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.
- 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.
- Food Cards
- Interactive - Storing food safely (fridge and cupboard)
- Labels for different storage areas
- Food Storage chart
- Teacher's notes on food safety
- Watch our video on safe food storage
- 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.
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
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.