Lesson plan

LESSON PLAN

Objectives

• To understand the food groups provided in a meal
• To test food for starch, protein and fat safely
• To use knowledge of the food groups to design a balanced breakfast
• To develop presentation skills (written, oral and mathematical)
• To practise extracting information from data
• To consider the safe choice of equipment and procedures.

Curriculum relevance

Click here

Duration

Double lesson, 100 to 120 minutes.

Resources

• Interactive white board to run IWB 'Food on a plate' and show AS 'Finding the food group'
• If individual access to website is not available, printouts of:
  IP 'Food as fuel'
  IP ‘Food from the grain chain’
• AS 'Testing food groups' (copies for students, ideally laminated), plus all equipment listed on this sheet

Starter activity

Use IWB ‘Food on a plate’ with students, giving time for questions, answers and discussion.

Main activity

Read the information on IP 'Food as fuel'. Ask students to brainstorm as many foods as they can think of which are made from grain.

Then work through the information on IP ‘Food from the grain chain’. Ask students to use the data given to create three pie charts comparing the carbohydrate, protein and fat contents of white, brown and wholemeal bread.

Divide the class into six groups and use AS ‘Testing food groups’. Assign two groups to each test, and ask students to follow the instructions for their food test.

Plenary

Students report back on the results of their food tests. Then use AS ‘Finding the food group’ as consolidation of what has been covered.

Homework or extension ideas

The ‘Bread and flour: nutrition’ facts section on IP 'Food from the grain chain' could be used to create a mind/concept map for display in the classroom.

Some teachers might want to extend the food tests to include tests for sugars. (NB Health and safety advice below.)

Students could draw and label a diagram of a breakfast that could be prepared from the foods that have been tested. The labels should show which foods are present.

Students could be asked to describe their ideal school-day breakfast, and explain the nutrients it contains.

Important notes

Health and safety: carrying out the food tests outside the controlled environment of a science laboratory or food technology workshop is not advised. It is recommended that these food tests are carried out only under the supervision of a properly trained science or technology teacher and with the assistance of technician support.

COSHH Hazard cards should be referred to:

• appropriate risk assessments should be made in relation to the proteins, carbohydrates and fats used and the reagents used to test for them
• very dilute sodium hydroxide (0.2 mol dm-3) should be used in the Biuret test for protein
• if ethanol (highly flammable) is used to test for fats, ensure no naked flames are used and remind pupils how to heat a test tube of liquid safely
• pupils should not eat the food tested because of possible contamination
• beware of foods containing nuts. If pupils with known allergies are present, follow appropriate procedures after risk assessment
• Teachers wishing to extend this activity to include food tests for sugars should note: Benedict's (not Fehling's) solution should be used in the tests for sugars.