Storage Solutions

Storage Solutions

Exploring food storage in terms of the correct conditions for food safety.

1-1.5 hours

CfE Experiences and Outcomes

  • HWB 3-33a - I can apply food safety principles when buying, storing, preparing, cooking and consuming food.

  • HWB 4-33a - Having explored the conditions for bacterial growth, I can use this knowledge to inform my practice and control food safety risks.

  • HWB 3-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

  • HWB 4-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

  • SCN 3-13b - I have contributed to investigations into the different types of microorganisms and can explain how their growth can be controlled.

  • LIT 3-24a - I can consider the impact that layout and presentation will have on my reader, selecting and using a variety of features appropriate to purpose and audience.

Learning intentions / Success criteria

  • Identify which part of the fridge different foods should be stored in.
  • Store foods in appropriate conditions within the kitchen that are compatible with food safety.
  • Explain why different foods need to be stored in different conditions.
  • Emphasise the importance of food safety to others by the effective use of text and graphics.


Setting up

  • Bring up the Storage interactive (fridge) on the whiteboard.
  • Discuss where each food should go and why.


  • Bring up the fridge interactive as a class and discuss which foods should be stored on each shelf and why:
    • top/middle shelves – ready to eat foods e.g. dairy products, cooked meats, covered left-over foods
    • bottom shelves – raw meat and fish
    • salad drawers – salad vegetables, fruit and other vegetables.
  • Pupils should be encouraged to think about pathogens in food and the effects of the temperature of the fridge, covering food, use-by dates and keeping the fridge clean.
  • Discussion of different places for storing food within the kitchen – pupils take turns taking a food card and talking about where it should be stored in the kitchen giving reasons for the selection made.
  • From the Food Cards, pupils select five different foods and fill in table including information about how they should be stored and why. Pupils can choose either to produce a poster which incorporated al the above safety points or which emphasises one in particular.

Cross-curricular links

Literacy and English – Writing Science – Food pathogens

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   For information on the REHIS Schools Food Hygiene Initiative contact REHIS 


Assessment opportunities

SAY – Are foods placed in correct storage place in the fridge?

WRITE – Does report highlight suitable conditions of storage for chosen food?

WRITE – Can the pupils produce an effective poster that demonstrates an understanding of the importance of food safety?

Consider CfE Benchmarks, for example

  • Explains the correct storage of food items, for example, raw meat, dry goods.
  • Explains what happens to bacteria at key temperatures.



Pupils can be given more support in completing the chart using already cut out food and answers.


Challenge pupils to design a poster which clearly demonstrates how to store food safely in a fridge. Pupils can choose either to produce a poster which incorporates all the above safety points or which emphasises one in particular.

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