HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing.
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.
HWB 2-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
- We are learning how cross contamination can happen.
- We are learning how quickly this can happen.
- We are learning how important it is to wash our hands.
- We are learning about the impact that cross contamination can have.
- I can name 3 places where bugs comes from.
- I can explain why I need to wash my hands.
- I can explain how to prevent the spread of bugs.
- Teacher's notes on food safety
- Chalk (or glitter or paint)
- Worksheet 1 - task cards to perform with chalk on hands
- Worksheet 2 - bugs and where you can pick them up
- Worksheet 3 - drawing a line from bugs to foods where you can pick them up
- Camera/iPad for filming
- Teacher resource sheets on food poisoning bacteria
- School floor plan
- Watch our videos on handwashing
- Print out the worksheets.
- Draw or print out a school floor plan.
- chalk on children’s hands (different colours representing different bacteria)
- without revealing the topic ask children to perform a number of set tasks on cards on sheet 1.
Discuss results of chalk experiment:
- introduction to bacteria
- names and types and where they are found
- results of cross contamination and impact on health.
School floor plan:
- show a range of typical places in a school
- children need to guess which are likely to have the most / least amount of contamination
- discuss results.
Develop characters for different bacteria using the sheet 2 worksheet:
- e.g. Sally Salmonella
- use characters to create posters or play or iMovie or advertisement or song or news report warning of risks of cross contamination
- fill in sheet 3 – draw a line from the bug to the correct icons to show where you can get the illness from.
DO – pupils fill in sheet 3 and show an understanding of bugs and which foods you can pick them up from
DO – Self/peer assessment
Photos of drama
Consider CfE Benchmarks, for example:
- Identifies ways to reduce the risk of food poisoning, for example, reheating food until piping hot, safe food storage, different coloured chopping boards.
The Royal Environmental Health Institute of Scotland (REHIS) offers secondary schools in Scotland the opportunity to become registered with the Institute to deliver some of the REHIS qualifications – see www.rehis.com/community-training For information on the REHIS Schools Food Hygiene Initiative contact REHIS
- Children may have sensory issues and not wish to have chalk on hands,
- use paper cut outs of hand prints to stick to touch points
- provide gloves.
- Use simple information cards for bacteria characters.
- Co-operative learning:
- research each bacterium in expert groups
- present findings to the class
- include the consequences of cross contamination.
- Research global issues re: lack of water and sanitation in parts of the world and the risks of cross contamination.
- Create bacteria Top Trumps.