Food preparation

Healthy Eating Curriculum Kit | Food preparation | 45

Years R–2
Food preparation: Food storage
Germ busters

Understands how to keep food safe from harmful

germs by storing it safely.

Prior knowledge and >  What might happen if the food is left
out of a fridge on a hot day?
Australian Curriculum exemplar links
English: Literacy: Interacting with others
lesson preparation >  How would you know if a food is not [ACELY1784, ACELY1656, ACELY1788]
� In groups of 3, children discuss reasons fit to eat? Language: Expressing and developing ideas
why we need to store food safely. >  Do foods need to be covered when [ACELA1470]
Responses need to be recorded for they are placed in the fridge? Why?
Maths: Number and Algebra: Number and
further discussion about germs. Explain >  Why do we put our lunches in lunch
place value [ACMNA002]
to children that some germs called box containers? How can we keep
our lunch boxes cool? Science: Science Inquiry Skills:
bacteria can make us sick if they are Communicating, Processing and analysing data
allowed to grow and multiply on food
we eat. These bacteria die when food
Further inquiry and information, Evaluating [ACSIS012,
� Using the proforma on page 47, children ACSIS233, ACSIS041] Science as a Human
is cooked well (over 60 degrees Celsius) Endeavour: Nature and development of
and they stop growing when it gets too investigate and compare what happens
to food that it is left outside with food science [ACSHE021, ACSHE034]
cold for them to survive (below 5
degrees Celsius). that is stored in the fridge for 5 days. General Capabilities
Possible foods to be investigated could Literacy, Critical and creative thinking,
� Discuss daily temperatures in summer
include bread, cheese, milk or fruit. Numeracy, Personal and social competence
and winter to gain an understanding of
hot and cold in relation to temperatures � Children predict what the outcomes Cross Curriculum Priorities
and how a thermometer is used to might be after 5 days and record their
Sustainability
measure temperature. observations daily. At the end of 5
days, in pairs, children discuss and draw Websites to support inquiry
conclusions from their observations to Food safety information for children
Focus inquiry share with the class. www.healthykids.nsw.gov.au/recipes/food-
� Children discuss where foods are stored � What do the results tell us about storing safety-and-hygiene.aspx
in a supermarket or shop such as shelf, food? How will we use this information? Food safety in school canteens, Right Bite
fridge or freezer. manual, part 2, pg 75
� List the foods that are stored in each www.decd.sa.gov.au/sites/g/files/net691/f/
storage category or collect pictures of right_bite_manual_black_and_white.pdf
food and food containers to be pasted
SA School Canteen Information
under their appropriate headings. www.decd.sa.gov.au/sites-and-facilities/canteens
� Children then list foods that are first kept
DVD Looking After Our Kids
on a shelf but stored in a fridge once they
www.foodstandards.gov.au/
are opened and consider: consumer/information/pages/
>  Why is it important to put these foodsafetyproducts/
foods in a fridge?

46 | Healthy Eating Curriculum Kit | Food preparation

 Rating breakfast cereals
Breakfast cereal Total fats Saturated fats Sugar Sodium (salt) Fibre
per 100g

Cereal A

Cereal B

Cereal C

Healthy Eating Curriculum Kit | Food preparation | 47

Name Date
Years R–2
Food preparation: Hygiene and handling food
Safety first for food

Practises good hygiene when handling food.

Prior knowledge and � Children discuss which method of hand Healthy take-away!
washing was most efficient in removing
lesson preparation all of the moisturiser and nutmeg. To further reinforce the message of good
hygiene when handling food, children share
� Discuss the meaning of being safe with food. The second method is best. It is important
to explain that hands should and discuss correct hand washing technique
� With the help of a partner, children trace with parents and prepare a home poster for
be dried on a paper towel or under an
around their hands on white paper and cut correct hand washing practices. Consider and
air dryer. Singing Happy Birthday during
out the shape. Children examine their discuss other ways to practice good hygiene at
hand washing provides a guide as to
hands (front and back) and discuss all home (eg dishes, toileting, bathing).
the length of time needed.
of the things they can see on the skin of
their hands (eg dirt, texta marks, grass
stains). On the first cut out hand children Further inquiry Australian Curriculum exemplar links
record what they can see on their hands � Create posters Rules to follow before we eat. English: Literature: Examining literature
and consider what the second cut out [ACELT1585] Literacy: Interacting with others
� Where appropriate, invite the school
hand is meant for (ie things we can’t see). [ACELY1676]
canteen manager to speak to the class
� Introduce and discuss the term micro- about hygiene practices used when Science: Science Understanding: Biological
organisms. Children give examples of preparing school lunches. Develop sciences [ACSSU211] Science Inquiry Skills:
what these could be (eg germs, bacteria, questions to ask the canteen manager. Evaluating [ACSIS212]
viruses, protozoa) and how they might � Find out more about correct hand General Capabilities
affect us if they enter our body. washing and food safety by contacting Literacy, Critical and creative thinking,
� The class then discusses how these micro- the Local Government Environmental Numeracy, Personal and social competence
organisms get into our body and how we Health Officer.
could stop them from getting in (eg covering Websites to support inquiry
cuts, washing hands before eating and Hand washing poster
using the toilet, washing raw food like fruit Appetiser! www.wch.sa.gov.au/services/az/divisions/labs/
and vegetables before we eat it). Did you know that over 11,000 people every infect_control/documents/
� Introduce and discuss the fact that not all day suffer from food poisoning in Australia? HandwashGuidePoster.pdf
micro-organisms are harmful (eg bacteria Correct hand washing: Food safety information for children www.
in yoghurt and cheese, good bacteria in >  wet hands under the tap healthykids.nsw.gov.au/recipes/food-safety-
our digestive system). > apply soap on your hands and-hygiene.aspx
>  rub your hands, between fingers front Food safety in school canteens, Right Bite
Focus inquiry and back, around thumb, around wrist manual, part 2, pg 75
>  sing Happy Birthday as an indication www.decd.sa.gov.au/sites/g/files/net691/f/
� In groups of 4 (preferably with adult right_bite_manual_black_and_white.pdf
of hand washing time
supervision), spread moisturiser and
>  rinse hands with tap water SA School Canteen Information
sprinkled nutmeg on each child’s hand.
> dry on a paper towel or hold under www.decd.sa.gov.au/sites-and-facilities/canteens
Children first wash their hands in cold
an air dryer.
water only and notice any changes Video
compared to washing with cold water Often children in Year R–2 eat their lunch or www.foodstandards.gov.au/consumer/
using soap. Introduce a song (eg recess before they go outside to play. This is a information/Pages/default.aspx
This is the way we wash our hands great time to reinforce the importance of washing
or Happy Birthday) as students explore hands before handling their food – make it
ways of hand washing. compulsory to wash hands prior to eating.

48 | Healthy Eating Curriculum Kit | Food preparation

Years R–2
Food preparation: Cooking and recipes
Lucky dip

With adult supervision can cook or prepare a simple healthy meal.

Prior knowledge and >  Dipping vegetables: carrots, celery, Healthy take-away!
broccoli, cucumbers, capsicum,
lesson preparation cauliflowers, snow peas. Invite parents to a healthy dip tasting
occasion at school. Parents might like
� In groups of 3, children revisit and Encourage the children to smell
to vote on their favourite dishes.
discuss important food safety ingredients that they may not be familiar
with, particularly the herbs which will Make an electronic version of the
considerations from previous activities
help them with their selection. Class recipe book available to families
and share generalisations with the class.
via the school website.
� Children discuss the meaning of the food Method/Procedure:
term dip and list the names and
composition of dips with which they are � Select one or more of the dip base Australian Curriculum exemplar links
familiar. Share lists in a class discussion ingredients and mix them in a cup.
English: Literacy: Creating texts,
and classify each as healthy or unhealthy Ensure to keep your cup and spoon
Interacting with others [ACELY1672,
based on prior knowledge of The to yourself.
ACELY1646] Language: Expressing and
Australian Guide to Healthy Eating. � Choose the add-ins for your dip. developing ideas, Text structure and
Add as many as you wish. organisation [ACELA1435, ACELA1479]
Focus inquiry � Next, wash the vegetables and with
the assistance of adults and cut them
Maths: Number and algebra: Fractions
Adult supervision needed. Prior to the and decimals [ACMNA033]
into small bite-size pieces. Keep
activity, reinforce the need for good hygiene a record of ingredients used, so that General Capabilities
when handling or preparing food. Revisit you can write a recipe and include Literacy, Critical and creative thinking,
correct hand washing technique. it as part of a Class recipe book. Personal and social competence
� In groups of 4, children create their Further recipes are available in the Teaching
own healthy dip comprising a dip base, Further inquiry support materials section of this kit and
add-ins and vegetables. from www.gofor2and5.com.au/Recipes/
� Organise a tasting for the original dips.
� Discuss and list possible ingredients. tabid/58/Default.aspx
Use The Australian Guide to Healthy � Write a procedural text, outlining how
Eating to assess the suitability of the the dip was made and include an
ingredients. Examples could include: imaginative name for the dip.
>  Dip bases: low-fat natural yogurt, � Design a colourful label for the dip,
tomato juice, chopped tomato (fresh using interesting adjectives to make
or tinned), low fat sour cream, tofu- the dip sound irresistible.
mashed, avocado-mashed, tinned chick � Use the internet to investigate other
peas-mashed, cooked mashed-potato. healthy dip ideas.
>  Add-ins: lemon juice, Worcestershire
sauce, spices (eg turmeric, cumin,
pepper), spring onion, garlic, herbs
such as oregano, basil, rosemary,
tarragon, dill, garlic, mixed Italian herbs,
parsley, coriander–fresh or dried.

Healthy Eating Curriculum Kit | Food preparation | 49

Years 3–5
Food preparation: Food storage
Getting ‘savvy’ with safe storage

Identifies reasons why food spoils if not stored effectively.

Prior knowledge and Further inquiry Appetiser!

lesson preparation � With a partner, children prepare a > Harmful bacteria can make us sick.
> Bacteria grows and thrives in
shopping list of foods they like to eat
� With a partner, children discuss and record temperatures between 5 degrees
for 3 main meals of a typical day.
the meaning of the terms perishable, semi- Celsius and 60 degrees Celsius.
Children then discuss and record where
perishable and non-perishable and share > Below 5 degrees Celsius bacteria stop
these foods are likely to be stored in a
their ideas in a class discussion. Investigate growing and above 60 degrees Celsius,
supermarket.
the meaning of each using the internet. bacteria dies.
� In pairs, children then identify the most
>  Perishable foods will spoil in a few days > Bacteria double in number every
appropriate place to store each type of
eg raw meat, fish, ham, milk, some fruit 20 minutes at room temperature.
food at home and why (Refer proforma
and vegetables.
on page 51).
>  Semi-perishable foods will spoil in a
� Children then develop an inquiry aimed Australian Curriculum exemplar links
week or two, and some up to 1–2
at proving or disproving one of their English: Literacy: Interacting with others
months eg bread, potatoes, onions,
findings eg compare what happens to [ACELY1792] Language: Language for
margarine, butter.
milk if left out at room temperature with interaction [ACELA1488]
> Non-perishable foods have a Use by
milk stored in the fridge and observed
date, or Best before date eg canned Maths: Measurement and Geometry:
over a period of 5 days.
goods, dried pasta types, sugar, flour. Using units of measurement [ACMMG084]
Science: Science Inquiry Skills:
Focus inquiry Healthy take-away! Questioning and predicting [ACSIS053,
� In groups of 3, children provide examples With the help of a parent, check the ACSIS064]
and record where the food should be temperature of the family fridge using General Capabilities
stored for each food category. a thermometer. Adjust the temperature Literacy, Critical and creative thinking,
� Children then discuss and use resources if higher than 5 degrees Celsius. Personal and social competence
to investigate a group response to: Evaluate food storage at your home
> Does the above information help us to using the table below to assist you with
understand what causes food to spoil the assessment.
and where food should be stored? Yes No
> Why are perishable and semi-
perishable foods kept in the fridge? Are raw meats stored in the
bottom of the fridge?
> Why do we need to cook food?
> What will happen to food if it is left out, Are all non-perishable goods
and not stored appropriately? stored in containers?
> What is the temperature danger zone? Is the fridge temperature
> Why should we store non-perishable lower than 5 degrees Celsius?
foods in containers? Are perishable & semi-
> Why should we keep hot food hot and perishable foods to be eaten
cold food cold when we want to eat it? much later, stored in the freezer?
> Why should raw meats be stored on
the bottom shelf in the fridge? Is food from the supermarket
put away immediately, in the
> Why do we store some food in the freezer?
correct place?
� Groups share responses with the class.

50 | Healthy Eating Curriculum Kit | Food preparation

 Place your shopping for the main meals in the correct location.
Give reasons for your selection.

Fridge Freezer Pantry/cupboard

Product Reason Product Reason Product Reason

eg Milk eg Milk is a perishable eg Fish fillets eg The freezer will keep eg Packet of pasta eg Pasta is a non-
food and needs to be the fish fresh for a longer perishable food. It should
stored in the fridge. The period. You can store fish be stored in a container so
fridge temperature will in the freezer for 2–6 it doesn’t get contaminated
make sure the milk does months depending on by instects, chemicals or
not spoil within two days. the species. of fish. foreign objects.

Healthy Eating Curriculum Kit | Food preparation | 51

Name Date
Years 3–5
Food preparation: Hygiene and handling food
Coco-banana bites

Recognises the importance of preparing and

cooking food safely and hygienically.

Prior knowledge and Further inquiry Australian Curriculum exemplar links

English: Literacy: Interacting with others
lesson preparation With a partner, children create a board
[ACELY1676, ACELY1687, ACELY1699]
game similar to Snakes and Ladders,
� In groups of 3, children revisit and list General Capabilities
(eg Jerry Germ and Safe Sam) based
the rules and reasons for the safe Literacy, Critical and creative thinking,
on food safety and hygiene rules.
handling and preparing food (eg washing Personal and social competence
and drying hands, ensuring the food
preparation area is clean, tying back Appetiser! Websites to support inquiry
hair if needed). Right Bite website–Food safety tips
Five basic rules to follow to keep food safe: www.decd.sa.gov.au/supporting-students/health-
� Items and ingredients needed for each
> Ensure that potentially risky foods are e-safety-and-wellbeing/health-and-wellbeing
group: 2 oranges, 5 bananas, 1 cup of
stored at the correct temperature, that
desiccated coconut, 2 orange squeezers, Hand washing poster
is; Cold foods 5 degrees Celsius or lower
chopping board and knife, tooth picks, www.wch.sa.gov.au/services/az/divisions/labs/
– hot foods 60 degrees Celsius or higher.
small bowl, grease proof paper and tray. infect_control/documents/
> Cook food thoroughly, and if necessary,
HandwashGuidePoster.pdf
cool it quickly: A probe thermometer
Focus inquiry should be used – aim for at least 75 Food safety information for children
degrees Celsius in the centre of hot food. www.healthykids.nsw.gov.au/recipes/food-
Making Coco-banana bites
> Ensure that cross contamination does safety-and-hygiene.aspx
(in groups of 3 children)
not occur. FSIC YouTube Channel
An illustrated Coco banana bites recipe page > Wash, sanitise and dry all equipment https://www.youtube.com/channel/
for kids is available from www.gofor2and5. thoroughly after use. UCAJtjgwBFZZ1iA2XUBnLbMg
com.au/KidsOnly/KidsintheKitchen/ > Ensure that good hygiene practices Food safety in school canteens, Right Bite
CocoBananaBites/tabid/217/Default.aspx are used at all times. manual, part 2, pg 75
www.decd.sa.gov.au/sites/g/files/net691/f/
Method: right_bite_manual_black_and_white.pdf
1) Squeeze the juice from the orange
and pour it into the small bowl. Healthy take-away! SA School Canteen Information
www.decd.sa.gov.au/sites-and-facilities/canteens
2) Peel the bananas and cut into bite- Design, make and use a food safety
sized pieces. checklist to promote good practice related Video
3) Using a toothpick, dip banana pieces to personal hygiene, food and food www.foodstandards.gov.au/
consumer/information/pages/
into the orange juice. preparation and cooking in the home. foodsafetyproducts/
4) Roll banana in the coconut. Share your checklist with your family
5) Eat immediately, or keep in the fridge and identify areas for improvement.
until chilled. (If the food is going to be
Watch your favourite cooking show on
chilled or stored in the fridge, discuss
television. Using your checklist assess the
the best way to keep it safe?)
safety and hygiene standards that you
� Children discuss the success of the notice being used in the program.
activity and investigate other healthy
snacks that can be easily prepared.
� Prepare a class Healthy snack recipe
book electronically. Make the book
available to all families and the canteen.
52 | Healthy Eating Curriculum Kit | Food preparation
Years 3–5
Food preparation: Cooking recipes
Pizza wheels

With adult supervision can cook or prepare

a healthy meal following a recipe.

Prior knowledge and Method: Healthy take-away!

1) Preheat the oven to 200 degrees Celsius.
lesson preparation 2) G  rease the baking tray.
Try the recipes at home. You can change some of
the toppings to suit family tastes, however
� Revise food safety guidelines and The 3) S ift the flour into a bowl. remember this is a healthy pizza and choices must
Australian Guide to Healthy Eating (AGHE). 4)  R ub the margarine into flour until fit within AGHE.
� In groups of 3, children describe and discuss it resembles fine breadcrumbs.
their own cooking experiences and favourite 5) W  hisk the egg and the milk together
recipes. Groups then share these with the in a small bowl with a fork. Australian Curriculum exemplar links
class to identify common experiences and 6) A dd the egg mixture to the flour English: Literacy: Interpreting, analysing,
recipes. Students classify common recipes and mix to form a soft dough ball. evaluating, Interacting with others [ACELY1698,
as healthy (everyday) or sometimes foods 7) R oll out the dough to form a rectangle, ACELY1691, ACELY1661] Literature:
based on their knowledge of AGHE. on a floured surface. Responding to literature [ACELT1586] Language:
8) P eel and slice the onion, slice the Language for interaction, Expressing and
Focus inquiry tomato, mushrooms and capsicum.
9) S pread the tomato puree, onion,
developing ideas [ACELA1488]
Maths: Measurement and Geometry: Using
Tip: If you do not have access to an oven, tomatoes, capsicum and mushrooms units of measurement [ACMMG061, ACMMG064,
choose a no cook recipe from one of the over the dough. Leave a 2cm gap ACMMG108]
websites to the right. around the edges.
Science: Science Inquiry Skills: Questioning
� Children work in groups of 6 and are given 10) Grate the cheese.
and predicting [ACSIS231, ACSIS029] Science
a copy of the recipe for Pizza Wheels. 11) Sprinkle the grated cheese and Understanding: Chemical sciences [ACSSU077]
� Groups assign cooking tasks for each herbs on top.
12) Roll up from the long end sealing General Capabilities
member including a person to record
the cooking using a camera or ipad. the filling inside. Literacy, Critical and creative thinking, Numeracy,
Before embarking on cooking activities 13) Cut into 4 cm slices. Personal and social competence
ensure the children have a knowledge and 14) Place flat on the baking tray and Websites to support inquiry
understanding of volume, capacity and mass bake for 10 minutes. Healthy fruit and veg recipes
and can measure accurately in grams and 15) After baking, place on a cooling rack. www.gofor2and5.com.au/Recipes/tabid/58/
kilograms, millilitres and litres. Cooking Default.aspx
provides children a wonderful opportunity to � Groups share and provide feedback
to each other. Healthy seasonal recipes
reinforce skills in authentic contexts. www.freshforkids.com.au/recipes/recipes.asp
� Children view each team’s video and
� The Pizza Wheels recipe for Primary Heart Foundation healthy recipes
evaluate hygiene and safety practices.
schools, with powerpoint, pdf and flash www.heartfoundation.org.au/recipes
cards, can be found at: www.foodafact
Healthy recipes, games and resources
oflife.org.uk/Sheet.aspx?siteId=20&sectio Appetiser! www.nutrition.org.uk/foodinschools/teachercentre
nId=82&contentId=276
Before you cook: Jamie Oliver’s website – recipes,
Equipment: Mixing bowl, sieve, kitchen scales, > always ask permission fact sheets, activity sheets
baking tray, sharp knife (supervised), measuring > work in a clean area www.jamieoliver.com/recipes
spoons, measuring jug, rolling pin, chopping > roll up your sleeves, pull back your hair Healthy Recipes
board, grater, cooling rack, fork. Apply utmost > wash and dry your hands thoroughly www.eatforhealth.gov.au/eating-well/healthy-recipes
safety when using knives and hot ovens. > cover any cuts or sores
Ingredients: Base: 150g self raising flour, > read the recipe carefully before you begin
25g margarine, 1 egg, 50ml milk. Topping: > wash any fruit or vegetables
25gm tomato puree, 1 tomato, 50g low fat > gather and measure all the ingredients
cheddar cheese, 3 mushrooms, 1 teaspoon and equipment you need.
(5mL) mixed dried herbs,1 onion.
Healthy Eating Curriculum Kit | Food preparation | 53


 Years 6-7
Food preparation: Food storage
Supermarket ‘food cents’

Understands the difference in the cost of processed

and unprocessed foods, and seasonal fruit and vegetables
and how to budget for healthy food.

Prior knowledge and Australian Curriculum exemplar links

English: Literacy: Interacting with others
lesson preparation [ACELY1676, ACELY1687, ACELY1699]
� The Food Cents website provides valuable Interpreting, analysing, evaluating
opportunities to consider a range of topics [ACELY1702]
and themes to build insightful knowledge, Maths: Measurement and Geometry:
expertise and student empowerment Food sticks $15/kg Fresh fruit $5/kg
Using units of measurement [ACMMG138]
around healthy food costs and shopping. Number and Algebra: Money and financial
� Food Cents can help students discover mathematics [ACMNA174, ACMNA132]
the costs of unhealthy eating on their
Appetiser! Statistics and Probability: Data
health and their budget. The activities and Take on the Takeaway representation and interpretation [ASMSP148]
supermarket tour provide practical hands- > Australians are busy and don’t always have Science: Science as a Human
on activities to learn about healthy eating, the time or money for fussy family meals. Endeavour: Use and influence of science
food costs food packaging and storage. Unfortunately the average Australian [ACSHE220] Science Understanding:
family spends $1 out of every $3 of their
Focus inquiry food budget on meals purchased away
Biological sciences [ACSSU094]
General Capabilities
The links below provide background for from home. Over half of the money spent
teachers and students to design inquiry on foods eaten out of home is spent at Literacy, Critical and creative thinking,
from a range of perspectives. fast-food outlets. Personal and social competence
> Eating out costs more: For the cost of Websites to support inquiry
The real cost of healthy food
http://dmsweb.daa.asn.au/files/ a takeaway meal, you can buy the Food Cents summary
Smart_Eating/The%20Real%20Cost%20of% groceries required to make two or three www.foodcentsprogram.com.au
20Healthy%20Food%20Report%20Card.pdf meals at home. Food Cents Shop Smart and KILOcents
Crunch&Sip > Driving to pick up a local takeaway may counter booklet
The great Aussie crunch
seem quick and easy, but the meals are www.foodcentsprogram.com.au/shop-smart/
often expensive, unhealthy, made from
www.crunchandsip.com.au/events/ (also available in the Teaching support
the-great-aussie-crunch/ poor quality ingredients and are not as
convenient as you may think. materials section of this kit or copies can be
Kick start to Crunch&Sip > The same amount of time and effort put ordered from SA Health – Ph (08) 8226 6329)
www.crunchandsip.com.au/events/ into making a meal at home will be
kick-start-to-crunchsip/ tastier, fresher, more tailored to your
Fruit & Veg Septmeber tastes and better for your wallet!
www.crunchandsip.com.au/events/ > Challenge yourself and your family to
fruit-veg-september/ go without takeaway for the week/month
and see how much money you save.
You might also notice you feel healthier,
have spent more time with the family
and have eaten some tasty meals.
Source: Food Cents website
www.foodcentsprogram.com.au/
cook-smart/take-on-the-takeaway

54 | Healthy Eating Curriculum Kit | Food preparation

Years 6-7
Food preparation: Hygiene and handling food
Busting Bacteria

Investigates food safety and draws conclusions about

how to minimise the spread of harmful bacteria.

Prior knowledge and � Groups then develop a communication

strategy to present their findings.
Australian Curriculum exemplar links
English: Literacy: Interacting with others
lesson preparation [ACELY1676, ACELY1687, ACELY1699]
� In groups of 3–4, students discuss Further inquiry Science: Science Understanding: Biological
and draw conclusions about the positive � Contact the Council to arrange for the sciences [ACSSU094] Science
and negative impact of germs in our Environmental Health Officer to talk as a Human Endeavour: Use and influence of
environment. Narrow the discussion to the class about food safety in our science [ACSHE220]
focus to the specific consequences community and how this is regulated General Capabilities
of germs through food preparation. (eg in shops, supermarkets, restaurants, Literacy, Critical and creative thinking, Personal
canteens). and social competence
Focus inquiry � Investigate the Right Bite website for
Websites to support inquiry
� Working with a partner, students list further information about food safety.
Hand washing poster
ways germs spoil or contaminate the
www.wch.sa.gov.au/services/az/divisions/labs/
food we eat (eg dirty hands, incorrect Healthy take-away! infect_control/documents/HandwashGuidePoster.
storage, raw meat juices coming into
Design a food safety checklist to promote pdf
contact with other food).
good practice related to personal hygiene, Food safety information for children
� Students are then introduced to the Four C’s
food storage, food preparation and cooking www.healthykids.nsw.gov.au/recipes/food-
of Food Safety: Clean, Cook, Chill and Cover.
at home. Use a thermometer to find out safety-and-hygiene.aspx
Clean: When preparing food, always keep
the temperature of your home fridge. (The Good food safety commercial
hands, preparation surfaces, serving
temperature must be below 5 degrees Celsius). www.foodcentsprogram.com.au/eat-smart/food-
containers and utensils clean.
Find out how foods were kept germ free and safety
Cook: Cook food thoroughly and
safe to eat 50 years ago. Compile a list of Food safety in school canteens, right bite
keep hot until it is ready to serve, especially
questions you would ask a grandparent/ manual, part 2, pg 75
meats. Leftovers should be reheated until
senior citizen to assist in your investigations. www.decd.sa.gov.au/sites/g/files/net691/f/
hot (that is: above 60 degrees Celsius).
Consider such aspects as refrigeration, right_bite_manual_black_and_white.pdf
Chill: Perishable foods should be
transport of foods, running water.
refrigerated below 5 degrees Celsius SA School Canteen Information
or frozen until needed. Leftovers must www.decd.sa.gov.au/sites-and-facilities/canteens
be refrigerated or frozen within 2 hours Video
of purchase or cooking. Appetiser! www.foodstandards.gov.au/consumer/
Cover: Food needs to be kept covered > Harmful bacteria can make us sick. information/Pages/default.aspx
to prevent contamination. Contamination > Bacteria grows and thrives in Printed resources
occurs when something gets into the temperatures between 5 degrees Celsius Food Safety Matters Teachers Manual –
food that we do not want in there and 60 degrees Celsius. Queensland Department of Health
(eg chemicals, dirt, hair, other foreign
> Below 5 degrees Celsius bacteria stops Germ Busters Teacher Curriculum Materials
objects, insects, animals, germs).
growing and above 60 degrees Celsius, for Upper Primary
� In groups of four, students choose one bacteria dies.
of the Four C’s to discuss and develop Queensland Government
> The number of bacteria doubles every
an inquiry as to how this impacts on
20 minutes at room temperature.
food safety.

Healthy Eating Curriculum Kit | Food preparation | 55

Case Study
Creating Coorara Primary
School’s Kaurna Trail

Coorara Primary School is situated Each year since 2009, the school has The student identification
in the Southern suburbs of Adelaide successfully applied for $1000 from the booklet, which includes medicinal
and has a student intake of just under Grow a Great School grant. This has and food uses of the plants is
300. It has had a focus on improving enabled the school to source the plants invaluable for teachers and
wellbeing through increasing physical for the gardens. Delegates from South students, providing a great starting
activity and fruit and vegetable Australian Urban Forests helped the school

Case study - burton

point for lessons with classes.
consumption for the past 5 years. to select plants with a Kaurna perspective
The school’s vision for a Kuarna trail that were indigenous to the area.

School Campus
began in 2009 after the school Throughout this process, Communities
established a fruit and vegetable garden for Children worked with Indigenous children
which has been expanding every year
Delegates from SA Urban Forests and students to create mosaics which are
since. It has involved the collaboration were also present and assisted the now scattered throughout the gardens.
of a passionate group of people, who school during National Tree Day, In 2012, the gardens were officially opened
have inspired each other and added when all students in the school by the local Member of Parliament. The
different expertise. were involved in tree planting. school celebrated the opening of the Kaurna
Trail by using the resources for the first time
during Healthy Lifestyle Week.
In 2010, the school applied for an
NRM Achiever Grant to develop their vision Coorara Primary School’s Kaurna Trail
further. The school wanted to install is a work in progress, as each year the
signage on plants and develop a resource school community plans to expand and
pack for classes to use. The inspiration of redevelop garden areas throughout the
one of the school’s HPI support officers rest of the grounds, with the assistance
challenged teachers to think more of further Grow a Great School grants.
broadly–to source more edible plants that
could be included in fruit and vegetable The school can’t wait for the plants to
platters that could be prepared in the grow enough so they can harvest food for
kitchen by the enthusiastic Healthy students, staff and community to try on
Lifestyle Parent Committee. Under her their shared fruit and vegie platters and
guidance, two teachers were released to also prepare in the kitchen. In addition
plan the teachers’ resource kit, which the school community hopes to see an
included Dreaming Stories; and prepare increase in fauna appearing at the school.
the signage that included scientific names,
common names and Kaurna names.

56
54 || Healthy
Healthy Eating
Eating Curriculum
Curriculum Kit
Kit || Case
Case study
study