Meal Matching

• Food Cards*
• recipe template
• food assurance scheme factsheet
• samples of recipes (collected by teacher)

*If your school does not have a set of Food Cards, please request them from us at resources@fss.scot.

1. choose meal cards from Food Cards pack and find some of the food components of these meals on cards within the pack
2. photocopy recipe template and food assurance symbols
3. prepare, or have the pupils bring in as part of previous week’s homework, samples of simple recipes
4. 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

1. each group is given a meal card (e.g. ‘Salmon, couscous and vegetables’)
2. find the individual foods that go together to make up that meal from a further selection of cards given to each group
3. come back together as class and allow each group time to feed back their ideas
4. introduce food assurance logos – with fact sheet or research on computers
5. ask the pupils where they might have seen these logos, and what they think they mean
6. 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
7. back in groups, pupils decide which foods in their meal they would look for assurance logos on – match the logos to food cards
8. as a whole class, look over the selection of recipes brought in – highlight key features such as ingredients, equipment and method
9. pupils choose a meal from selected meal cards and, using recipe template, try writing a recipe for the meal, identifying which foods may be part of a food assurance scheme
10. 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

Support

• 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

Challenge

• 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