HWB 2-35a - When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability.
HWB 2-15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
LIT 2-14a - Using what I know about the features of different types of text, I can find, select and sort information from a variety of sources and use this for different purposes.
LIT 2-26a - By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.
SOC 2-20a - Through exploring ethical trading, I can understand how people’s basic needs are the same around the world, discussing why some societies are more able to meet these needs than others.
- Identify individual foods within a meal.
- Recognise the logos of some food assurance schemes.
- Write a recipe for a simple healthy meal.
- Food Cards*
- Recipe template
- Food assurance scheme factsheet
- Samples of recipes (collected by teacher)
- Teacher's notes on making healthier choices
*If your school does not have a set of Food Cards, please request them from us at firstname.lastname@example.org.
- Choose meal cards from Food Cards pack and find some of the food components of these meals on cards within the pack.
- Photocopy recipe template and food assurance symbols.
- Prepare, or have the pupils bring in as part of previous week’s homework, samples of simple recipes.
- Divide class into smaller groups; group size dependent on age and ability.
Literacy – Writing – Recipes
Social Studies – People in society
Economy and business – Ethical trading within Scotland
- Each group is given a meal card (e.g. ‘Salmon, couscous and vegetables’).
- Find the individual foods that go together to make up that meal from a further selection of cards given to each group.
- Come back together as class and allow each group time to feed back their ideas.
- Introduce food assurance logos – with fact sheet or research on computers.
- Ask the pupils where they might have seen these logos, and what they think they mean.
- Briefly explain to the pupils the importance of each logo and on which foods it might be found – show examples on food packaging or photos.
- Back in groups, pupils decide which foods in their meal they would look for assurance logos on – match the logos to food cards.
- As a whole class, look over the selection of recipes brought in – highlight key features such as ingredients, equipment and method.
- Pupils choose a meal from selected meal cards and, using recipe template, have a go at writing a recipe for the meal, identifying which foods may be part of a food assurance scheme.
- If possible, during a future session, allow pupils to try out recipes they have written and edit them where necessary, encouraging pupils to see the importance of trying out their ideas.
DO – Can pupils identify cards with individual foods on them?
SAY – Can pupils suggest which foods we might find food assurance logos on?
WRITE – Do pupils select relevant information to create their own recipe?
Consider CfE Benchmarks, for example:
- Identifies factors that may influence food choice, for example, religious, cultural, geographical, ethical factors.
- Meal cards can be included which only contain two or three different foods.
- A word bank for recipe writing can be given to pupils requiring more support with writing.
- Alternatively, a recipe could be given to pupils who require more support, ready typed and cut into steps - the pupils must then sequence the steps appropriately.
- Pupils can be given less support when writing their recipes and expected to use a wider range of vocabulary to describe their them.
- Pupils could research further food assurance schemes.