Teacher Notes Module 1 Food&ME Years 5&6

YEARS 5&6 MODULE 1:
Food for Health and Wellbeing
MODULE 1
Overview
OVERVIEW
AIM LINKS TO THE AUSTRALIAN CURRICULUM
For students to investigate their daily nutritional Refer to the tables in the Introduction - Links to
requirements as per the Australian Guide to the Australian Curriculum section.
Healthy Eating and analyse the nutritional value
of foods. TEACHER RESOURCES
LEARNING INTENTIONS The Australian Guide to

Healthy Eating poster
Students are learning to:
Download or order for free from:
o identify main nutrients from each of the five www.eatforhealth.gov.au/
food groups guidelines
o understand the role of different nutrients in
the body
o understand what their requirements are from Healthy Eating for Children
each food group brochure
o categorise foods as GREEN, AMBER or
RED according to the traffic light system Download or order for free from:
o recommend healthy GREEN alternatives to https://www.eatforhealth.gov.au/
replace less healthy RED foods. guidelines
ACCESS TO THE FOOD&ME RESOURCES
The full suite of Food&ME Years 5&6 resources National Healthy School
can be accessed in the footer of each page. Canteen Guidelines
Student activity sheets for Module 1 are
supplied in various formats and can be found on Visit www.health.gov.au and
Google Drive here. search for ‘National Healthy
School Canteens Resources’.
LESSONS
LESSON TOPIC SLIDES DURATION LEARNING ACTIVITIES
NUMBER
Lesson 1 Five food groups 1-16 30 – 45 My daily food serves pie
minutes chart
Lesson 2 Sometimes food 17-18 30 minutes Where are the healthy
choices?
Lesson 3 Analysis of food 19 30 minutes Sam’s food diary
choices
Lesson 4 Traffic light 20-25 30 minutes Canteen crusaders
system
Lesson 5 Food preparation No slide 30 minutes Super smoothies or corn
activity fritters
© 2022 Nutrition Australia ACT Inc.

Food&ME® Years 5&6 Page | 13
TEACHER NOTES AND SLIDES
Teacher notes and slides
MODULE 1
LESSON 1: AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARD

STATEMENTS - HPE LINKS
THE 5 FOOD
GROUPS o They access and interpret health information and apply
decision-making and problem-solving skills to enhance their
Slides: 1-16 own and others’ health, safety and wellbeing
Duration: 30 – 45 minutes CONTENT DESCRIPTORS
ACPPS058: Investigate the role of preventive health in

promoting and maintaining health, safety and wellbeing for
individuals and their communities
Note: refer to Table 2 in the introduction section for more links

to Achievement Standards for other Australian Curriculum
Learning Areas.
SLIDE 1: FOOD FOR HEALTH AND WELLBEING

MODULE INTRODUCTION
o Clarify learning intentions for module 1.

o Discuss assessment rubric for unit
of work.
o This symbol is used throughout the
resource to identify assessable
moments.
o Use focus questions to find out what
students already know.
o Discuss the self-reflection activity that
students will complete electronically at
the end of each lesson.

SLIDE 2: HEALTHY FOOD AND DRINKS

FOCUS QUESTION
MODULE 1
Think-pair-share
What do you know about healthy food and

drinks?
Students record their answers using dot

points or a mind map.
SLIDE 3: WE ARE WHAT WE EAT
FOCUS QUESTION
What does the message ‘we are what we

eat’ tell us?
SUPPORTING INFORMATION
o Our bodies are made up of components
of what we eat.
o If we eat foods from the five food
groups, our body will receive all the
nutrients it needs to grow and develop
well.
o If we do not eat a balanced diet, we risk
missing out on important nutrients, we
are more likely to have 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.

SLIDE 4: FIVE FOOD GROUPS
FOCUS QUESTION
MODULE 1
What information does this picture give us?

Think, Pair, Share
o Ask students to compose two questions

that relate to the Australian Guide to
Healthy Eating poster. Students then
swap their questions with a partner and
provide a response.
o Ask students to share their responses
with the class.
o The Australian Guide to Healthy Eating
(AGTHE) 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 (such as soy milk)
o The AGTHE recommends drinking plenty
of water.

SLIDE 5: GRAINS

FOCUS QUESTION
MODULE 1
Why do we need to eat grain foods every
day?
Watch the ‘Grains’ video on the

PowerPoint slide as a class (1min
4secs).
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.
o Fibre is important for a healthy digestive
system and helps to keep us feeling full.
o Choosing less processed grain foods
such as whole grain instead of white
bread will provide greater nutrition.
o It is good to have some grain foods at
most meals over the day as this will help
to keep our energy levels up.
SLIDE 6: GRAINS
FOCUS QUESTIONS
 How many serves of grain food should

you eat each day? (refer to grain food
group video)
 How many serves of grain foods do you
eat each day?
o Students aged 9-12 years need between

4-6 serves of grain foods each day.
o One serve is:
− 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
o If students are very active and play lots
of sport then they may need more grain
foods to have enough energy.

SLIDE 7: VEGETABLES
FOCUS QUESTION
MODULE 1
Why do we need to eat vegetables every day?
Watch the ‘Vegetables and

Legumes’ video on the PowerPoint
slide as a class (1min 14secs).
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 bloodstream
and are used to heal our skin.
o Fibre is essential for a healthy digestive
system.
o Some vegetables, like tomatoes,
capsicums and cucumbers are
botanically classified as a fruit because
they contain seeds. However,
nutritionally they are classified as
vegetable because they contain similar
nutrients to other vegetables and do not
have the natural sugar content which
fruit contains.
SLIDE 8: VEGETABLES
FOCUS QUESTIONS
 How many serves of vegetables should

you eat each day? (refer to vegetable food
group video)
 How many serves of vegetables do you
eat each day?
o Students aged 9-12 years need 5 – 5 ½

serves of vegetables each day.
o One serve is:
− ½ medium potato
− ½ cup cooked vegetables
− 1 cup salad vegetables
− ½ cup cooked legumes
− 1 medium tomato

SLIDE 9: FRUIT

FOCUS QUESTION
MODULE 1
Why do we need to eat fruit every day?
Watch the ‘Fruit’ video on the

PowerPoint slide as a class (1min
4secs).
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 energy.
o Fruit is an excellent snack for children,
adolescents and adults.
o Fruit juice contains a lot of energy. This
is because the natural sugars become
concentrated when the juice is squeezed
out of the fruit leaving the remaining fibre
behind. A 500mL bottle of fruit juice
contains around the same amount of
energy as four or more pieces of fruit!
SLIDE 10: FRUIT

FOCUS QUESTION
 How many serves of fruit should you eat

each day? (refer to fruit food group video)
 How many serves of fruit do you eat each
day?
o Students aged 9-12 years need 2 serves

of fruit each day.
o One serve is:
− 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 natural sugars.
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 11: DAIRY & ALTERNATIVES
FOCUS QUESTIONS
MODULE 1
o Why do we need to eat dairy or dairy

alternatives every day?
o What dairy foods seem to be missing from
this food group? Do you know why?
Watch the ‘Dairy and alternatives’

video on the PowerPoint slide as a
class (1min).
o Dairy and alternatives (e.g. soy milk) are

excellent sources of protein, which is
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
eat or drink enough calcium, our bodies
will take extra calcium from our skeleton.
This can make our bones become brittle.
o Cream, butter and ice-cream are not
included as part of our recommended
dairy foods for good health because they
are high in fat and/or sugar and do not
contain very much calcium.
SLIDE 12: DAIRY & ALTERNATIVES

FOCUS QUESTIONS
o How many serves of dairy should you eat

each day? (refer to dairy food group video)
o How many dairy foods do you eat each
day?
o Some people do not eat or drink dairy.
What alternatives could they have which
would still give them the calcium they
need?
o Students aged 9-12 years need 2 ½ -3 ½

serves of dairy or alternatives each day.
o One serve is:
− 1 cup milk
− 2 slices (40g) of hard cheese, such as
cheddar
− ½ cup ricotta cheese
− Small tub (200g) yoghurt
o Calcium fortified soy milk is a great
alternative to dairy.

SLIDE 13: MEAT & ALTERNATIVES

FOCUS QUESTIONS
MODULE 1
o Why do we need to eat meat or meat
alternatives every day?
o Some people choose not to eat meat.
What meat alternatives could they eat
instead?
Watch the ‘Meat and alternatives’

class (1min 4secs).
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 fight off
illness.
o Eggs, nuts, legumes and tofu are
suitable alternatives to meat.
SLIDE 14: MEAT & ALTERNATIVES
FOCUS QUESTIONS
o How many serves of meat should you

eat each day? (refer to meat food group
video)
o How many serves of meat or meat
alternatives do you eat each day?
o Students aged 9-12 years need 2½

serves of meat and/or alternatives each
day.
o One serve is:
− 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 15: TOP UP WITH WATER
FOCUS QUESTION
MODULE 1
Why do we need to drink water every day?
o Tap water is the best drink of choice.

Water keeps us hydrated and is used
for many bodily functions.
o When cells are dehydrated, it is difficult
for them to function properly, which can
then make it harder for us to think and
concentrate.
o Students aged 9-12 years need to drink
approximately 6 - 8 cups of water per
day to ensure they are well hydrated.
We need to drink more water on hot
days and when we exercise.

SLIDE 16: MY DAILY FOOD SERVES PIE CHART

LEARNING ACTIVITY
MODULE 1
MY DAILY FOOD SERVES PIE CHART
1. Provide the “Serving Size Table” handout

for each student to use as a reference.
2. Students construct a pie graph to show

the number of serves from each food group
recommended for 9-12 year olds each day.
Each segment of the graph should represent
a serve. Students can use colour coding to
represent each food group. Where there is a
range of serves, students can choose a
number within the range.
For example:
3. For each segment in the graph, students

should identify a serve of food they could eat
from the corresponding food group.
OPTIONAL
This activity can be completed electronically

using a chart maker.
REFLECTION
o What did you learn today about the five food groups?
o Why is it important?
o What questions do you have?


SOMETIMES FOODS
o They access and interpret health information and apply
MODULE 1
Slides: 17-18 decision-making and problem-solving skills to enhance their

own and others’ health, safety and wellbeing
Duration: 30 minutes
CONTENT DESCRIPTORS


Learning Areas.
SLIDE 17: ‘SOMETIMES’ FOODS & DRINKS

FOCUS QUESTIONS
Refer to the AGTHE poster:
o We should eat foods from the five food

groups every day. What are some
examples of foods not on the plate?
o Why do you think they are not included?
Watch the ‘Discretionary foods’

class (1min).
o ‘Sometimes’ foods and drinks are

foods that are often higher in energy,
fat, added sugars and/or salt.
o These foods and drinks should be
enjoyed occasionally and in small
amounts.
o Examples include: biscuits, cakes,
pastries, chocolate, lollies, savoury
pastries, chips, sausages and many
take-away options.
o Eating too many sometimes foods and
drinks means we are less likely to eat
enough of the everyday foods that
provide us with the nutrients we need.
o The lack of nutrients in sometimes foods
can make us feel tired, sick and
contribute to tooth cavities.
o In the long term, eating foods with too
much added fat, sugar and salt too often
can increase our risk of chronic diseases,
such as heart disease and some cancers.

SLIDE 18: WHERE ARE THE HEALTHY CHOICES?

LEARNING ACTIVITY
MODULE 1
WHERE ARE THE HEALTHY
CHOICES?
This activity challenges students to

distinguish between a range of everyday and
sometimes foods.
The ‘Where are the healthy choices?’

worksheet can be printed or completed
virtually by students when uploaded onto a
platform such as Google Classroom.
The ‘Where are the healthy choices?’

worksheet is available for download in
editable PDF and Google Doc formats here.
PREPARATION
o Collect either a range of food catalogues

distributed by grocery stores (or an
online link to the catalogue) or menus
from cafés and restaurants.
o If using printed copies, print enough
worksheets for each student.
o If completing virtually, download and
upload the worksheet onto a platform
such as Google Classroom for students
to complete.
TASK
o Students are to read through the food

catalogue and complete the worksheet.
o After students are finished have a class
discussion about what students noticed
about the promotion of ‘everyday foods’
compared to ‘sometimes foods’.
OPTIONAL
Students can calculate the percentage of

foods represented from each food category
and record the results next to the tally total.
They can use the information from their table
to represent each category using a bar
graph.
REFLECTION
o What did you learn today about sometimes foods?



ANALYSIS OF FOOD
CHOICES o They access and interpret health information and apply
MODULE 1

Slides: 19 own and others’ health, safety and wellbeing
Duration: 30 minutes CONTENT DESCRIPTORS


Learning Areas.
SLIDE 19: SAM'S FOOD DIARY

LEARNING ACTIVITY
FOCUS QUESTION
How can we evaluate a person’s daily

healthy food choices?
o We can refer to the Australian Guide to

Healthy Eating recommendations to
evaluate a person’s daily healthy food
choices.
o We can look at number of serves and the
type of foods consumed.
SAM’S FOOD DIARY
The “Sam’s food diary”, “How does Sam’s

intake rate” and the accompanying student
reference “Serving size table”’ worksheets on
can be printed or completed virtually by
students when uploaded onto a platform
such as Google Classroom. The worksheets
are available for download in editable PDF
and Google Doc formats here.
○ If using printed copies, print enough
○ If completing virtually, upload the
worksheets onto a platform such as
Google Classroom for students to
complete.
○ Students complete the worksheet by
comparing Sam’s food intake with the
healthy eating recommendations in the
Australian Guide to Healthy Eating, using
the “Serving size table” reference, and

identify which food groups Sam should
consider eating more or less of.

REFLECTION
MODULE 1
o What did you learn today about the Australian Guide to Healthy Eating recommendations?


TRAFFIC LIGHT
SYSTEM o They access and interpret health information and apply
MODULE 1

Slides: 20-25 own and others’ health, safety and wellbeing


Learning Areas.
SLIDE 20: TRAFFIC LIGHT SYSTEM
FOCUS QUESTION
What do you know about the traffic light

system to categorise food and drinks?
o Food and drinks at the canteen are

categorised against the National Healthy
School Canteen Guidelines traffic light
system to help us make healthier food
choices.
o GREEN foods and drinks are the
healthiest options and RED options are
not recommended.

SLIDE 21: TRAFFIC LIGHT SYSTEM

FOCUS QUESTIONS
MODULE 1
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?
o Just like GREEN in the traffic lights

means go, here it relates to the foods
that are the healthiest 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 healthy
nutrients because they originally came
from GREEN foods, but they have been
processed in a way which can make
them less healthy.
o This processing loses important
nutrients and often adds some less
healthy nutrients such us saturated fat,
salt and sugar.
o RED foods and drinks are the ones we
should not eat too often because they
contain too many less healthy nutrients.
o The RED foods do not come from the
five food groups and contain large
amounts of saturated fat, added sugar
and/or added salt, they are our
‘sometimes’ foods and drinks.

SLIDE 22: TRAFFIC LIGHT SYSTEM – EXAMPLE, DRINKS
FOCUS QUESTION
MODULE 1
Using the traffic light system, how would

you categorise the following drinks:
water
fruit juice
soft drink
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. However,
the orange has been squeezed leaving
behind some of the important nutrients
such as fibre and the resulting juice
becomes more concentrated in natural
sugars. 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
and provides no essential nutrients, so
is a RED drink.
SLIDE 23: TRAFFIC LIGHT SYSTEM – EXAMPLE, SNACKS
FOCUS QUESTION
Why have the foods on this slide been

categorised this way? (apple, muesli bar, and
cupcake)
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 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 contains less essential
nutrients, and has added fat and sugar
which is why it is RED.

SLIDE 24: TRAFFIC LIGHT SYSTEM – EXAMPLE, HOT FOODS

FOCUS QUESTION
MODULE 1
Why have the foods on this slide been
categorised this way? (baked potato, wedges
and French fries)
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. 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 higher in energy.
o The French fries have been deep-fried in
fat and have lots of added salt, making
them a RED item.
SLIDE 25: CANTEEN CRUSADERS

LEARNING ACTIVITY
CANTEEN CRUSADERS
The ‘Canteen crusaders’ worksheets can be

printed or completed virtually by students when
uploaded onto a platform such as Google
Classroom.
The worksheets are available for download in

editable PDF and Google Doc formats here.
Instructions:
o If using printed copies, print enough

o If completing virtually, upload the worksheet
onto a platform such as Google Classroom for
students to complete.
o Provide a copy of the canteen menu and the
National Healthy School Canteen Guidelines
to each student or display them on the
electronic whiteboard.
o Students complete the worksheets 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.

MODULE 1
REFLECTION
o What did you learn today about the traffic light system?


FOOD PREPARATION
ACTIVITY o They access and interpret health information and apply
MODULE 1
Slides: no slide own and others’ health, safety and wellbeing
ACPPS054: Plan and practise strategies to promote health,

safety and wellbeing

Learning Areas.
FOOD PREPARATION ACTIVITY

SUPER SMOOTHIES OR CORN FRITTERS
See ‘Recipes’ section on Google Drive for the recipes to make super smoothies or corn fritters.


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YEARS 5&6 MODULE 1:

Food for Health and Wellbeing

LEARNING INTENTIONS The Australian Guide to

ACCESS TO THE FOOD&ME RESOURCES

© 2022 Nutrition Australia ACT Inc.

LESSON 1: AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARD

Duration: 30 – 45 minutes CONTENT DESCRIPTORS

ACPPS058: Investigate the role of preventive health in

Note: refer to Table 2 in the introduction section for more links

SLIDE 1: FOOD FOR HEALTH AND WELLBEING

o Clarify learning intentions for module 1.

© 2022 Nutrition Australia ACT Inc.

Teacher notes and slides

What do you know about healthy food and

Students record their answers using dot

SLIDE 3: WE ARE WHAT WE EAT

What does the message ‘we are what we

© 2022 Nutrition Australia ACT Inc.

What information does this picture give us?

o Ask students to compose two questions

© 2022 Nutrition Australia ACT Inc.

Teacher notes and slides

Watch the ‘Grains’ video on the

o Grains are one of the largest food

 How many serves of grain food should

o Students aged 9-12 years need between

© 2022 Nutrition Australia ACT Inc.

Why do we need to eat vegetables every day?

Watch the ‘Vegetables and

o Vegetables are another large food group

 How many serves of vegetables should

o Students aged 9-12 years need 5 – 5 ½

© 2022 Nutrition Australia ACT Inc.

Teacher notes and slides

Watch the ‘Fruit’ video on the

o Like vegetables, fruit is an excellent

SLIDE 10: FRUIT

 How many serves of fruit should you eat

o Students aged 9-12 years need 2 serves

© 2022 Nutrition Australia ACT Inc.

o Why do we need to eat dairy or dairy

Watch the ‘Dairy and alternatives’

o Dairy and alternatives (e.g. soy milk) are

SLIDE 12: DAIRY & ALTERNATIVES

o How many serves of dairy should you eat

o Students aged 9-12 years need 2 ½ -3 ½

© 2022 Nutrition Australia ACT Inc.

Teacher notes and slides

Watch the ‘Meat and alternatives’

o Meat and alternatives are excellent

SLIDE 14: MEAT & ALTERNATIVES

o How many serves of meat should you

o Students aged 9-12 years need 2½

© 2022 Nutrition Australia ACT Inc.

Why do we need to drink water every day?

o Tap water is the best drink of choice.

© 2022 Nutrition Australia ACT Inc.

Teacher notes and slides