UNIT 2. IN THE FACTORY AND THE KITCHEN THE …

Activities

Training for young and adult people with Down syndrome for healthy lifestyle

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UNIT 2. IN THE FACTORY AND THE KITCHEN THE MODIFICATION OF FOOD

VARIED LEARNING ACTIVITIES:

A. WRITING ACTIVITIES:

A.1) WE EAT THE FOOD…RAW OR COOKED?

Let's do an exercise in which you must look at every food that we present. You can

also read the name of each food. You must mark with an X each food you think can

be eaten raw. Then you should also mark in the second column with an X, if you

think it can be eaten cooked, or it should be eaten cooked

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A.2) BULLET POINTS TO EXPLAIN HOW THE BREAD IS MADE (Unit 2, page

5)

Now let's do another exercise for a better understanding of how some foods are

produced in the factory.

Specifically, we will observe how bread is made. You have to match the drawing

with the phrase that explains what is happening. You can use narrows.

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A.3) BULLET POINTS TO EXPLAIN THE OBTAINING OF MILK (Unit 2 , page

6)

Now let's do the same exercise but with the processing of milk.

We will notice that the obtaining of milk is more complicated than the production of

bread, but we will also learn where the milk comes from and how it gets to us.

You have to match the drawing with the phrase that explains what is happening.

You can use narrows.

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A.5) BULLETS POINTS TO EXPLAIN HOW FRIED EGGS CAN BE MADE (Unit

2, page 8)

In this exercise we will see how to cook food. Also, where it comes from.

We are going to learn the whole story of some fried eggs, from the beginning.

You have to match the drawings with the phrase that explains what is happening.

You can use narrows.

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A.6) PLACE EACH FOOD WHERE IT SHOULD BE STORED (Unit 2, page 10)

Imagine that you go shopping at the supermarket, and now at home, you have to

put things in the best place to be correctly preserved. Use narrows to indicate

where you would keep the food.

If you believe that any food can be stored in more than one site, you can use two

arrows.

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A.7) HOW DO WE ORGANIZE THE REFRIGERATOR? (Unit 2, page 12)

Imagine that you go shopping at the supermarket, and now at home, you have to

put things in the refrigerator to be correctly preserved.

Use arrows to indicate where you would keep the food.

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A.8) HOW DO WE STORE THE FOODS? (Unidad 2, página 14)

In this exercise we will try to find foods that are not properly stored in a

refrigerator because they are not well covered. Or they are in good condition and

should not be in the fridge.

Circle the foods that should not be in the fridge: because they are not well stored

or because they are in bad condition.

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A.9) LET'S READ THE LABELS (Unit 2, page 16 & 17)

This exercise is about learning the interpretation of food labels. To do this, we

are going to see images of labels and we are going to ask questions about them.

You have to answer the questions, paying attention to the image.

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B. INDOOR ACTVITIES:

PREVIOUS PREPARATION:

In order to learn about the foods, it can be very helpful to have a sample of each in

the classroom. Therefore, a few days before we will ask the students to bring

empty food packaging. In the case of fresh food, we will ask them to bring cut-outs

from magazines or printed pictures from their own computers.

Depending on the number of students, we will distribute the pictures, cut-outs or

packaging that must be brought by each of them.

Specifically we need:

• Breads and flour

• Rice and pasta

• Legumes

• Cookies and pastries

• Fruits

• Vegetables

• Fats: oils and butter

o Potatoes

o Meats

o Fish

• Eggs

• Dairy: milk, yogurt and cheese

• Beverages: water, juices, soft drinks

• Sweets and chocolates

• Snacks

• Coffee and salt

(Each country or region should review this list of foods and propose the list that

suits your area).

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B.1) HOW DO WE ORGANZE THE REFRIGERATOR?

MATERIAL

• Food packaging or fresh food images

• Empty shelves

NUMBER OF STUDENTS: 10-12 people

APPROXIMATE DURATION: 45-60 minutes

CONTENT AND DEVELOPMENT

For this activity, we will use what we have learned in the theoretical content as well

as the things that we practiced in the writing activities. We will do the same with

actual products or packaging (or photos) using an empty shelf as a representation

of a refrigerator.

B.2) CLASSIFICATION OF FOODS BY TREATMENT

MATERIAL:

Food packaging

A blackboard and chalk


APPROXIMATE DURATION: 45-60 minutes

ACTIVITY STEP BY STEP:

1) Help them to identify the food packaging that they have brought.

2) Classify them by type of treatment: fresh, frozen, pre-cooked and

manufactured.

3) We will all share (out loud) the differences observed between one group and

another, and we will write them down on the board. For example:

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Fresh/natural Manufactured

POSITIVE

They do not have a food container We can buy them at any time of

the year

Skin and inedible parts can be

recycled

They last longer and take longer to

spoil.

NEGATIVE

They are seasonal so, if we want to

buy the natural version of this food,

we cannot have them all year

round.

They come in cartons, paper,

plastic, metals and glass. That we

have to throw away or recycle.

They can be easily damaged They have additives

Packaging must be recycled in

special containers

B.3) HOW DO WE READ THE LABELS?

MATERIAL

Each student will bring at least 3 labels of a product type of the following: biscuits,

breakfast cereals, juices, smoothies, precooked, sauces, jam, chocolate cream,

yogurt ...


APPROXIMATE DURATION: 45 minutes

CONTENT

The most important thing on the label are the ingredients.

The ingredients are listed in order from highest to lowest amount. If for example I

want to buy cocoa for my breakfast milk and ingredients says: "sugar, cocoa, salt,

vegetable oil and cinnamon" it means that the product is mainly sugar. In addition,

it could also have vegetable oil and if it does not indicate what type of oil, it will

certainly be coconut or palm oil, which are not healthy.

ACTIVITY STEP BY STEP

We will make 3 groups in class and each group will have a different label (from a

different type of food).

The first group will analyse the type of packaging and will make a poster classifying

the types of packaging that exist.

The second group will analyse the ingredients and make a poster classifying them

by their main ingredient.

The third group will analyse its origin and make a poster classifying them by its

origin.

At the end we will present the posters and discuss about them together.

The important thing is to choose products that are low in sugar, salt and fat.

Regarding fats, make sure that they are always olive oil or sunflower oil.

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B.4) HOW ARE FOODS STORED?

MATERIAL

Each student will bring at least 1 type of food wrap: transparent paper, tapers,

glass jars, sealed bags ...

In addition we will have the plastic foods or cut-outs that we have for the

workshops.


APPROXIMATE DURATION: 45 minutes

CONTENT

We will review types of packaging to store food.

We will remember the basic rules:

• Avoid cross-contamination

• Let the vegetables “breathe” (be in contact with air)

• Protect from bad smells

• Be careful not to spill any liquids inside the refrigerator.

ACTIVITY STEP BY STEP

Each student should choose all the foods that could be stored with the type of food

wrap that they brought.

Each student will explain the way they used the packaging and others will be able

to discuss about it.

C. OUTDOOR ACTIVITIES

C.1) VISITING A SUPERMARKET

PREVIOUS PREPARATION

We will previously print copies of the following templates to work with them in the

store:

Template 1: fresh or natural, manufactured and pre - cooked foods.

Template 2: pantry, fridge, freezer.

MATERIAL

We will bring the templates.

Students will bring a pen

NUMBER STUDENTS: 10-12 people.

APPROXIMATE DURATION: a whole morning or afternoon.

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We will distribute the first Template to each student.

We will go slowly through the supermarket and we have to point to the food and

say if they see are fresh foods, manufactured or pre -cooked.

We will end the activity when they have written down at least 3 foods.

After we will distribute the second template.

Continue walking around the supermarket.

This time they have to point out foods that are stored in the pantry, stored in the

fridge, etc.

Template 1. FRESH FOOD, MANUFACTURED OR PRE- COOKED

FRESH MANUFACTURED PRE-COOKED

Template 2.- WHERE TO STORE THE FOOD

FOOD PANTRY FRIDGE FREEZER

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C.2) VISIT A SUPERMARKET TO CHOOSE FOODS FOR A RECIPE


We will ask the students to bring a written recipe for a homemade dish, for

example, spaghetti carbonara, paella ...

MATERIAL


Students will bring from home a recipe and pen




They have to identify the ingredients from the recipe that they have brought.

When these are identified, they should look for them in the supermarket.

If they have money and they want, they can buy the ingredients.

C.3) VISITING A SUPERMARKET TO ANALYZE THE LABELS


We will develop another template where we can record the information they find on

the product labels that they have chosen: serving size or portion, expiry date, main

ingredient and nutrient that has proportionately the larger amount.

MATERIAL


Students bring a pen.




Each student will choose a manufactured product from the store and will write the

information written on the packaging and the label.

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Template 3.- READING A LABEL OF A FOOD PRODUCT

Product name

Serving size

Expiration date

Main ingredient

Nutrient present in largest amount

Example:

Product name

Cookies

Serving size

30g or 5 cookies

Expiration date

10 January 2017

Main ingredient

Wheat flour (the first in the list)

Nutrient present in largest amount

Carbohydrates

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5) DID YOU KNOW THAT…?:

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ADDITIONAL INFORMATION FOR ACTIVITIES

THE FOOD SHOPPING CARD

This information was obtained from the Food Standards Agency in Northern

Ireland:

“Some food products in supermarkets now have traffic light colours which tell you,

at a glance, if the food you’re looking at has high, medium or low amounts of fat

(especially saturated fat), salt and added sugars per 100g.

You might also see the number of grams of fat, saturated fat, salt and sugars in

what the manufacturer or retailer suggests as a ‘serving’ of the food.

If you see a red light on the front of the pack, you know the food is high in

something we should be trying to cut down on. It’s fine to have the food

occasionally, or as a treat, but try to keep an eye on how often you choose these

foods, or try eating them in smaller amounts.

If you see amber, you know the food isn’t high or low in the nutrient, so this is an

OK choice most of the time, but you might want to go for green for that nutrient

some of the time.

Green means the food is low in salt, saturated fat, fat or sugars. The more green

lights, the healthier the choice.

There is a growing number of products with traffic light colours to help you make

your choice. This scheme is being used by an increasing number of supermarkets,

next time you go shopping try looking for these symbols.

If your shopping doesn’t have traffic light colours you can still tell whether the

levels of fat, sugars and salt are HIGH, MEDIUM or LOW by using this handy card

and the nutrition information given on the back of most packs.”

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Reference:

http://webarchive.nationalarchives.gov.uk/+/http://www.food.gov.uk/northern-

ireland/nutritionni/niyoungpeople/survivorform/bestreadbefore/signposting#.UELKN

8Ef7To

http://webarchive.nationalarchives.gov.uk/+/http:/www.food.gov.uk/northern-ireland/nutritionni/niyoungpeople/survivorform/bestreadbefore/signposting#.UELKN8Ef7To



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