheets) and report on one of the following topics:

- Composting and worm farms

- Growing fruit and vegetables in a small garden

- Recycling

- ‘Carbon footprint’ – what does it mean and how does it effect us?

• The students will need several sessions to research, write and report on these topics. When finished they can be bound and made into a class book

Nude Food Day – making a difference

• Students bring their Nude Food lunch boxes to class and examine the ways in which packaging and wraps have been kept to a minimum.

• What must be considered when trying to minimize packaging and wrap in lunch boxes?

• Discuss the possibility of making everyday Nude Food Day. What permanent changes to our lunch preparation would we need to make?

• Look at packaged food choices, particularly snacks, in the supermarket and decide if we could help our health and cut down on rubbish by making better choices.

• List food items that could be cooked at home or made up from bulk supplies, rather than buying pre-packaged single serves. Ask the students to make a list of foods and drinks they could package at home, from bulk supplies, in reusable containers. e.g. crackers and cheese, nuts, sultanas.

• Students discuss the idea that even small changes can have a big impact on our environment.

Games

For supporting classroom games, please see Appendix 11

nude food = A HEALTHY BODY+ HEALTHY PLANET

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APPENDICES

HEALTHY LUNCH BOXES

Many children consume at least 50% of their total daily energy intake while at school and the majority of these children will be bringing their lunch from home. Therefore packing a healthy lunch is an important part of ensuring that school children meet their vitamin, mineral and nutrient requirements. Children who eat healthily will ensure they have energy not only for growth and activity, but can also help their concentration in the classroom.

Eating healthily means eating in accordance with the Australian Dietary Guidelines for Children and Adolescents. These guidelines can be found at http://www.nhmrc.gov.au/_files_nhmrc/file/publications/synopses/n30_pamphlet.pdf and the pictorial version is the Australian Guide to Healthy Eating represented by the “plate” model below.

A healthy lunchbox should include a combination of foods from each of the 5 food groups. It is important for children to realise that healthy eating is important for EVERYONE no matter what their age, weight, height. Research shows that children who learn good eating habits early in life, generally tend to continue this throughout their whole life, meaning they will maintain a healthy weight and avoid many lifestyle diseases such as diabetes and heart disease.

APPENDIX

Appendix 1

WaterInclude a water bottle every day

VegetablesSalad

Cherry TomatoesCarrot

CucumberCeleryCorn

Legumes/Beans

FruitsWhole Fresh Fruit

Fruit SaladWatermelon

GrapesTinned FruitsDried Fruits

Extra FoodsUse small amounts

Fast FoodsConfectionery

Biscuits

Dairy FoodsMilk

CheeseYoghurt

OilsUse small amounts

MeatsSliced Meat

ChickenTuna/SalmonBoiled Eggs

NutsLegumes

Grain (Cereal) FoodsWholegrainBread/ RollsPita Bread

WrapsRice

QuinoaPasta

Noodles

302928272625242322212019181716151413121110987654321

CLING WRAP FOIL PAPER PLAST IC BAGS PRE-PACKAGED DRINK BOTT LES

Name:

NUMB

ER O

F PI

ECES

RUBBISH GRAPH

Appendix 2

Name:

WHERE DOES THE RUBBISH GO?Look at the circles below and decide what can be done with the left overs and rubbish from your lunch. Draw pictures in the correct circles.

REUSE

COMPOST

RECYCLE

RUBBISH

Appendix 3

NUDE FOOD HEALTHY LUNCH BOX

What would you like to pack in your Nude Food Movers Rubbish Free Lunch Box? Remember to think about the different food groups and packaging choices. Don’t forget your water bottle as part of your lunch everyday!

Appendix 4

Name:

 

1 2

3

4 5

6

7 8

9

Appendix 5

NUDE FOOD CROSSWORD PUZZLE

Across:

1 - When people do this, it saves petrol.

3 - This has its own natural packaging

4 - The opposite of polluted.

7 - Use something old to make something new.

8 - Paper is made from these.

9 - What we throw away.

Down:

2 - Another name for rubbish thrown on the ground.

4 - This means to look after and protect.

5 - We want our food in lunch boxes to be this.

6 - These creatures break down the food scraps in compost.

WORMS

NUDE

CARELITT ER

WALK

FRUIT

CLEAN

RECYCLE

TREES

RUBBISH

Name:

NFw

These are most important for the vitamins they give us which keep us bright and healthy. They also provide us with fibre and some carbohydrate.

Try to eat 5 or more serves every day1 serve is any one of these:

1/2 cup cooked vegetables.

1/2 cup beans, peas or lentils

1 cup salad vegetables

1 potato

1 tomato

WHAT' S IN A SERVE?

Appendix 6

All of these foods come from grains like wheat, oats, rice, rye, barley and corn. They give us carbohydrate for energy, protein for growth, fibre to keep our bowel regular and lots of vitamins and minerals.

Try to eat 4 or more serves every day(1 serve is any one of these:)

1 slices bread

1/2 bread roll

1/2 small bowl cereal (about 1 metric cup)

1/2 cup of cooked rice, pasta or noodles

2/3 cup wheat cerel flakes

These give us lots of vitamins to keep us healthy as well as

carbohydrates for energy. The fruit with the edible skins contain lots of fibre. Fruit juice does not give us as much fibre as fresh fruit.

Try to eat 1- 2 serves every day1 serve is any one of these:

1 medium piece, E.g. apple, banana, orange

2 small pieces, E.g. apricots, kiwi fruit, plums

1 cup diced or canned fruit

1/2 cup juice

30g of dried fruit (eg. 4 dried apricot, 1 1/2 tbs sultanas)

GRAIN (CEREAL) FOODS

VEGETABLES

FRUIT

This food group consists of all kinds of meat, poultry, fish, eggs, nuts and legumes such as baked beans. These foods are a really good source of protein which helps our body to grow and repair itself. These foods also contain iron, which is an important part of our blood.

Try to have 1 serve every day1 serve is any of these

2 small chops

2 slices roast meat 1/2 cup mince

2 eggs 1 chicken drumstick

1/3 cup of nuts 1/2 cup canned beans (eg baked beans)

Appendix 6

Reduced fat milk, yoghurt and cheese are the most important dairy foods for us to eat because they are the best source of calcium in our diets. Calcium helps to keep our bones and teeth strong. These foods also contain protein and some vitamins.

If you don’t like dairy foods or cannot drink milk then drink soy milk instead..

Try to eat at least 1 1/2 serves every day1 serve is any of these:

1 cup of milk 2 slices of cheese

3/4 tub of yoghurt 1 cup soy milk

These foods do not give us many nutrients and most contain too much added fat, sugar and salt. You should only eat these foods occasionally and in small amounts. These are often foods with packaging and that require a lot of energy and water to be used in their production.

Try to have no more than 2 serves a day1 serve is any of these:

1 can soft drink 1 doughnut

1/2 chocolate bar 2 small scoops ice cream

1/3 meat pie 12 hot chips

1 slice of cake

MILK

MILK, YOGHURT AND CHEESE

MEAT, EGGS, NUTS AND LEGUMES

EXTRAS

WHAT' S IN A SERVE?

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HEALTHY EATING GOAL SETTING

Tick the food groups that need improving and state how you need to improve them.

Appendix 7

FOOD GROUPSExample

Fruit

HOW AM I GOING TO IMPROVE MY INTAKE?

I need to eat one more serve per day

NEEDS IMPROVING

Bread & Cereal

Vegetables

Fruit

Meat, Yoghurt or Cheese

Meat or Meal alternative

Extras

Name:

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HEALTHY EATING GOAL SETTING

Appendix 7

What can happen to my health if I don’t improve my food intake?

Set some food goals that will help you to eat all of the recommended foods for each food group. Make sure you state when you will achieve your goal, e.g. I will take a piece of fruit to school every day.

Can you think of any factors or people that might help or hinder you from achieving these goals?

Factors that may help me:

Factors that may hinder me:

How will you overcome the factors that may hinder you?

How can you make use of the factors that may help you?

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my food intake diary

Write down all of the foods you eat and beverages you drink in one day.

Don’t forget to write the type AND the amount of food and drink consumed.

Appendix 8

1. BREAKFAST 2. MORNING BREAK

3. LUNCH 4. AFT ERNOON BREAK

5.DINNER 6. OTHER SNACKS & DRINKS

HEALTHY EATING FOOD INTAKE RATE?

Write the foods from your food diary onto this table and work out how many serves from each food group you managed to eat in one day. Then total up all of the serves to find out which food groups need improvement.

Appendix 8

FOOD

ExampleCheese on two slices of toast

BREAD & CEREAL VEGETABLE FRUIT

MILK, YOGHURT & CHEESE

MEAT OR ALT ERNAT IVE EXTRAS

1 1

BREAKFAST

MORNING BREAK

LUNCH

AFT ERNOON LUNCH

DINNER

OTHER SNACKS & DRINKS

TOTAL SERVICESERVES NEEDED:

DIFFERENCE: 5+ 4+ 1-2 2 1 2 or Less

Name:

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CLASS BREAKFAST

Appendix 9

Dear

At school we have been learning about food and that it is important to have a healthy breakfast.

We are planning to have a breakfast on at school.

Each person in the class is providing something for the breakfast.

I have been asked to bring

I will need to bring this to school on the morning of the breakfast. I hope you can help.

Please complete the tear-off form below and I will take it to school.

I give permission for

to attend the class breakfast.

My son/daughter has the following special needs (please provide full details and include any relevant medical details.)

I am able/unable to provide for the breakfast.

I am able/unable to help at the breakfast.

Signed

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CLASS LUNCH

Dear

At school we have been learning about food and that it is important to have a healthy lunch.

We are planning to have a lunch on at school.

Each person in the class is providing something for the lunch.

I have been asked to bring

I will need to bring this to school on the morning of the lunch. I hope you can help.

Please complete the tear-off form below and I will take it to school.

I give my permission for

to attend the class lunch.

My son/daughter has the following special needs (please provide full details and include any relevant medical details.)

I am able/unable to provide for the lunch.

I am able/unable to help at the lunch.

Signed

Appendix 10

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Appendix 11

CLASS GAMES

WHAT AM IDepending on the age of the children this flashcard game is easily adapted. Contact Nutrition Australia Qld’s Food Smart Schools for help with flashcards if needed.

Preparatory Year

Flashcards with a named picture of a fruit or vegetable on them.

Years One and Two

Flashcards with a named picture of any type of food from any of the food groups.

Years Three and Four/ Five and Six

Flashcards with food names on them

• Discuss with the class the types of questions you would need to ask if you were trying to guess the hidden foodstuff. eg. colour, size, taste, etc.

• Choose four students to stand out the front. The teacher randomly selects the food card and sticks it on the board behind the students at the front, above their heads so they cannot see, but the audience can.

• Each of the four students takes turns at asking a question that requires only a yes/no answer, eg. Am I a fruit? Am I an ‘everyday food’, etc until one of the four guesses the answer and becomes the winner.

FOOD AND DRINK ‘WHAT AM I?’ CARDSYears Three and Four/ Five and Six

Ask the students to write up three or four ‘What am I?’ cards. Ask them what they will need to consider when writing them up, eg. shape, size, colour, taste, uses, etc. Ask them to write the clues down first and to remember to give only a little bit of information with each clue. Try to think of some unusual foods. When finished, put them in a box, shuffe them around and everyone pick out four cards and see if they can solve them.

CLEAN UP THE RIVERAn interactive recycling game to be accessed at the Clean Up Australia Ltd website - www. cleanup.org.au/au/

This website povides an enormous resource and includes interactive, curriculum based, recycling games.

There are four versions of the game about cleaning up our river systems. The games are also state/territory specific so the students will recognise the names of the river system in their state/territory.

LEVEL 1 - Foundation year

LEVEL 2 - Years One and Two

LEVEL 3 - Years Three and Four

LEVEL 4 - Years Five and Six

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The ideas listed below can easily be adapted to all secondary year levels.

How can we reduce the amount of rubbish in the world?

Consider and explore the following questions:

What is rubbish?

Is rubbish an appropriate term for things that we throw away?

Do we all consider the same things rubbish?

In what ways can rubbish become a resource?

In what ways can we reduce waste at home/school?

Can we help reduce waste at a city/state/country/world level? How?

What initiatives are already in place at any of these levels? Research these and give a brief synopsis of each initiative.

Think about the effects any of these initiatives may have on our health and that of the environment.

Discuss the tierm ‘natural packaging’ in relation to the food we eat. What does it mean? Is aturally packaged food better/worse for our health and that of the environment? Why/Why not?

Would it be possible to eliminate all food wrap/packaging? Why/Why not?

After researching and discussing the questions, decide, in pairs or small groups, what means you will use to help change people’s patterns of behaviours and attitudes to the use of excess packaging and the manage-ment of waste.

Create a visual campaign piece, such as a poster created on a computer; full-page advertisement or brochure using design software such as Publisher; or a three/four minute commercial using software such as Movie Maker or iMovie.

It may also take the form of a three to five minute performance piece. The campaign must encourage a particular social/behavioral message around the key theme.

Eating healthily means eating in accordance with the Australian Dietary Guidelines for Children and Adolescents. These guidelines can be found at www.nhmrc.gov.au along with the pictorial version of the Australian Guide to Healthy Eating represented by the “plate” model.

A healthy lunchbox should include a combination of foods from each of the 5 food groups and a drink of water. It is important for children to realise that healthy eating is important for EVERYONE no matter what their age, weight, height. Research shows that children who learn good eating habits early in life, generally tend to continue this throughout their whole life, meaning they will maintain a healthy weight and avoid many lifestyle diseases such as diabetes and heart disease.

Appendix 12

SECONDARY ACTIVITIES

THEME

CAMPAIGN

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Appendix 12

Each member of the group is to participate equally throughout the preparation and presentation

Discuss the strengths of each person in the group to ensure you capitalise on their abilities.

Record the role of each group member.

Research information carefully and retain all working notes.Verify and acknowledge any statistical data used in the presentation.

You may choose a general message or focus on a specific part of the environment. eg. rivers, beaches, camping areas, schools, etc, or you may want to focus on food and packaging.

You need to establish a very clear idea about the message you are delivering and what behavior you are targeting.

Who is your target audience?

Why is this particular message important to the group?

Ensure the students are given enough time to plan, prepare and present the campaign to the other groups and perhaps other classes or at assembly. Posters could be displayed around the school.

What methods, if any, could be used to ensure your message is taken seriously? Is it enforceable, and if not, could it be enforced? How?

What could be the consequences of ignoring your message for our health and that of the environment?

Are there limitations to your campaign? Explain.

What assistance/backing would you need to add credibility to your message or to reach a wider audience?

Write a letter to the Federal Minister, or your State Minister that is in charge of environmental matters and tell them about your campaign. Ask them for any information they have on your particular cause and what is being done to help get the message across at a state/federal level.

Class teacher to assess all working notes.

LETT ERS

ASSESSMENT

PRESENTAT ION

CAMPAIGN EVALUAT ION