{Cover goes here} - | Health

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 5&6 Page | 1

{Cover goes here}


Mo

du

le 1


Mo

du

le 1

TABLE OF CONTENTS

FOREWORD 4

INTRODUCTION 5

MODULE 1: HEALTHY FOOD FOR LIFE 9

Overview 9

Teacher notes and slides 10

Learning activities 21

Food preparation activity 30

MODULE 2: LABEL DETECTIVES 33

Overview 33



Food preparation activity 46

MODULE 3: HEALTH MESSAGES AND ADVERTISING 49

Overview 49



GLOSSARY 59

RECOMMENDED READING AND RESOURCES 63

STUDENT PERMISSION FORM 63


Mo

du

le 1

FOREWORD

Food&ME™ is a series of nutrition education resources that align with The Australian Curriculum Health and Physical Education and the Australian Dietary Guidelines (2013).

Making informed food choices is integral to healthy growth and development. Studies have shown that establishing healthy eating habits early in life contributes to healthy eating into adulthood. Nutrition education is an important preventive health strategy. The Food&ME™ Nutrition Education Units will assist with teaching preschool, primary school and high school students about nutrition for good health.

The resources have been developed by Accredited Practising Dietitians from Nutrition Australia ACT (NA ACT) in consultation with teachers from ACT schools and ACT Health. Each of the units have been tested in classroom settings to ensure the content meets a range of teaching styles.

Food&ME™ supports the ACT Government’s Towards Zero Growth – Healthy Weight Action Plan which acknowledges the vital role of schools in promoting good nutrition to children and young people. Food&ME™ in the primary school setting will be delivered as part of the classroom learning action area of the Fresh Tastes: healthy food at school program.

ACKNOWLEDGEMENT

Food&ME™ Years 5&6 was written and developed by the following Accredited Practising Dietitians and Nutritionists from NA ACT:

Kasey Bateup – Project Officer Leanne Elliston – Program Manager

NA ACT would like to thank the ACT school teachers who reviewed the resources and provided invaluable feedback, and the schools that participated in the pilot of Food&ME™ Years 5&6.

o Duffy Primary School

o Macgregor Primary School

o Mount Rogers Primary School

The development of Food&ME™ is an ACT Government initiative, supported with funding from the ACT Health Promotion Grants Program and the Australian Government National Partnership Agreement on Preventive Health.


Mo

du

le 1

INTRODUCTION The Australian Curriculum: Health and Physical Education at the Year 5 & 6 level focuses on developing student knowledge, understanding, and skills to make health-enhancing decisions and interpret health messages from different sources to take action on their own health and wellbeing. Food&ME™ Years 5&6 aims to address the Food and Nutrition focus area of the curriculum providing students with an understanding of nutrition and food literacy.

Students will explore questions such as:

o How can I meet my nutritional requirements by choosing foods from the Five Food Groups?

o How can I identify if a food is a healthy choice for me?

o How can I encourage others to make healthy food choices?

o How can the media and other people influence my food choices?

COMPONENTS OF FOOD &ME™

Food&ME™ Years 5&6 consists of three modules. Each module contains teacher notes with an accompanying PowerPoint presentation, learning activities and a classroom food preparation activity.

Teacher notes

The teacher notes provide relevant information for teachers to confidently teach the unit. They include aims, objectives and curriculum links.

Background food and nutrition information is provided to assist the delivery of the PowerPoint presentation to students. A range of fast facts and questions occur throughout the notes, which can be used to prompt classroom discussion and gauge student knowledge.

PowerPoint presentations

Each module has an accompanying PowerPoint presentation which can be used by the teacher at his/her discretion. To enhance the interactive nature of the lessons, many of the PowerPoint presentations include links to YouTube clips and/or interactive slides. Access to an interactive white board is recommended.

Learning activities

The learning activities include activity sheets to strengthen, consolidate and assess student knowledge. The activity sheets have been designed to be completed in class at the teacher’s discretion.

Food preparation activities

Students are more likely to appreciate healthy food when they have the opportunity to taste it in a fun and supportive environment. The food preparation activities within each module are designed to:

o create a positive association with preparing and eating healthy food

o introduce basic food safety and hygiene principles

o teach basic food preparation skills which can be transferred to the home environment.

A healthy recipe is provided for each food preparation activity. Each recipe can be easily prepared in the classroom with minimal kitchen equipment.

The ‘Teacher’s Guide’ provides instructions on how to demonstrate and sample the recipe with the class. The ‘Student Recipe’ can be copied and given to each student after the demonstration. This is so students can share the recipe with their family to help promote healthy food preparation in the home environment.


Mo

du

le 1

Cautionary note: It is important to be aware of any students with dietary restrictions due to allergies, food intolerances or cultural purposes prior to commencing any form of food preparation activity. A sample parent permission form has been provided at the back of this publication for use by teachers at their discretion. Teachers may need to refer to their school policy on cooking activities where applicable.

Glossary

A glossary of nutrition related terms/focus words is provided as a quick reference tool for teachers. All the focus words referred to in the glossary are bolded throughout the teachers’ notes. These words can be integrated into other areas of the curriculum.

SUMMARY OF MODULES

Module 1: Healthy food for life

Students will review the concept of nutrients and foods groups aligning with the Australian Guide to Healthy Eating. They will explore the traffic light food categorisation system and apply it to their own food choices.

Module 2: Label detectives

Students will learn about the nutrition information found on food labels, enabling them to make informed decisions about their food choices.

Module 3: Health messages and advertising

Students will analyse a range of health messages and identify the intended outcomes of these messages. Students will investigate the influence of food advertising on purchase outcomes.

LINKS TO THE AUSTRALIAN CURRICULUM: HEALTH AND PHYSICAL EDUCATION

Food&ME™ Years 5&6 is closely linked to the Personal, social and community health content strand of The Australian Curriculum Health and Physical Education. It specifically addresses the following sub strands and elaborations within the Year 5-6 band:

Being healthy, safe and active

Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)

o comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals

Communicating and interacting for health and wellbeing

Recognise how media and important people in the community influences personal attitudes, beliefs, decisions and behaviours (ACPPS057)

o examining how media and public identities influence the way people act and the choices they make

o analysing health messages in the media and comparing their interpretations with those of other members in the class

Contributing to healthy and active communities

Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)

o investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting the Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health


Mo

du

le 1

FRESH TASTES: HEALTHY FOOD AT SCHOOL

Fresh Tastes is a program that helps embed a healthy food and drink culture in ACT schools. It is a partnership between ACT Health, the ACT Education and Training Directorate and the Catholic Education Office ACT.

Fresh Tastes supports the ACT Government's Towards Zero Growth – Healthy Weight Action Plan which has set a target of 'zero growth' for obesity in the ACT. Action in schools is a key priority to curb rates of overweight and obesity in the Canberra community.

Schools can support families and children to have healthy lifestyles through leadership, encouraging learning about healthy nutrition, and by providing healthy food and drink choices in the school setting.

The Fresh Tastes program recognises that change takes time and that schools will need to take small steps to move towards healthier food and drinks throughout the school environment.

Fresh Tastes’ actions focus on:

o implementing healthy food and drink guidelines

o classroom learning

o food for sale at school, including school canteens

o cooking and growing food

o supporting healthy food from home.

Schools that participate in Fresh Tastes will undertake the classroom learning action area and have access to professional learning for the Food&ME™ Nutrition Education Units.

For further information about Fresh Tastes please contact the team by emailing [email protected] or visit www.health.act.gov.au/freshtastes.

http://www.health.act.gov.au/freshtastes


MODULE 1: Healthy food for life

OVERVIEW AIM

For students to investigate their daily nutritional requirements as per the Australian Guide to Healthy Eating and analyse the nutritional value of foods.

OBJECTIVES

By the end of this module students will be able to:

o list the main nutrients from each of the Five Food Groups

o describe the nutrients function in the body

o identify their requirements from each food group

o categorise foods as GREEN, AMBER or RED according to the traffic light system

o recommend healthy GREEN alternatives to replace less healthy RED foods.

LINKS TO THE AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION

Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)

o investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting the Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health

Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)


LEARNING ACTIVITY

o Sam’s Food Diary

o Canteen Crusaders

o Nutrients in the Spotlight

FOOD PREPARATION ACTVITY

o Super Smoothies

TEACHER RESOURCES

The Australian Guide to Healthy Eating poster.

Order for free from: www.eatforhealth.gov.au

National Healthy School Canteen Guidelines.

Download from: www.health.gov.au/internet/main/publishing.nsf/Content/phd-nutrition-canteens


Mo

du

le 1

TEACHER NOTES AND SLIDES

SLIDE 1: HEALTHY FOOD FOR LIFE

TEACHER NOTES:

o Title Slide

SLIDE 2: WE ARE WHAT WE EAT

TEACHER NOTES:

o Our bodies are made up of components of what we eat.

o If we choose to eat the healthy foods our body will receive all the nutrients it needs to grow and develop well.

o If we choose mostly unhealthy foods, or miss out on important nutrients, we can be more prone to poor health and our body may not grow to its fullest potential.

o It is important to develop positive food behaviours in early adolescence to ensure we carry them forward into adulthood.


Mo

du

le 1

SLIDE 3: FIVE FOOD GROUPS

TEACHER NOTES:

o The Australian Guide to Healthy Eating represents a plate which is divided into the Five Food Groups, illustrating the proportion we should be consuming from each group.

o From this image it is easy to tell that a person needs more grain foods and vegetables than fruit, for example.

o The Five Food Groups are: 1. Grains (such as bread, rice, pasta,

noodles, other grains such as quinoa [pronounced ‘keen’ ‘wah’], barley, polenta)

2. Vegetables and legumes 3. Fruit 4. Meat and alternatives ( such as

legumes, nuts, eggs and tofu) 5. Dairy (milk, yoghurt, cheese) and

alternatives

SLIDE 4: GRAINS

TEACHER NOTES:

o Grains are one of the largest food groups and should represent around one third of our daily food intake. Foods in this group provide carbohydrate and fibre.

o Carbohydrate is the nutrient which gives our bodies energy. Fibre is important for a healthy digestive system and helps to keep us feeling full.

o Choosing less processed grain foods such as wholegrain instead of white bread will provide greater nutrition.

FAST FACT:

o It is good to have some grain foods at most meals over the day as this will help to keep your energy levels up.


Mo

du

le 1

SLIDE 5: GRAINS

TEACHER NOTES:

o Students aged 9-12 years need between 4-6 serves of grain foods each day.

o A serve is equivalent to:

1 slice of bread

½ roll or flat bread

½ cup cooked pasta, rice, noodles or porridge

¼ cup muesli

⅔ cup wheat cereal flakes

3 crispbreads

1 crumpet

1 small English muffin

SLIDE 6: VEGETABLES

TEACHER NOTES:

o Vegetables are another large food group because they provide lots of important nutrients. These nutrients are vitamins, minerals and fibre.

o Vitamins and minerals keep our body healthy and working properly. They are essential for vision, healthy bloodstreams and are used to heal our skin.

o Fibre is essential for a healthy digestive system.

FAST FACT:

o Tomatoes are technically a fruit because they contain seeds. However, we consider them vegetable because they contain similar nutrients to other vegetables and do not have the natural sugar content which fruit contains.


Mo

du

le 1

SLIDE 7: VEGETABLES

TEACHER NOTES:

o Students aged 9-12 years need 5 – 5 ½ serves of vegetables each day.


½ medium potato

½ cup cooked vegetables

1 cup salad vegetables

½ cup cooked legumes

1 medium tomato

SLIDE 8: FRUIT

TEACHER NOTES:

o Like vegetables, fruit is an excellent source of vitamins, minerals, fibre and other health promoting compounds.

o Fruit is sweeter than vegetables because it contains natural sugars such as fructose.

o Fructose is a type of carbohydrate and provides some kilojoules.

o Fruit is an excellent snack for children, adolescents and adults.

FAST FACT:

o A 500mL bottle of fruit juice contains around the same amount of kilojoules as four pieces of fruit!


Mo

du

le 1

SLIDE 9: FRUIT

TEACHER NOTES:

o Students aged 9-12 years need 2 serves of fruit each day.


1 medium sized piece e.g. apple, banana, orange or pear

2 small pieces e. g. apricots, kiwi fruits, plums

1 cup diced or canned fruit (no added sugar)

o Fruit juice and dried fruit should be enjoyed only occasionally, as they are a concentrated source of kilojoules.

o A serving size is equivalent to ½ cup of 100% fruit juice or 30g dried fruit (e.g. 4 dried apricot halves, 1 ½ tablespoons sultanas).

SLIDE 10: DAIRY & ALTERNATIVES

TEACHER NOTES:

o Dairy and alternatives (e.g. soy milk) are excellent sources of protein, which used for growth and repair, and the mineral calcium.

o Our skeleton is made up of calcium, which is used in many functions of the body to keep our bodies working well. If we don’t consume enough calcium from foods, our bodies will take extra calcium from our skeleton. This can make our bones become brittle in later life.

CLASS DISCUSSION:

o Cream, butter and ice-cream are dairy foods but are not included as part of our recommended dairy foods for good health. Why is this?

o Because they are high in fat and/or sugar and do not contain very much calcium.


Mo

du

le 1

SLIDE 11: DAIRY & ALTERNATIVES

TEACHER NOTES:

o Students aged 9-12 years need 2 ½ -3 ½ serves of dairy or alternatives each day.


1 cup milk

2 slices (40g) of hard cheese, such as cheddar

½ cup ricotta cheese

Small tub (200g) yoghurt

CLASS DISCUSSION:

o Some people do not eat or drink dairy. What alternatives could they have which would still give them the calcium they need?

o Calcium fortified soy milk is a great alternative to dairy.

SLIDE 12: MEAT & ALTERNATIVES

TEACHER NOTES:

o Meat and alternatives are excellent sources of protein and the minerals, iron and zinc.

o We use protein to build different parts of our bodies like muscle, skin, hair and nails.

o Iron keeps our blood healthy and zinc helps our immune system to prevent us from getting sick.

CLASS DISCUSSION:

o Some people choose not to eat meat. What meat alternatives could they eat instead?

o Eggs, nuts, legumes and tofu are suitable alternatives to meat.


Mo

du

le 1

SLIDE 13: MEAT & ALTERNATIVES

TEACHER NOTES:

o Students aged 9-12 years need 2½ serves of meat and/or alternatives each day.


65g cooked lean meat

80g cooked poultry

100g cooked fish fillet or can of fish

2 eggs

1 cup cooked or canned legumes

170g tofu

30 nuts or seeds

SLIDE 14: TOP UP WITH WATER

TEACHER NOTES:

o Tap water is the drink of choice. Water keeps us hydrated and is used for many bodily functions.

o When cells are dehydrated, it is more difficult for them to function properly, which can then lead to difficulty in concentration.

o Students aged 9-12 years need to drink approximately 6 - 8 cups of water per day to ensure they are well hydrated, and more during and after exercise.


Mo

du

le 1

SLIDE 15: ‘SOMETIMES’ FOODS & DRINKS

TEACHER NOTES:

o ‘Sometimes’ foods and drinks do not provide essential nutrients and are not required as part of a healthy diet.

o These foods and drinks are often higher in kilojoules, saturated fat, added sugars and/or salt.

o These foods and drinks should only be enjoyed occasionally and in small amounts.

o Examples include: biscuits, cakes, pastries, chocolate, lollies, savoury pastries, chips, sausages and many take-away options.

SLIDE 16: TRAFFIC LIGHT SYSTEM

TEACHER NOTES:

o Foods at the canteen are categorised against the National Healthy School Canteen Guidelines traffic light system to help us make healthy food choices.

o GREEN foods and drinks are the healthiest options and RED options are not recommended.


Mo

du

le 1

SLIDE 17: TRAFFIC LIGHT SYSTEM

TEACHER NOTES:

o Just like GREEN in the traffic lights means go, here it relates to the foods that are healthy and the best choices to go for.

o GREEN foods contain many important nutrients, are minimally processed and come from the Five Food Groups.

o When the traffic lights turn amber it means slow down and get ready to stop. AMBER foods are the foods which we need to slow down on and watch how much we eat.

o They do still contain some nutrients because they originally came from GREEN foods, but they have been processed in some way to make them less healthy

o This processing loses important nutrients and often adds some unhealthy nutrients such us saturated fat, salt and sugar.

o RED foods and drinks are the ones we should not eat often because they are not healthy.

o The RED foods do not come from the Five Food Groups and contain large amounts of saturated fat, sugar and/or salt, they are our ‘sometimes’ foods and drinks.

CLASS DISCUSSION:

o What foods do you think might be GREEN?

o What foods do you think might be AMBER?

o What foods do you think might be RED?


Mo

du

le 1

SLIDE 18: TRAFFIC LIGHT SYSTEM – EXAMPLE, DRINKS

TEACHER NOTES:

o Water is GREEN because it is healthy and our body needs it each day.

o Fruit juice is an AMBER drink. The oranges that the juice originally came from are from the fruit group but the orange has been squeezed leaving behind some of the important nutrients such as fibre. This makes juice less nutritious compared to the fruit it came from, but it still contains some vitamins.

o Soft drink contains lots of added sugar which is not necessary for our health, and is a RED drink.

SLIDE 19: TRAFFIC LIGHT SYSTEM – EXAMPLE, SNACKS

TEACHER NOTES:

o Fruit is a GREEN snack as it comes from the Five Food Groups.

o This muesli bar is made up of oats coming from the grain food group and dried fruit which comes from the fruit group.

o However, this muesli bar has had lots of sugary syrup added to it to bind it all together. This makes the muesli bar less healthy, which is why it is AMBER and not GREEN.

o The iced cupcake provides no essential nutrients and contains a lot of fat and sugar which is why it is RED.


Mo

du

le 1

SLIDE 20: TRAFFIC LIGHT SYSTEM – EXAMPLE, HOT FOODS

TEACHER NOTES:

o The baked potato with baked beans and reduced fat cheese contains ingredients from the Five Food Groups and is a GREEN hot food option.

o Let’s take a look at why the oven baked potato wedges are AMBER and not GREEN.

o Potato wedges come from the vegetable group, however they have had some fat added to them before they were baked in the oven. This has made them less healthy.

o The French fries have been deep-fried in fat and have lots of added salt, making them a RED item.


Mo

du

le 1

LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the module and consolidate their learning. These activities can also be used as a form of assessment.

ACTIVITY 1: SAM’S FOOD DIARY

o Sam is a fictional 12 year old student who has recorded all of the food he/she has consumed in one day.

o Students compare Sam’s food intake with the healthy eating recommendations in the Australian Guide to Healthy Eating and identify which food groups Sam needs to eat more or less of.

ACTIVITY 2: CANTEEN CRUSADERS

o Students assist the canteen manager to improve the menu, by comparing menu items against the traffic light system.

o Students then create a healthy meal deal featuring a GREEN lunch option and a GREEN or AMBER drink and snack and design a marketing strategy to promote the meal deal to the school.

ACTIVITY 3: NUTRIENTS IN THE SPOTLIGHT

o In this inquiry activity, students work in small groups or independently to investigate the functions of key nutrients in the body.

o Students will be given a body function to investigate, such as “important for strong bones” and research the main nutrient responsible for this function.

o Students will then identify food sources of this nutrient.


Mo

du

le 1

STUDENT WORKSHEET

Name: Date:

SAM’S FOOD DIARY

Sam is a Year 6 student at Apple Berry Primary School. As part of a school assignment, Sam

has recorded everything he has had to eat and drink for one day.

.

Breakfast

2 wheat-flake biscuits with ½ cup of milk

1 cup of orange juice

Morning snacks

1 apple

Fun-size chocolate bar

Lunch

Egg and lettuce sandwich

200g tub of yoghurt

Afternoon snacks

Packet of crisps

2 slices of toast with 1 tablespoon of strawberry jam

Dinner

1 slice of roast beef with gravy

1 potato

¼ cup of chopped carrot

½ cup peas and corn

Dessert

2 scoops of ice-cream

Drinks

1 can of soft drink

4 cups of water


Mo

du

le 1

STUDENT WORKSHEET

Name: Date:

SERVING SIZE TABLE

Food group What is a serve? Minimum number of serves per day for 12 year olds

Grains

o 1 slice of bread

o ½ medium bread roll

o ½ cup cooked rice, pasta or noodles

o ½ cup cooked porridge

o 2/3 cup wheat cereal flakes

o ¼ cup muesli

o 2 wheat biscuits

o 3 crispbreads

o 1 crumpet or English muffin

6

Vegetables

o ½ cup cooked vegetables (e.g. broccoli, peas, green beans, zucchini, carrot, corn)

o ½ cup baked beans or lentils o 1 cup salad o ½ medium potato or sweet potato o 1 medium tomato

5

Fruit

o 1 medium sized piece (e.g. apple, banana, orange or pear)

o 2 small pieces (apricot, kiwi fruits, plums) o 1 cup diced or canned fruit

Or only occasionally:

o ½ cup fruit juice o 30g dried fruit

2

Dairy & alternatives

o 1 cup milk o 1 cup soy or rice milk o ½ cup evaporated milk o 2 slices (40g) hard cheese o ½ cup ricotta cheese o 200g yoghurt

3 ½

Meat & alternatives

o 65g cooked meat o 80g cooked chicken o 100g cooked fish fillet or small can of fish o 2 eggs o 1 cup cooked legumes o 170g tofu o 30g nuts or seeds

2 ½

‘Sometimes’ foods &

Drinks

o 2 scoops ice-cream o 2 thin sausages o 30g crisps o 2-3 sweet biscuits o 1 doughnut o 1 tablespoon jam/honey o ½ small bar chocolate o 1 can (375mL) soft drink

0

STUDENT WORKSHEET

Name: Date:

HOW DOES SAM’S FOOD INTAKE RATE?

Using Sam’s food diary, write the foods eaten at each meal onto the table below. Using the serve size table, work out how many serves from each food group Sam ate. Add up the serves to see how Sam’s intake rates compared to the minimum number of serves required for 12 year olds.

Grains Vegetables Fruit Dairy & Alternatives Meat & Alternatives ‘Sometimes’ foods & drinks

Breakfast:

o 2 wheat flake biscuits

o ½ cup milk

o ½ cup orange juice

1 1 ½

Morning snack:

Lunch:

Afternoon snack:

Dinner:

Drinks:

Dessert:

Total:

Minimum daily serves for a 12 year old

6 5 ½ 2 3 ½ 2 ½ 0

Which food group/s does Sam need to eat more of?______________________________________________________________________

Which food group/s does Sam need to eat less of?_______________________________________________________________________

© 2

014 N

utritio

n A

ustra

lia A

CT

Inc. F

ood&

ME

™ Y

ears

5&

6 P

ag

e | 2

4

Mo

du

le 1

TEACHER RESOURCE

HOW DOES SAM’S FOOD INTAKE RATE? ANSWERS

Grains Vegetables Fruit Dairy & Alternatives Meat & Alternatives “Sometimes” foods & drinks

Breakfast:

o 2 wheat flake biscuits

o ½ cup milk

o ½ cup orange juice

1 1 ½

Morning snack:

o 1 Apple

o Fun size chocolate bar

1 1

Lunch:

o Egg, lettuce sandwich

o 200g tub of yogurt

2 ½ 1 ½

Afternoon snack:

o Packet of chips

o 2 slices of toast with jam

2 1

Dinner:

o 2 slices roast beef (130g)

o 1 potato

o ¼ cup carrots

o ½ cup peas and corn

1

½

1

2

Drinks:

o 1 can of soft drink

o 4 cups water

1

Dessert:

o 2 scoops of icecream 1

Total: 5 3 2 1 ½ 2 ½ 5

Minimum daily serves for a 12 year old

6 5 ½ 2 3 ½ 2 ½ 0

Which food group/s does Sam need to eat more of? Grains, vegetables and dairy/alternatives Which food group/s does Sam need to eat less of? ‘Sometimes’ foods and drinks

© 2

014 N

utritio

n A

ustra

lia A

CT

Inc. F

ood&

ME

™ Y

ears

5&

6 P

ag

e | 2

5


STUDENT WORKSHEET

Name: Date:

CANTEEN CRUSADERS

The canteen is developing a new menu to meet the National Healthy School Canteen

Guidelines. The canteen manager would like the Student Representative Council (SRC) to

suggest some healthier alternatives, which fit the GREEN (best choice) or AMBER (choose

carefully) categories, that the students would buy.

Using the old canteen menu below, circle the RED items which need to be removed.

CANTEEN MENU

Lunch options

o Egg and lettuce

sandwich

o Ham and cheese

sandwich

o Spaghetti bolognaise

o Fried rice

o Meat pie

o Hot dog

o Hot chips with gravy

o Nachos with sour

cream

Snacks

o Eucalyptus drops

o Iced cupcake

o Apple slinky

o Muesli bar

o Tub of yoghurt

o Packet of chips

o Choc-chip cookie

o Plain popcorn

o Doughnut

Drinks

o Water

o Soft drink

o Sports drink

o Fruit juice (250mL)

o Milk

For every RED item you identified on the old menu, suggest a GREEN or AMBER alternative

that the canteen could add to replace it.

RED ITEM GREEN OR AMBER ALTERNATIVE


Mo

du

le 1

STUDENT WORKSHEET

Name: Date:

CANTEEN CRUSADERS

The canteen manager wants to encourage students to purchase more GREEN items and

would like to offer a meal deal promotion. The meal deal must offer a GREEN lunch option

and a GREEN or AMBER snack and drink.

The SRC have been asked to design a healthy meal deal for the canteen to trial. The meal

deal must be appetising and appeal to students.

Step 1: Choose the GREEN lunch item and GREEN or AMBER snack and drink you would like to see in the meal deal.

Step 2: Think of a creative name for your meal deal.

Step 3: Develop a poster, jingle or poem to promote your meal deal to students.


Mo

du

le 1

TEACHER RESOURCE

NUTRIENTS IN THE SPOTLIGHT

This mineral is important for developing strong

bones

This mineral helps my blood carry oxygen around

my body

This nutrient is used for growth and repair of body

tissues

This nutrient fuels my muscles and brain

This nutrient is important for healthy digestive

systems

This vitamin helps me to see in the dark

Eating too much of this mineral can increase my

blood pressure

This vitamin is important for healthy skin and a

strong immune system


Mo

du

le 1

TEACHER RESOURCE

NUTRIENTS IN THE SPOTLIGHT ANSWERS

This mineral is important for developing strong

bones Answer: Calcium

This mineral helps my blood carry oxygen around

my body Answer: Iron

This nutrient is used for growth and repair of body

tissues Answer: Protein

This nutrient fuels my muscles and brain

Answer: Carbohydrate

This nutrient is important for healthy digestive

systems Answer: Fibre

This vitamin helps me to see in the dark

Answer: Beta carotene/Vitamin A

Eating too much of this mineral can increase my

blood pressure Answer: Sodium (salt)

This vitamin is important for healthy skin and a

strong immune system Answer: Vitamin C


Mo

du

le 1

FOOD PREPARATION ACTIVITY TEACHER’S GUIDE

SUPER SMOOTHIES

Instructions:

o Collect the ingredients and equipment below.

o Demonstrate method outlined on student recipe, allowing some student participation.

o Offer sample to students.

o Provide each student with a copy of the recipe to take home.

o Ask students to ‘taste rate’ the final product.

INGREDIENTS CLASS OF 20*

o Banana or strawberries

o Reduced fat natural yoghurt

o Reduced fat milk

o Honey

2 / 2 punnets

400g

2 cups

2 Tbsp

EQUIPMENT REQUIRED

o Stick mixer or blender o Measuring cup o Knife o Spoon o Cups o Serviettes

*Provides taste testing serves only

ALLERGEN ADVICE:

This recipe is not suitable for people with dairy allergies. Contains lactose. Check food label on yoghurt to ensure it is gluten free.

Recipe can be modified to suit dairy allergy or lactose intolerance by substituting yoghurt with soy yoghurt and milk.

SAFETY TIP:

Ensure that students and staff wash their hands before commencing any food preparation activity. Remember to use tongs and utensils.


Mo

du

le 1

STUDENT RECIPE

Name: Date:

SUPER SMOOTHIES INGREDIENTS (Serves 2)

o 1 serve of fruit (e.g. 1 banana, 1 cup of strawberries, 1 cup tinned apricots)

o 200mL reduced fat milk o 2 tablespoons of reduced fat

natural yoghurt o 1 teaspoon honey

EQUIPMENT

o Blender or stick blender o Bowl or jug if required o Knife o Cups o Paper towel

METHOD

Step 1

Cut or slice fruit.

Step 2

Place fruit in the mixer with milk and yoghurt.

Step 3

Blend until smooth.

Step 4

Pour into a cup and enjoy.

TASTE RATE


MODULE 2: Label detectives

OVERVIEW

AIM

Students will learn about the nutrition information found on food labels, enabling them to make informed decisions about their food choices.

OBJECTIVES


o provide examples of the types of information found on food packages

o explain why the ‘per 100g’ column is used when comparing food products rather than the ‘per serve’ column

o analyse the nutrition information panel on food labels to determine healthier food choices

o demonstrate the amount of added sugar found in a variety of sugar sweetened drinks


Plan and practice strategies to promote health, safety and wellbeing (ACPPS054)


LEARNING ACTIVITY

o Be a label detective o Nutting out the nutrition panel o How much sugar is in your drink?

FOOD PREPARATION ACTVITY

o Vegie Dippers

TEACHER RESOURCES

Food Standards Australia New Zealand Food labels: What do they mean?

Available: www.foodstandards.gov.au/consumer/labelling/Pages/interactive-labelling-poster.aspx


Mo

du

le 1


SLIDE 1: LABEL DETECTIVES

TEACHER NOTES:

o Title slide

SLIDE 2: WHAT’S ON A FOOD LABEL?

TEACHER NOTES:

o Food labels provide information which helps us make an informed choice.

o There are government regulations that apply to food labelling to ensure the information is not misleading.

o Food labels must display the following information:

Nutrition information panel

Percentage labelling – percentage of characterising ingredient within a food package

Name of food

Food recall information

Allergen information

Date marking

Ingredients list

Food additives

Directions for use and storage – for example, items should be kept refrigerated at 4ºC or less

Country of origin – information about where the food was made or produced.

o Reference: Food Standards Australia New Zealand Food labels: What do they mean? Canberra: Food Standards Australia New Zealand


Mo

du

le 1

SLIDE 3: NUTRITION INFORMATION PANEL (NIP)

TEACHER NOTES:

o The nutrient information panel (NIP) is a useful tool to use when comparing foods to determine which one is healthier.

o The NIP must provide information about the energy (kilojoules), protein, carbohydrate, sugar, fat, saturated fat and sodium content.

o Some manufactures may choose to also provide information about specific nutrients, such as calcium, iron and fibre.

o The NIP displays nutrient values per serving and per 100g. When comparing different foods it is important to compare per 100g values, as this is a standard measure.

SLIDE 4: WHEN COMPARING PRODUCTS…

TEACHER NOTES:

o Choose products that are; lower in saturated fat, added sugar and sodium. Excessive consumption of these nutrients have been associated with increasing risk of overweight and obesity and lifestyle related chronic diseases, such as heart disease and some cancers.

o Choose products that are higher in fibre (where relevant), vitamins and minerals.

o Use the NIP to compare similar food products e.g. two breakfast cereals, not a breakfast cereal and yoghurt.

o


Mo

du

le 1

SLIDE 5-6: WHICH ONE IS HEALTHIER? – SNACK BAR

TEACHER NOTES:

o As a class, compare the two NIPs for the snack bars.

CLASS DISCUSSION:

o Which snack bar contains the least saturated fat?

o Which one contains the least sugar? o Which one is lower in sodium? o Which one contains more fibre? o Which snack bar is the best choice? o Answer: Snack bar B is the healthiest

choice because it is lower in saturated fat, sugar and sodium and contains more fibre.

SLIDE 7-8: WHICH ONE IS HEALTHIER? – SWEET BISCUIT

TEACHER NOTES:

o As a class, compare the two NIPs for the sweet biscuits

CLASS DISCUSSION:


o Which one contains the least sugar? o Which one is lower in sodium? o Which one contains more fibre? o Which biscuit is the best choice? o Answer: Sweet biscuit A is the

healthiest choice because it is lower in saturated fat, sugar and sodium and contains more fibre.


Mo

du

le 1

SLIDE 9-10: WHICH ONE IS HEALTHIER? – CORN CHIPS

TEACHER NOTES:

o As a class, compare the two NIPs for the corn chips

CLASS DISCUSSION:


o Which one contains the least sugar? o Which one is lower in sodium? o Which one contains more fibre? o Which biscuit is the best choice? o Answer: Corn Chip A is the healthiest

choice because it is lower in saturated fat, sugar and sodium and contains more fibre.

SLIDE 11: HOW MUCH SUGAR IS HIDING IN YOUR DRINK?

TEACHER NOTES:

o Soft drink, cordial, sports drink, fruit drinks and flavoured waters often contain large amounts of added sugar and kilojoules.

o Fruit juice and milk also contain sugar. The type of sugar found in these drinks is not ‘added’ as it occurs naturally.

o Fructose is the main sugar found in fruit juice and lactose is the sugar present in milk. Both of these drinks are better choices nutritionally than other sugar sweetened drinks, because they also contain vitamins and minerals.

o However, fruit juice is easy to over-consume. Half a cup of fruit juice contains approximately the same amount of kilojoules as one medium sized piece of fruit.

o Consuming too much sugar can contribute to unhealthy weight gain and tooth decay.

FAST FACTS:

o A 500ml bottle of fruit juice contains around the same amount of kilojoules as four pieces of fruit!

o Tap water is the best choice to quench thirst.


Mo

du

le 1

SLIDE 12: SUGARY DRINKS

TEACHER NOTES:

o Let’s take a closer look at the NIP on a can of soft drink.

SLIDE 13: SUGARY DRINKS

TEACHER NOTES:

o One teaspoon of sugar weighs four grams. An average can of soft drink contains 40g of sugar. That’s equivalent to 10 teaspoons of sugar!


Mo

du

le 1

SLIDE 14: WHICH FOODS DON’T HAVE A LABEL?

TEACHER NOTES:

o Many foods do not have a food label. Can you think of some examples?

Fresh fruit and vegetables

Meat and fish

Bread from a bakery

Food sold in a restaurant

Take-away food

Herbs and spices


Mo

du

le 1

LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the module and consolidate their learning. These activities can also be used as a form of assessment and as math activities.

ACTIVITY 1: BE A LABEL DETECTIVE

o Food labels contain information to help make healthy choices. For this activity, ask students to bring in a food package from home or obtain a range of food packages for use in class.

o Students will familiarise themselves with the information found on food packages as they complete the table.

ACTIVITY 2: NUTTING OUT THE NUTRITION PANEL

o Students will consolidate their understanding of the nutritional information found on food packaging as they correctly identify the key components found on the nutrition information panel.

ACTIVITY 3: HOW MUCH SUGAR IS IN YOUR DRINK?

o Students compare the sugar content in a range of drinks, by reading labels and demonstrating sugar levels as they measure the content from respective drinks.

o Suggested drinks to use for this activity include:

Soft drink

99% fruit juice

Fruit drink

Sports drink

Energy drink

Vitamin/flavoured water

Water

Optional activity:

o Students can graph the results, comparing the sugar content per 100g.


Mo

du

le 1

STUDENT WORKSHEET

Name: Date:

BE A LABEL DETECTIVE

Food labels contain lots of information to help you make healthy choices. Using your food package to find the following parts of the food label and complete the table.

Name of

product

Net weight

Ingredients list

Write down the first 3 ingredients on the list:

1.

2.

3.

Allergy warning

(if any)

Use by or best

before date

Country of

origin

Name and

address of

manufacturer

or distributer

Storage

instructions

Nutrition claims

(if any) e.g.

“97% fat free”


Mo

du

le 1

STUDENT WORKSHEET

Name: Date:

NUTTING OUT THE NUTRITION PANEL

The nutrition information panel (NIP) tells you the amount of nutrients found in packaged food. The NIP lists energy (kilojoules), protein, fat (total and how much of that is saturated fat), carbohydrate (total and how much of that is sugar) and sodium (salt). There is a per serving and per 100g column.

Using the NIP above, answer the following:

1. How many servings per package are there?

2. How many grams is one serve?

3. What is the energy per 100g?

4. How much saturated fat is in one serve?

5. How much calcium is in 100g?

6. What is the main ingredient in this food?

7. What do you think this product is?


Mo

du

le 1

TEACHER RESOURCE

NUTTING OUT THE NUTRITION PANEL ANSWERS

The nutrition information panel (NIP) tells you the amount of nutrients found in packaged food. The NIP lists energy (kilojoules), protein, fat (total and how much of that is saturated fat), carbohydrate (total and how much of that is sugar) and sodium (salt). There is a per serving and per 100g column.

Using the NIP above, answer the following:

8. How many servings per package are there? 3

9. How many grams is one serve? 150g

10. What is the energy per 100g? 405kJ

11. How much saturated fat is in one serve? 4.5g

12. How much calcium is in 100g? 200mg

13. What is the main ingredient in this food? Whole milk

14. What do you think this product is? Strawberry yoghurt

STUDENT WORKSHEET

Name: Date:

HOW MUCH SUGAR IS IN YOUR DRINK?

Sweetened drinks contain lots of sugar. Using the formula below, work out how many teaspoons of sugar are found in popular sweetened drinks.

Sugar in grams ÷ 4 = teaspoons of sugar

Drink Serve size Amount of sugar per serve

(g)

Number of teaspoons of

sugar per serve Amount of sugar per 100g

© 2

014 N

utritio

n A

ustra

lia A

CT

Inc. F

ood&

ME

™ Y

ears

5&

6 P

ag

e | 4

4

Mo

du

le 1

STUDENT WORKSHEET

Name: Date:

HOW MUCH SUGAR IS IN YOUR DRINK?

In groups, measure out the number of teaspoons of sugar found in the drinks into clear plastic cups. Arrange the cups in order from largest sugar content to lowest. Make sure you label the cups of sugar with the name of the drink it represents.

1. Which drink contains the most amount of sugar per serve?

2. Which drink contains the most amount of sugar per 100g?

3. Which drink contains the least amount of sugar per serve?

4. Which drink contains the least amount of sugar per 100g?

5. Which drink is the healthiest choice? Why?

© 2

014 N

utritio

n A

ustra

lia A

CT

Inc. F

ood&

ME

™ Y

ears

5&

6 P

ag

e | 4

5


FOOD PREPARATION ACTIVITY TEACHER’S GUIDE

VEGIE DIPPERS

Instructions:

o Collect the ingredients and equipment below.

o Demonstrate method outlined on student recipe, allowing some student participation.

o Offer sample to students.

o Provide each student with a copy of the recipe to take home.

o Ask students to ‘taste rate’ the final product.

INGREDIENTS CLASS OF 20*

o Reduced fat cream cheese

o Corn relish

o Avocado

o Tomato

o Spring onion

o Lemon juice

o Carrot

o Celery

o Capsicum

o Cucumber

o Cherry tomatoes

2 tubs

2 small jars

2

2

2

4 Tbsp

2

4 sticks

1

2

1 punnet

EQUIPMENT REQUIRED

o 2 mixing bowls o Chopping boards o Sharp knife o Mixing spoon o Platter for vegetables o Paper towel

*Provides taste testing serves only

ALLERGEN ADVICE:

This recipe is not suitable for people with dairy allergies. Check food label on corn relish to ensure it is gluten free.

SAFETY TIP:

Ensure that students and staff wash their hands before commencing any food preparation activity. Remember to use tongs and utensils.


Mo

du

le 1

STUDENT RECIPE

Name: Date:

VEGIE DIPPERS

INGREDIENTS

Corn relish dip:

o 1 tub reduced fat cream cheese o 1 small jar of corn relish

Avocado dip:

o 1 mashed avocado o 1 tomato o 1 spring onion o 2 teaspoons lemon juice

Vegetable dippers:

o Carrots o Celery sticks o Capsicum o Cucumber o Cherry tomatoes

EQUIPMENT

o 2 mixing bowls o Chopping boards o Sharp knife o Mixing spoon o Platter for vegetables o Paper towel

METHOD

Step 1

Prepare corn relish dip by combining the ingredients in a small bowl.

Step 2

To prepare the avocado dip, finely chop the spring onion and tomato. Mix together with the remaining ingredients.

Step 3

Wash the vegetables and carefully cut the carrot, celery, capsicum and cucumber into strips.

Step 4

Serve vegetable dippers with the corn relish and avocado dips.

TASTE RATE


MODULE 3: Health messages and advertising

OVERVIEW

AIM

Students will analyse a range of health messages and identify the intended outcomes of these messages. Students will investigate the influence of food advertising on purchases.

OBJECTIVES


o critique health messages and explore choices, behaviours and outcomes conveyed in these messages

o explain the similarities and differences between health messages and food advertising

o list the different mediums used in food advertising

o recognise how the marketing strategies used for processed foods can at times mislead the consumer into thinking the product is a healthy choice.


Recognise how media and important people in the community influences personal attitudes, beliefs, decisions and behaviours (ACPPS057)

o examining how media and public identities influence the way people act and the choices they make

o analysing health messages in the media and comparing their interpretations with those of other members in the class

Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053)

o applying criteria to online information to assess the credibility of the information

LEARNING ACTIVITY

o Health messages o Food advertising o Trail mix invention

Note: internet access will be required for this lesson.


Mo

du

le 1


SLIDE 1: HEALTH MESSAGES AND ADVERTISING

TEACHER NOTES:

o Title slide

SLIDE 2: WHAT ARE HEALTH MESSAGES?

TEACHER NOTES:

o Health messages are designed to promote health by encouraging people to make healthy choices.

o They are a form of advertising, but unlike advertising for a food or a product, health messages advertise a message which is designed to persuade people to change their behaviour rather than purchasing a product.

o Examples of health messages include:

Sun Smart: slip, slop, slap

Water on Tap

Go for 2&5®

Swap it Don’t Stop It


Mo

du

le 1

SLIDE 3: ANALYSING HEALTH MESSAGES

TEACHER NOTES:

o Let’s explore the meaning of some health messages.

o Go for 2&5®

CLASS DISCUSSION:

o What is this message encouraging us to do?

o Eat five serves of vegetables and two serves of fruit each day.

o Why is this healthy behaviour? o It is important to eat vegetables and

fruit each day to ensure we get enough of the essential nutrients they contain. These nutrients include fibre, minerals and vitamins.

FAST FACT:

o Results from the National Nutrition and Physical Activity Survey found that in 2011-12 only 36% of children aged 12-17 consumed three or more serves of vegetables each day.


TEACHER NOTES:

o Swap It Don’t Stop It – Swap Fried for Fresh

CLASS DISCUSSION:


o To swap fried foods for fresh foods. o Why is this healthy behaviour? o Fried foods are not healthy choices.

They contain lots of kilojoules and are a poor source of essential nutrients.

o Fried foods also tend to be higher in saturated fat and salt, both of which are not good for our health.

o Fresh foods come from the Five Food Groups and are healthy choices for us. They are lower in kilojoules than fried foods and contain more nutrients.


Mo

du

le 1


TEACHER NOTES:

o A healthy brekky is as easy as peel, pour, pop

CLASS DISCUSSION:


o Have a healthy breakfast by peeling a piece of fruit, pouring some milk on cereal or popping a slice of whole grain bread into the toaster.

o Why is this healthy behaviour? o Breakfast means to break the overnight

fast. Having breakfast fuels your brain and muscles so you can concentrate and be active throughout the morning.

o If you skip breakfast you will not be able to reach your fullest potential.

SLIDE 6: ADVERTISING

TEACHER NOTES:

o Health messages are a type of advertising. Advertising is used to persuade the audience to change their actions.

o Food advertising aims to increase sales of a particular food product. It tells us what is good about the product, why we should buy it and what it can do for us.

CLASS DISCUSSION:

o Where do you see food advertised? o Popular ways to advertise include

television, internet, radio, newspapers, magazines, social media and billboards.


Mo

du

le 1

SLIDE 7: TYPES OF FOOD ADVERTISING

TEACHER NOTES:

o Food companies will spend large amounts of money to advertise and promote their product. Ways in which they do this include:

Gimmicks and toys: some food companies offer incentives such as toys, to make the consumer want to buy their product.

Jingles and slogans: catchy phrases are used to make the consumer remember the product and want to buy it.

Endorsements: sometimes a food company will ask an influential person such as a celebrity or sports star to promote their product.

Misleading messages: can suggest that by eating this product you will become happier, stronger or a more popular person.

SLIDE 8: PRODUCT PLACEMENT

TEACHER NOTES:

o Product placement is a subtle form of advertising. Product placement refers to where products are located in the purchasing environment, for example at supermarkets and service stations.

FAST FACT:

o When products are strategically placed it can influence our decision to buy the product, resulting in impulse buying. Impulse buying is a spur of the moment, unplanned decision to buy a product.


Mo

du

le 1

SLIDE 9: TELEVISION ADVERTISING

TEACHER NOTES:

o Use the web links below in conjunction with the “Food advertising” student worksheet.

LCMs advertisement: www.youtube.com/watch?v=VZNrj971g8Q

Uncle Toby’s Oats advertisement: www.youtube.com/watch?v=pPKkXqXp4NI

Nutri-Grain advertisement: www.youtube.com/watch?v=GKTtJ_GEZAA

McDonald’s advertisement: www.youtube.com/watch?v=RLE6hiVk0Jo

https://www.youtube.com/watch?v=VZNrj971g8Q

https://www.youtube.com/watch?v=VZNrj971g8Q

https://www.youtube.com/watch?v=pPKkXqXp4NI

https://www.youtube.com/watch?v=pPKkXqXp4NI

http://www.youtube.com/watch?v=GKTtJ_GEZAA

http://www.youtube.com/watch?v=GKTtJ_GEZAA

https://www.youtube.com/watch?v=RLE6hiVk0Jo

https://www.youtube.com/watch?v=RLE6hiVk0Jo


Mo

du

le 1

LEARNING ACTIVITIES The following activities provide opportunities for students to reflect on the module and consolidate their learning. These activities can also be used as a form of assessment.

ACTIVITY 1: HEALTH MESSAGES

o Students research health messages and analyse what the message is encouraging people to do, who is the target audience and whether they think the message will result in behaviour change.

ACTIVITY 2: FOOD ADVERTISING

o This activity is designed to be completed in class after watching each television advertisement as promoted in the PowerPoint slides.

ACTIVITY 3: TRAIL MIX INVENTION

o Students create their own unique trail mix using the ingredients available.

o In small groups, students work together to create a name for their snack and develop ideas on how they will market it.

o The students will need to consider the target group, for example: children, sports people, people ‘on the go’.

o Examples of different marketing strategies that could be used include: television advertising, slogans, mascots, cartoons, songs, raps or posters.

o Students can then present their marketing strategy to the class.

o Suggested ingredients for the trail mix invention:

Sultanas

Diced dried apple

Diced dried apricot

Dried cranberries

Bran cereal flakes or cereals bites

Pepitas (sunflower seeds)

Plain popcorn, air-popped

Note: Many schools have a nut free policy. It is recommended to avoid including nuts in this activity.


Mo

du

le 1

STUDENT WORKSHEET

Name: Date:

HEALTH MESSAGES

Health messages are designed to improve people’s health by encouraging them to make healthy

choices. Health messages can be a form of advertising, but unlike advertising for a food or a product,

health messages advertise a message which is designed to persuade people to change their

behaviour rather than purchasing a product.

Your task is to research one health message and answer the questions below.

What is the health message called?

What is this message encouraging people to do?

Who is this message targeting? For example, children, families or adults.

Do you think this message will encourage people to change their behaviour? Why or why not?

Paste a picture of your health message here:

STUDENT WORKSHEET

Name: Date:

FOOD ADVERTISING

While watching the television advertisements, identify the promotional techniques being used that try to make you want to buy the product.

Name of food product Are there any characters or

personalities?

Who are they?

Is there a slogan or jingle?

What is it?

What strategies are used in the

advertisement to try and make you

want to buy the product?

© 2

014 N

utritio

n A

ustra

lia A

CT

Inc. F

ood&

ME

™ Y

ears

5&

6 P

ag

e | 5

7


STUDENT WORKSHEET

Name: Date:

TRAIL MIX INVENTION

Choose five ingredients from the range provided that you would like to include in your trail mix. List

them below.

1.

2.

3.

4.

5.

Create a name for your new snack invention:

How will you market your new snack?

Write a poem, rap, jingle or draw a picture that you could use to market your new snack:


GLOSSARY

AUSTRALIAN DIETARY GUIDELINES (2013)

The Australian Dietary Guidelines use the best available scientific evidence to provide information on the types and amounts of foods, food groups and dietary patterns for good health.

For further information visit:

www.eatforhealth.gov.au

AUSTRALIAN GUIDE TO HEALTHY EATING

The Australian Guide to Healthy Eating is an evidence-based daily food selection guide based on the Five Food Groups. A plate is divided into the Five Food Groups to show the relative amounts we should be consuming from each group.


www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

CALCIUM

Calcium is an essential mineral needed for building strong bones and teeth. Small amounts of calcium are also needed in the blood to help nerves and muscles function properly. Good sources of calcium include dairy foods and calcium fortified products such as soy drink and breakfast cereals.

CARBOHYDRATE

Carbohydrate is our body’s preferred source of energy. Carbohydrates are stored in the form of glycogen in our liver and muscles, to supply our bodies with a constant source of energy.

Our brains, nervous system and red blood cells rely exclusively on carbohydrates for energy.

Food sources of carbohydrate include: bread, rice, pasta, noodles, grains, flour, fruit, legumes and starchy vegetables such as potato, sweet potato and corn.

CHRONIC DISEASE

The World Health Organisation describes chronic diseases as non-communicable diseases (NCDs), which are not passed from person to person. They are long lasting diseases that begin very slowly. Chronic diseases include cardiovascular diseases (like heart attacks and stroke), cancers, and diabetes.

DIET

Diet refers to the pattern of foods eaten. This can include the normal or habitual intake of food of an individual or a population.

DIGESTION

When we eat food our body breaks it down into tiny pieces so we can absorb the nutrients. The process of breaking food down is called digestion.

DIGESTIVE SYSTEM

The body’s digestive system breaks down food and releases nutrients for use by the body. It is responsible for the ingestion, digestion and absorption of food.

ENERGY

Energy is released when a food is burned for fuel within the body. Energy is measured in kilojoules in Australia, however calories (or kilocalories) is another well-known measure of energy. One kilocalorie is equivalent to approximately 4.2 kilojoules.

‘EVERY DAY’ FOODS

‘Every day’ foods are foods from the Five Food Groups that provide lots of important nutrients which are required on a daily basis. These nutrients help our body to work efficiently and to make it strong and healthy.


Mo

du

le 1

FAT

Fat is an important part of a healthy diet. Small amounts of fats are needed for the absorption of fat-soluble vitamins (A, D, E and K). We also need some essential fatty acids (linoleic acid and alpha-linolenic acid) for growth and development. Eating large amounts of fat can contribute to excessive weight gain. Fat is classified as either saturated or unsaturated.

Saturated fats are often referred to as ‘unhealthy fats’ and are associated with high blood cholesterol levels which can increase the risk of heart disease. Saturated fats occur in fatty meats and some full fat dairy products. They also occur in palm and coconut oils which are commonly used in biscuits, cakes, pastries and many fast foods.

Unsaturated fats are the healthy fats, which are

needed in small amounts every day.

These fats include healthy oils such as olive, sunflower and canola oils.

FIBRE

Dietary fibre is found in grain foods, fruits, vegetables, legumes and nuts. Fibre is resistant to digestion and absorption in the small intestine and is then subject to fermentation in the large intestine. Fibre plays an important role in maintaining healthy gut bacteria and regular bowel movements. The main role of fibre is to keep the digestive system healthy

FIVE FOOD GROUPS

The Five Food Groups make up the Australian Guide to Healthy Eating. Foods are grouped together because they provide similar amounts of key nutrients. Each of the Five Food Groups are summarised below:

Grain (cereal) foods:

Grain foods are mostly made from wheat, oats, rice, rye, barley, millet, quinoa and corn and include breads, cereals, pasta and noodles. These foods are high in carbohydrates and wholegrain varieties are high in fibre.

Vegetables and legumes

Vegetables come from many different parts of the plant, including the leaves, roots, tubers, flowers, stems, seeds and shoots. Legumes are the seeds of the plant and are eaten in their immature form as green peas and beans, and the mature form as dried peas, beans, lentils and chickpeas.

Some vegetables such as tomato and capsicum are botanically defined as fruits, however their low sugar (fructose) content allows them to fit into the vegetable food group.

Fruit

Fruit can grow on a tree, bush, vine or low to the ground. Fruits contain natural sugars and are sweet when ripe. They also contain vitamins and minerals that help our body to be healthy.

Lean meat and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans group (meat and alternatives)

These foods are high in protein and iron. People who choose not to eat meat need to ensure they eat suitable meat alternatives from this group.

Milk, cheese, yoghurt and alternatives (dairy and alternatives)

Milk, cheese and yoghurt provide calcium in a readily absorbable and convenient form. They are a good source protein and many vitamins and minerals. Dairy alternatives include calcium fortified soy based milks, yogurt and cheese.

FLUORIDE

Fluoride is a mineral that helps to prevent tooth decay. It is added to public water supplies to reduce the rate of tooth decay.

FRUCTOSE

Fructose is a naturally occurring sugar found in fruit and honey. Fructose is also found in table sugar. Table sugar (sucrose) comprises both fructose and glucose bound together.

HEALTH MESSAGE

A message or advertisement which relates to the health and wellbeing of individuals and communities. Media can include television or magazine advertisements, product labels and media articles.

HEALTHY FOOD

Foods that are included in the Five Food Groups are healthy foods. These foods contain lots of nutrients that our body needs for growth and repair. Healthy foods should be eaten every day.


Mo

du

le 1

HYDRATION

By drinking the amount of water our body needs each day we stay hydrated. This means our body can function at its best. If we do not drink enough water we become thirsty and our body can become dehydrated. Children aged 9-12yrs are recommended to consume -6 - 8 cups of water per day.

IMMUNE SYSTEM

The immune system is a bodily system that fights infection from bacteria, viruses and other microbes.

IRON

Iron is an important dietary mineral that is involved in various bodily functions, including the transport of oxygen in the blood. Good sources of iron include red meat, offal and iron-fortified breakfast cereals.

KILOJOULE

A kilojoule is a unit of energy. A measure of kilojoules refers to the energy value of food. Kilojoules also refer to the amount of energy our bodies burn. Calorie (or kilocalorie) is another well-known measure of energy. One kilocalorie is equivalent to approximately 4.2 kilojoules.

LACTOSE

Lactose is a naturally occurring sugar found in milk. It is made up of two smaller sugar molecules called glucose and galactose. Our intestines release an enzyme called lactase to digest lactose. People who don’t have enough of the enzyme, lactase, cannot digest lactose making them lactose intolerant.

LEGUMES

Legumes are included in two of the Five Food Groups. Legumes are considered a vegetable, and because of their high protein value they are also a valuable meat alternative.

MINERALS

Minerals in food are made of small amounts of salts and natural metals. They are required for good health and are particularly important in bones, teeth and in the blood and connective tissues. Some of our essential minerals include calcium, iodine, iron, magnesium, phosphorous, potassium and zinc.

NUTRIENTS

Nutrients are the building blocks that join together to make food and are essential for life and health. Nutrients include protein, carbohydrate, fat, vitamins, minerals, fibre and water.

NUTRITION INFORMATION PANEL (NIP)

The nutrition information panel (NIP) indicates the amount of nutrients found in packaged food. The NIP lists energy (kilojoules), protein, fat (total and how much of that is saturated fat), carbohydrate (total and how much of that is sugar) and sodium (salt). The nutrient content is indicated in both per serving and per 100g.

PROCESSED FOOD

When foods are processed some of the parts of the original food are destroyed or lost. The more processing that occurs to a food, the less nutritious it becomes.

PROTEIN

Protein makes up about half of the human body's dry weight. Many of the foods we eat contain protein, particularly meat (chicken, beef, lamb and fish) and legumes. Protein is used for growth and repair and is the foundation of muscle, skin, hair, nails, blood compounds and enzymes.

PUBLIC HEALTH

The World Health Organization defines public health as “all organized measures (whether public or private) to prevent disease, promote health, and prolong life among the population as a whole. Its activities aim to provide conditions in which people can be healthy and focus on entire populations, not on individual patients or diseases”.

SALT (SODIUM)

Salt added to food is made up of the minerals sodium and chlorine. While small amounts of salt are needed by the body, too much can be harmful and cause high blood pressure. Excess consumption of sodium can also increase the excretion of calcium, which is a problem for developing bone density in young people.

Processed foods are high in salt. Too much salt can also be used in recipes and at the table.


Mo

du

le 1

SUGAR

Sugar is the common name for sucrose which is made from sugar cane and sugar beet. It comprises of one molecule of glucose joined to one molecule of fructose and only provides the body with kilojoules, not other nutrients. Excessive sugar intake contributes to tooth decay, weight gain and increased risk of obesity.

‘SOMETIMES’ FOOD AND DRINKS

“Sometimes” foods and drinks do not provide essential nutrients and are not required as part of a healthy diet. These foods and drinks are often higher in energy, saturated fat, added sugars and/or salt. These foods and drinks can be enjoyed occasionally in small amounts.

TRAFFIC LIGHT SYSTEM

The Traffic Light system uses colour-coding of foods to distinguish between foods we should eat every day, occasionally and in limited amounts.

o GREEN foods are healthy foods and the best

foods to choose every day.

o AMBER foods are the foods which we need

to be careful not to eat too much of.

o RED foods are not nutritious foods and

should not be available at school.


http://www.health.gov.au/internet/main/publis hing.nsf/Content/phd-nutrition-canteens

VEGETARIAN

A vegetarian diet does not include meat – red meat, poultry, seafood, and the flesh of any other animal. Vegetarians need to eat suitable meat alternatives such as legumes, nuts and eggs to help provide them with nutrients (protein and iron) that meat would otherwise provide.

Other types of vegetarian diets include:

o Ovo vegetarian – eat eggs but not dairy products.

o Lacto vegetarian – eat dairy products but not eggs.

o Lacto-ovo vegetarian - eat eggs and dairy products

o Vegan - excludes all animal flesh and animal products, such as dairy, honey and eggs

VITAMINS

Vitamins are substances found in many foods and are needed to keep the body functioning well. Vitamins can be water soluble (e.g. B vitamins and vitamin C) or fat soluble (vitamins A, D, E and K).

WATER

The human body is made up of over 50% water. We need water for all of our bodily processes and therefore it is very important to drink plenty of water each day. Children aged 9-12 yrs are recommended to consume 6-8 cups of water per day.

ZINC

Zinc is an essential mineral needed for a healthy immune system. It is also important in wound healing and in growth and reproduction of cells. Good sources of zinc include shellfish, meat (particularly red meat) and dried beans.

http://www.health.gov.au/internet/main/publishing.nsf/Content/phd-nutrition-canteens

http://www.health.gov.au/internet/main/publishing.nsf/Content/phd-nutrition-canteens


Recommended reading and resources

Hark, L. and Deen, D. (2007) Nutrition. The definitive Australian guide to eating for good health. Camberwell Victoria: Dorling Kindersley Ltd.

Saxelby C. (2012) Catherine Saxelby’s complete food and nutrition companion. The ultimate A-Z guide. Richmond Victoria: Hardie

Grant Books,

National Health and Medical Research Council (2013) Australian Dietary Guidelines Summary. Canberra.

William, T. (2010) This =That - life-size photo guide to food serves. 1st ed. Queensland: Trudy Williams, Nutrition and Dietetics Pty Ltd.

Healey, J. (2008) Issues in Society: Food and Nutrition. Spinney

Press: Australia.


Mo

du

le 1

WEBSITES

Fresh Tastes: healthy food at school www.health.act.gov.au/freshtastes Eat for Health www.eatforhealth.gov.au Nutrition Australia www.nutritionaustralia.org Healthy Kids www.healthykids.nsw.gov.au Better Health Channel www.betterhealth.vic.gov.au Stephanie Alexander Kitchen Garden Foundation www.kitchengardenfoundation.org.au

LOGOS

The use of logos throughout Module 3: Health messages and advertising were sourced from:

“Swap It, Don’t Stop It” - Australian Government.

“Go for 2 & 5®” and “Crunch & Sip®” – Government of Western Australia, Department of Health.

“A healthy brekky is as easy as: Peel, Pour, Pop” OPAL, Government of South Australia


STUDENT PERMISSION FORM

FOOD&ME™ NUTRITION EDUCATION UNIT

Our class is taking part in the Food&ME™ Nutrition Education Unit. As part of this unit,

students will be undertaking food preparation activities, in which all students will have the

opportunity to taste the food prepared during class.

Please complete the following form if you give permission for your child to participate in these

activities.

I as the parent/guardian of

give my consent for him/her to participate in the

Food&ME™ food preparation activities.

Please indicate if your child has any special dietary requirements.

Signature

Name

Date


Mo

du

le 1

{Cover goes here} - | Health

Documents

Transcript of {Cover goes here} - | Health