Storage Solutions

Storage Solutions

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

Includes guidance for parents, carers and teachers

Interactive
1-1.5 hours
S1–S3

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.

Advice for parents and carers

  • Watch the food safety video
  • Open the Storage Solution interactive
  • Play the game - drag and drop foods into the cupboard or onto different shelves in the fridge
  • Think about where each food goes and why (read our storage and chilling)
  • Fill in the worksheet using 5 foods from the digital game
  • Choose other activities below in the Activities section.

Resources

Setting up

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

Activities

  • 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 www.rehis.com/community-training   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.

Differentiation

Support

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

Challenge

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.