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Lesson topics

1. Food safety – tuning in

2. What is food safety and how do we store food correctly?

3. Where do we store food and where is the appropriate spots? How do other places store their food such as astronauts or another culture?

4. How can labels help us including best before and use by dates? What happens when food goes off?

5. What is personal hygiene and why is it important when preparing food?

6. How do we wash our hands correctly and why is it so important?

7. Let’s get cooking

8. Let’s get cooking

9. Final presentation. Students will have time during the lesson above to work on their presentation.
10. Reflection on topic and learning
Below is a range of activities to be used in the lessons mentioned above .

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Activity - Brain Pop – Food safety

Instructions - To be used as a tuning in exercise as a whole group on the interactive whiteboard.
Outcome - For students to begin to think of the topic, gain an insight into what they think it means.

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Activity - Food safety

Instructions - To be used as a tuning in exercise as a whole group on the interactive whiteboard. As a group go through each section and answer together and discuss possible responses.
Outcome - For students to begin to think of the topic, gain an insight into what they think it means.

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This free, non-accredited online learning resource is provided by the Department of Health and Human Services to enable you to understand how to safely work with food.

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Activity - web site activity

Instructions - To be used as a tuning in exercise for students.
Outcome - For students to begin to think of the topic, gain an insight into what they think it means.

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Activity -  Brain storming

Instructions - To be used as a tuning in exercise.  On the board write up the phrase

How to prepare and store food safely

Get students to break down the words underlined and what they mean in this context. This can be done using a web based page such as http://padlet.com/ or on paper in the students journal.

In future lessons ask students to add to their thoughts using a different colour so they can distinguish their learning and how their knowledge has increased.

Outcome - For students to begin to think of the topic, gain an insight into what they think it means and in later lesson to return to it and us it as a reflection on what they thought, what they have learnt and what they now think.
Assessment - Formative - As lessons progress and the brain storm is added to you will be able to determine the amount of knowledge gained and areas which still require further knowledge.

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Activity - Questions

Instructions - To be used as a tuning in exerciseStudents to write down 3 questions about the topic that they would like to know on a bubble/post note. Bubble/post note are to be displayed in the classroom and used as a source to basis lessons on and information passed on to students
Outcome - This allows lessons to be created around students interests and allows them direction in their learning.

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Activity - Fridge storage

Instructions - Students to be given a picture of a fridge and different items which are stored in the fridge. Students are to then glue the items on the shelve in which they should be stored.

Outcome - Student to think about different items stored in the fridge and the placement within the fridge to prevent contamination.

Assessment - Formative - Students will demonstrate an understanding of where items should be stored by the end result of where they have glued in the items.

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Activity – Astronaut food or another culture

Instructions – Students to investigate how astronauts store, prepare and eat their foods when travelling in out of space without refrigerators.
Outcome – For student to think of different cultures environments and how they have different equipment/resources and how they store and prepare food compared to us.

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A children's guide to astronaut food, ideal research for space projects or homework!

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Spacekids, history of space food - learn what Astronauts eat in space. An article for kids from ages 4 to 12 years old.

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Activity - Temperatures

Instructions - students to take the temperature of the fridge and freezer in which they store the food items to prepare the food. This activity can be shared amongst the students during the different session so that each student gets a go. After they have taken the temperature they can inform the teacher and record it on a running temperature record sheet. The running sheet can be used to have discussions around how the temperature changes and the reasons as to why they believe that to occur.

Outcome - Students learn how to accurately take the temperature of a fridge/freezer and what is a safe temperature to store items at.

Assessment - Formative - Students will demonstrate their understanding of how to record temperatures by completing the task and will show their understanding by informing the teacher of whether the temperature is keeping the food safe.

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Activity - Labels

Instructions - Collect a variety of different food products and types. Students are to examine each label and determine the best location for storage and its use by or best before date. Students to write in their journal their findings.

Outcome - For students to become familiar with reading labels gaining clues as to where it should be stored and why and how long it can be used for.
Assessment - Formative - Each journal will reflect the students level of understanding.

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Activity - Mouldy food experiment

Instructions - Choose an item of food and place the item in 3 different jars. In jars place one on a shelf in the sun, one in a dark corner or cupboard and one in the fridge. Each day check on the food in each location and get students to describe how the food looks, smells and whether they think it is safe to eat.

Outcome - Students will develop an understanding of what occurs to food which is not stored correctly or kept past its use by or best before date.
Assessment - Formative - Students will demonstrate their understanding of food and if it is suitable to eat by the comments in which they make in regards to each jar.

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Activity - Personal hygiene

Instructions - Students to circle the items of the person in which they feel are not good examples of personal hygiene and in groups discuss why.

Outcome - Students to develop an understanding of personal hygiene and what they need to do to ensure they have good personal hygiene when handling food and why.
Assessment - Formative - Students work will demonstrate if the student has a good understanding of acceptable personal hygiene.

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Activity  - You tube clip

Instructions - Students to watch the video clip and then discuss what they felt was occurring during the clip and why hand washing is important.
Outcome - Students to develop an understanding of how germs can be transferred without washing your hands

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More people then you know do not wash up. Ever wonder the repurcussions?

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Activity  - Glitterbug - lotion

Instructions - Each student rubs the glitterbug lotion on their hands then washes their hands according to correct procedure. After they have done so the UV light is run over their hands to show them what is left of the lotion and the potential germs.

If a lot of lotion left on hands students to return to have another go.

Outcome - Students to have an understanding of how germs can stay on their hands if not washed properly and what it takes to wash them properly.
Assessment Formative - How many times they are required to wash their hands will determine their understanding of how to wash their hands appropriately for handling food.

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Activity - Glitterbug - powder

Instructions - Teacher to sprinkle the glitterbug powder on a tennis ball without telling the students. Teacher to play a game of ball with the students. The students stand in a circle and throw the ball to another student in the circle asking them a question about safe food preparation and storage. Once the game has ended the teacher explains what they have done and uses the UV light to show the students the potential germs on their hands.

Outcome - Students learn about contamination and how by touching items we can transfer the bugs/germs to another item. Some students who have handled the ball at the start or more than others should have more glitterbug powder on them.

Assessment - Formative - Students understanding of safe food preparation and storage will be
shown through the questions they ask and through the responses they provide.

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Activity - Food creations

Instructions - Students to submit (if applicable) or to choose from pre-selected options. Students to look at recipes and determine what products and equipment they will need to use to make the recipe and to come up with a shop list of items to buy.

Students to plan on where the items need to be stored and why and things that will need to be looked at prior to using the items eg. best before date, packaging quality of food. Students to then prepare the recipe following correct handling and personal hygiene as taught during lessons.

Outcome - For students to implement what they have learnt in regards to choosing foods, including quality and also to prepare the food in a safe and hygienic manner.
Assessment - Formative - Students knowledge of how to perform the task will be observed during the practical session and preparation phases. This will determine whether the student requires further knowledge in these areas.

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Activity - Final presentation

Instructions - Students are to create a poster, brochure, news report either video or audio or other creative method informing others of how to prepare and store food safely. It could be done through an online web site such as;

http://www.scribd.com/

http://voicethread.com/

http://prezi.com/

http://www.voki.com/

http://www.authorstream.com/

http://edu.glogster.com/

Outcomes - For students to demonstrate their overall knowledge for this topic.
Assessment  - Summative – This will allow for the students to demonstrate their total knowledge and understanding on this topic.

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Activity - Reflection

Instructions - Students to reflection on their final presentation and what they have learned about the topic through a final submission on their brain storming.
Assessment - Summative – This will allow for students to determine their own knowledge and understanding on this topic.

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Useful web sites for lessons and for student researching

http://www.health.vic.gov.au/foodsafety/

http://www.vic.gov.au/emergencies-safety/product-safety/food-safety.html

http://www.melbourne.vic.gov.au/CommunityServices/Health/Pages/Foodsafety.aspx

http://www.recalls.gov.au/content/index.phtml/itemId/952401

https://fuse.education.vic.gov.au/pages/Results.aspx?s=food+safety