Food&ME Years 3&4

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© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 1

Module 1

TABLE OF CONTENTS
Module 1
FOREWORD 4
INTRODUCTION 5
MODULE 1: HEALTHY FOODS FOR ME 9
Overview 9
Teacher notes and slides 10
Learning activities 25
Food preparation activity 29
MODULE 2: HEALTH MESSAGES FOR ME 33
Overview 33
MODULE 3: FOOD FROM AROUND THE WORLD 55
Overview 55
GLOSSARY 71
RECOMMENDED READING AND RESOURCES 75
STUDENT PERMISSION FORM 75

FOREWORD
Module 1
Food&ME™ is a series of nutrition ACKNOWLEDGEMENT
education resources that align with Food&ME™ Years 3&4 was written and
The Australian Curriculum: Health and developed by the following Accredited Practising
Physical Education and the Australian Dietitians and Nutritionists from NA ACT:
Dietary Guidelines (2013).
Kasey Bateup – Project Officer
Emily Darby – Project Officer
Making informed food choices is integral to
Leanne Elliston – Program Manager
healthy growth and development. Studies have
shown that establishing healthy eating habits
early in life contributes to healthy eating into NA ACT would like to thank the ACT school
adulthood. Nutrition education is an important teachers who reviewed the resources and
preventive health strategy. The Food&ME™ provided invaluable feedback, and the schools
that participated in the pilot of
Nutrition Education Units will assist with teaching
Food&ME™ Years 3&4.
preschool, primary school and high school
students about nutrition for good health.
o Monash Primary School
The resources have been developed by
Accredited Practising Dietitians from o Richardson Primary School
Nutrition Australia ACT (NA ACT) in consultation
with teachers from ACT schools and ACT Health. The development of Food&ME™ is an ACT
Each of the units have been tested in classroom Government initiative, supported with funding
settings to ensure the content meets a range of from the ACT Health Promotion Grants Program
teaching styles. and the Australian Government National
Partnership Agreement on Preventive Health.
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.

INTRODUCTION
Module 1
The Australian Curriculum: Health and Physical PowerPoint presentations
Education at the Year 3 & 4 level focuses on Each module has an accompanying PowerPoint
developing student knowledge, understanding, presentation which can be used by the teacher at
and skills to make health- enhancing decisions his/her discretion. To enhance the interactive
and interpret health messages from different nature of the lessons, many of the PowerPoint
sources to take action on their own health and presentations include links to YouTube clips
wellbeing. Food&ME™ Years 3&4 aims to and/or interactive slides. Access to an interactive
address the Food and Nutrition focus area of the white board is recommended.
curriculum providing students with an
understanding of nutrition and food literacy. Learning activities
Students will explore questions such as: The learning activities include activity sheets to
strengthen, consolidate and assess student
o How do my food choices affect my health? knowledge. The activity sheets have been
designed to be completed in class at the teachers
o What are health messages and what are they discretion.
telling me?
Food preparation activities
o What strategies can I use to promote healthy Students are more likely to appreciate healthy
food choices? food when they have the opportunity to taste it in
a fun and supportive environment. The food
COMPONENTS OF FOOD&ME™ preparation activities within each module are
designed to:
Food&ME™ Years 3&4 consists of three
modules. Each module contains teacher notes o create a positive association with preparing
with an accompanying PowerPoint presentation,
and eating healthy food
learning activities and a classroom food
preparation activity.
o introduce basic food safety and hygiene
principles
Teacher notes
The teacher notes provide relevant information o teach basic food preparation skills which can
for teachers to confidently teach the unit. They be transferred to the home environment.
include aims, objectives and curriculum links.
A healthy recipe is provided for each food
Background food and nutrition information is preparation activity. Each recipe can be easily
provided to assist the delivery of the PowerPoint prepared in the classroom with minimal kitchen
presentation to students. A range of fast facts equipment.
and questions occur throughout the notes, which
can be used to prompt classroom discussion and The ‘Teacher’s Guide’ provides instructions on
gauge student knowledge. how to demonstrate and sample the recipe with
the class. The ‘Student Recipe’ can be copied
and given to each student after the
demonstration. Students can then share the
recipe with their family to help promote healthy
food preparation in the home environment.

Cautionary note: It is important to be aware of LINKS TO THE AUSTRALIAN CURRICULUM:
Module 1
any students with dietary restrictions due to HEALTH AND PHYSICAL EDUCATION
allergies, food intolerances or cultural purposes
Food&ME™ Years 3&4 is closely linked to the
prior to commencing any form of food preparation
Personal, social and community health content
activity. A sample parent permission form has
strand of The Australian Curriculum Health and
been provided at the back of this publication for
Physical Education. It specifically addresses the
use by teachers at their discretion. Teachers may
following sub strands and elaborations within the
need to refer to their school policy on cooking
Year 3-4 band:
activities where applicable.
Being healthy, safe and active
Glossary
Identify and practise strategies to promote health,
A glossary of nutrition related terms/focus words safety and wellbeing (ACPPS036)
is provided as a quick reference tool for teachers.
All the focus words referred to in the glossary are o examining their own eating patterns by
bolded throughout the teachers’ notes. These researching the Australian Guide to Healthy
words can be integrated into other areas of the Eating and identifying healthier food choices
curriculum such creating word walls for literacy.
Communicating and interacting for health and
SUMMARY OF MODULES wellbeing
Module 1: Healthy foods for ME Discuss and interpret health information and
messages in the media and on the Internet
Students will review the concept of nutrients and (ACPPS039)
food groups aligning with the Australian Guide to
Healthy Eating. They will explore the traffic light o accessing different sources of health
food categorisation system and apply it to their information and examining the accuracy of
own food choices. Students will explore cultural these sources
variation in lunchboxes from around the world. o examining health messages from different
sources and exploring choices, behaviours
Module 2: Health messages for ME and outcomes conveyed in these messages
o Investigating how health messages influence
Students will understand what is meant by health health decisions
messages and reasons for having them. They will
examine a range of food related health messages Contributing to healthy and active
and explore choices, behaviours and outcomes communities
conveyed in these messages.
Describe strategies to make the classroom and
Students will gain an understanding of the effects playground healthy, safe and active spaces
food processing has on nutritional quality of (ACPPS040)
foods. They will learn how to critically analyse o creating promotional posters to display
food marketing strategies and their association around the school containing positive health
with highly processed food. and physical activity messages
o establishing a small class fruit and vegetable
Module 3: Food from around the world garden that can be used to create healthy
Students will explore food variation from around lunches or snacks
the world. Whilst examining cultural variation
between different countries students will identify Research own heritage and cultural identities and
healthy food choices within those countries. explore strategies to respect and value diversity
Students will celebrate diversity of food culture (ACPPS042)
within their own classroom.
o investigating how food practices differ
Students will be able to describe the origins of between families, communities and cultural
popular cultural foods and identify their key groups, and how food preparation and food
ingredients. consumption are used to celebrate and pass
on cultural beliefs, practices and values

FRESH TASTES: HEALTHY FOOD AT
Module 1
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 freshtastes@act.gov.au or visit
www.health.act.gov.au/freshtastes.

MODULE 1:
Healthy foods for ME
OVERVIEW
AIM LEARNING ACTIVITY

Students will review the Five Food Groups and
o Sam’s lunchbox
their main nutrients. They will learn about the
o My healthy lunchbox
traffic light food categorisation system and
explore cultural variation of lunchboxes from
around the world. FOOD PREPARATION ACTVITY
o Vegie Pikelets
OBJECTIVES
By the end of this module students will be
able to: TEACHER RESOURCES
o name the Five Food Groups from the The Australian Guide to Healthy Eating
Australian Guide to Healthy Eating
poster, available for free order from:
o list the main foods and nutrients in each food
www.eatforhealth.gov.au
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
safety and wellbeing (ACPPS036)
o examining their own eating patterns by
researching the Australian Guide to Healthy
Eating and identifying healthier food choices
National Healthy School Canteen Guidelines
Research own heritage and cultural identities and poster, available to download from:
explore strategies to respect and value diversity www.health.gov.au/internet/main/publishing.nsf/C
(ACPPS042) ontent/phd-nutrition-canteens
between families, communities and cultural
groups, and how food preparation and food
consumption are used to celebrate and pass
on cultural beliefs, practices and values

TEACHER NOTES AND SLIDES
Module 1
SLIDE 1: HEALTHY FOODS FOR ME
TEACHER NOTES:
o We all need to make healthy food

choices every day if we are going to
grow up into healthy individuals.
o Every day we are surrounded by
different food choices - from the type of
cereal we choose at breakfast, to what
we decide to order from the canteen
menu.
o We are lucky to have so many choices
in our society, however not all of the
food choices available to us are healthy
choices. If we choose the less healthy
choices most often, our health will start
to suffer.
SLIDE 2: FIVE FOOD GROUPS

TEACHER NOTES:
o Choosing foods that belong to the Five
Food Groups helps us to make healthy
choices.
o Each of the food groups provides a
different range of nutrients which do
different things to our body.
o If we choose a variety of foods within
each food group then we will be more
likely to get the range of nutrients the
body needs to be healthy.
CLASS DISCUSSION:
o Do you eat foods from each of the Five
Food Groups every day?

SLIDE 3: GRAINS
Module 1
TEACHER NOTES:
o This is one of the largest food groups
because it gives our body energy in the
form of carbohydrate.
o Carbohydrate is the main nutrient we
get from grain foods which is what
makes these foods our GO foods.
o Choosing the less processed grain
foods will give us more nutrients such
as fibre and vitamins.
CLASS DISCUSSION:
o How often do you eat grain foods?
FAST FACT:
o It is good to have some grain foods in
your meals during the day as this will
help to keep your energy levels up.
SLIDE 4: VEGETABLES
TEACHER NOTES:
o Vegetables are another large food
group because they provide important
nutrients which we need lots of. These
nutrients are vitamins, minerals and
fibre.
o Vitamins and minerals help all parts of
our bodies to work properly, like our
eyes to see and skin to heal.
o Fibre is essential for a healthy
digestive system.
o Vegetables are our GLOW foods
because they make our bodies stay
glowingly healthy, our eyes sparkle and
our hair shine.
CLASS DISCUSSION:
o How often do you eat vegetables?
o How often do you think you should eat
vegetables?
FAST FACT:
o Vegetables can be eaten at breakfast
(baked beans and grilled tomato), for
snacks (carrot and celery sticks) and at
lunch and dinner.

SLIDE 5: FRUIT
Module 1
TEACHER NOTES:
o Fruit contains carbohydrates,
vitamins, minerals and fibre. Fruit
helps us to GO and GLOW.
SLIDE 6: DAIRY AND ALTERNATIVES

TEACHER NOTES:
o Dairy foods are important for protein
and calcium.
o It is really just milk, cheese and yoghurt
that are the nutritious forms of dairy.
o Other dairy foods such as butter, cream
and ice cream are not so healthy
because they are high in saturated fat
and/or sugar and don't contain as much
of the important nutrients (protein and
calcium).
CLASS DISCUSSION:
o Some people cannot have dairy foods
because it can make them feel sick.
What are some alternatives to dairy?
o Suitable alternatives are soy milk and
soy yoghurt as these can also provide
calcium and protein.

SLIDE 7: MEAT AND ALTERNATIVES
Module 1
TEACHER NOTES:
o Meat and alternatives are important
for protein and the minerals iron and
zinc.
o They are our GROW foods because we
need protein to build the different parts
of our bodies like muscle, skin, hair and
nails.
o Iron keeps our blood healthy and zinc
helps our immune system work to
prevent us from getting sick.
CLASS DISCUSSION:
o Some people choose not to eat meat.
What alternatives could they eat
instead?
o Eggs, legumes and nuts are
alternatives.
SLIDE 8: WATER
TEACHER NOTES:
o Did you know that more than half of our
body is made up of water?
o Water is needed every day for
hydration. Our body is constantly losing
water by breathing, sweating and going
to the toilet. We need to keep
replenishing our bodies with water over
the day. On hot days and when we are
very active we need to drink more
water.
o Tap water is good because it also
contains the mineral fluoride which
helps to strengthen teeth and prevent
cavities.
CLASS DISCUSSION:
o What could happen to you if you don't
drink enough water?
o Headaches, dizziness, tired, thirsty,
dark urine.

SLIDE 9: TRAFFIC LIGHT SYSTEM
Module 1
TEACHER NOTES:
o The traffic light system is a food
categorisation system that can help us
make healthy choices.
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 Foods in this group are often not
processed and contain lots of important
nutrients.
CLASS DISCUSSION:
o What food and drinks do you think
might be GREEN?
o GREEN foods and drinks could include
bread, fruit, reduced fat dairy foods and
water

TEACHER NOTES:
o When you see amber at the traffic lights
it means to take caution, 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 which makes
them less healthy.
o This processing loses important
nutrients and often adds some
unhealthy nutrients such us saturated
fat, salt and sugar.
CLASS DISCUSSION:
o What food and drinks do you think
might be AMBER?
o AMBER food and drinks could include
some processed foods such as dried
fruit, fruit juice, muffins and processed
meats.

Module 1
TEACHER NOTES:
o At the traffic lights red means stop.
RED foods are the foods we should try
to stop eating because they are not
healthy for us.
o RED foods do not come from the Five
Food Groups and have lots of
unhealthy fat, sugar and salt.
o Eating too many RED foods can
actually be harmful to our health as
they don't give the nutrients our bodies
need and can make us put on too much
weight, feel sick, tired and cause rotten
teeth.
CLASS DISCUSSION:
o What food and drinks do you think might
be RED?
o RED food and drinks could include
crisps, lollies, chocolate and soft drinks.
SLIDE 12: MY GREEN LUNCHBOX

TEACHER NOTES:
o This is an example of a GREEN
lunchbox.
CLASS DISCUSSION:
o What GREEN foods and drink can you
see in the lunchbox?
o Answer:
 chicken and salad sandwich
 grapes
 reduced fat yoghurt
 plain pikelets
 bottle of water

SLIDE 13: WHERE DOES MY LUCNHBOX FIT
Module 1
TEACHER NOTES:
o All of the GREEN foods fit within the
Five Food Groups. This is what makes
them healthy and therefore GREEN.
CLASS DISCUSSION:
o What GREEN foods do you put in your
lunchbox?
SLIDE 14: MY AMBER LUNCHBOX
TEACHER NOTES:
o The foods in this lunch box are more
processed than the green lunchbox but
they do still contain some nutrients
which is what makes them AMBER.
o Let’s take a closer look at each of the
foods and work out why they are
AMBER.
CLASS DISCUSSION:
o What AMBER foods and drink can you
see in the lunchbox?
o Answer:
 ham and cheese sandwich
 99% orange juice box
 sultanas
 muesli bar
 rice crackers

SLIDE 15: AMBER ITEMS ARE MORE PROCESSED
Module 1
CLASS DISCUSSION:
o What has happened to this sandwich to
make it AMBER?
o Ham comes from pork which is a meat
product so it comes from the meat and
alternative group. The pork has had
salt added to turn it into ham and this
has made it less healthy.

CLASS DISCUSSION:
o Why are rice crackers AMBER and not
GREEN?

Module 1
TEACHER NOTES:
o Rice crackers originally come from rice
which is a grain food. The rice has
been ground and turned into a rice
cracker. Adding salt has made the rice
crackers less healthy.

CLASS DISCUSSION:
o Why are sultanas AMBER and not
GREEN?

Module 1
TEACHER NOTES:
o Sultanas are dried grapes which come
from the fruit food group. When the
grapes are dried they lose water and
some vitamins, making them less
nutritious than grapes.
o Sultanas are also concentrated source
of kilojoules, which can contribute to
weight gain if eaten in large quantities.

CLASS DICUSSION:
o Why are muesli bars AMBER and not
GREEN?

Module 1
TEACHER NOTES:
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 has made the muesli bar
less healthy.

CLASS DICUSSION:
o What has happened to this juice box to
make it AMBER?

Module 1
TEACHER NOTES:
o The oranges that the juice originally
came from are from the fruit group.
o Squeezing juice from the orange leaves
behind some of the important nutrients
such as fibre. This makes the juice less
nutritious compared with the fruit it
came from.
SLIDE 24: MY RED LUNCHBOX

TEACHER NOTES:
o The foods in this lunch box provide very
little healthy nutrients.
o They are made up of lots of saturated
fat, sugar and salt which can be
harmful to our health if we eat too
much.
CLASS DISCUSSION:
o What RED foods and drink can you see
in the lunchbox?
o Answer:
 croissant with ham
 iced doughnut
 packet of chips
 bottle of cola soft drink

SLIDE 25: RED FOODS AND DRINKS ARE NOT NUTITIOUS
Module 1
TEACHER NOTES:
o Let’s look at what makes these RED
foods ot nutritious

TEACHER NOTES:
o The doughnut is made up of lots of fat
and sugar.

Module 1
TEACHER NOTES:
o The chips have lots of fat and salt
added to them to make them into chips
from potatoes.

TEACHER NOTES:
o The ham croissant has lots of
saturated fat from the baking of the
croissant and salt added to the ham.

Module 1
TEACHER NOTES:
o The soft drink is loaded with sugar
CLASS DISCUSSION:
o What could happen to you if you ate all
of these RED foods from your lunchbox
every day?
o You could get sick more often, have a
tummy ache, feel tired, get rotten teeth
and puton too much weight.
SLIDE 30: LUNCHES FROM AROUND THE WORLD
DVD - School lunches from around the world. Visit www.youtube.com and search for ‘school
lunches from around the world. Duration: 3:38
EXTENSION:
For more lunchboxes from around the world see the below link:
www.thedailymeal.com/see-lunch-boxes- around-world-slideshow

LEARNING ACTIVITIES
Module 1
The following activities provide opportunities for students to reflect on the module and consolidate
their learnings. These activities can also be used as a form of assessment
ACTIVITY 1: SAM’S LUNCHBOX

o Students examine the contents of a sample
lunchbox and categorise the foods
according to their food group and traffic light
colour.
o They provide suggestions on how they could
make Sam’s lunchbox healthier.
ACTIVITY 2: MY HEALTHY LUNCHBOX

o Students create their own healthy lunchbox
by drawing or listing foods which they
believe are healthy choices.
o They then categorise their food choices
according to their food group and traffic light
colour.

Module 1
STUDENT
WORKSHEET
Name: Date:
SAM’S LUNCHBOX
How does Sam’s lunchbox rate?
Tick which food group each of Sam’s lunchbox items fit into:
Item Grains Vegetables Fruit Dairy and Meat and “Sometimes” Is this item
alternatives alternatives foods GREEN,
AMBER or
RED?
Cheese and
salad
sandwich
Cordial
Packet of
chips
Choc chip
muffin
Sultanas
Give two suggestions to make Sam’s lunchbox healthier:
1.
2.

Module 1
TEACHER
RESOURCE
SAM’S LUNCHBOX ANSWERS

How does Sam’s lunchbox rate?
Tick which food group each of Sam’s lunchbox items fit into:
Item Grains Vegetables Fruit Dairy and Meat and “Sometimes” Is this item
alternatives alternatives foods GREEN,
AMBER or
RED?
Cheese and
salad
sandwich
   GREEN
Cordial
 RED
Packet of
chips  RED
Choc chip
muffin  RED
Sultanas
 AMBER
Give two suggestions to make Sam’s lunchbox healthier:
1. Replace the cordial with water

2. Replace the choc chip muffin with a fruit or vegetable based muffin

Module 1
STUDENT
WORKSHEET
Name: Date:
MY HEALTHY LUNCHBOX
Create your ideal healthy lunchbox by drawing foods in the empty lunchbox below:
Fill in the table with items from your ideal healthy lunchbox:
Item Grains Vegetables Fruit Dairy and Meat and “Sometimes” Is this
alternatives alternatives foods item
GREEN,
AMBER or
RED?

FOOD PREPARATION ACTIVITY
Module 1
TEACHER’S
GUIDE
VEGIE PIKELETS
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.
o Review ingredients by completing the Food Group Match student worksheet.
INGREDIENTS CLASS OF 20*

o Self-raising flour 2 cups
o Whole meal self-raising flour 2 cups
o Eggs 4
o Reduced fat milk 4 cups
o Zucchini, grated 2
o Creamed corn 2 x 420g tin
o Reduced fat cream cheese, grated 2 cups
o Spray oil 1 can
EQUIPMENT REQUIRED
o Mixing bowl
o Measuring jug
o Manual hand beaters or whisk
o Electric fry pan
o Egg flip/ spatula
o Tablespoon measure
o Serviettes to serve
*Provides taste testing serves only
ALLERGEN ADVICE:
This recipe is not suitable for people with dairy,
wheat or egg allergies. Contains gluten.
Recipe can be modified to suit dairy allergy by
substituting the milk with soy or rice milk.
SAFETY TIP:
Ensure that students and staff wash their hands
before commencing any food preparation activity.
Remember to use tongs and utensils.

STUDENT
Module 1
RECIPE
Name: Date:
VEGIE PIKELETS
INGREDIENTS (Makes 12)
o 1 cup self-raising flour
o 1 cup whole meal self-raising
flour
o 2 eggs
o 2 cups reduced fat milk
o 1 zucchini, grated
o 420g tin creamed corn
o 1 cup reduced fat cream cheese,
grated
o Spray oil
EQUIPMENT
o Mixing bowl
o Measuring jug
o Manual hand beaters or whisk
o Fry pan
o Egg flip/ spatula
o Tablespoon measure
o Serviettes to serve
METHOD
Step 1
Mix the 2 flours together in a bowl.
Step 2
Add eggs and half the milk. Begin mixing with hand-beater or whisk.
Step 3
Gradually add the rest of the milk until mixed through.
Step 4
Add grated zucchini, creamed corn and cheese. Mix through.
Step 5
Heat fry pan and spray with a little oil.
Step 6
Drop tablespoons of mixture onto fry pan. When bubbles appear on the surface of the mixture, flip and
cook on other side until brown.
Step 7
Serve warm.
TASTE RATE

Module 1
STUDENT
WORKSHEET
Name: Date:
FOOD GROUP MATCH

What food groups do each of the main ingredients of the vegie pikelets belong to?
Draw a line from the ingredient to the food group.

MODULE 2:
Health messages for ME
OVERVIEW
AIM Describe strategies to make the classroom and

Students will explore a range of health messages playground healthy, safe and active spaces
and identify the intended outcomes of these (ACPPS040)
messages. Students will understand the
o creating promotional posters to display
relationship between highly processed foods and
around the school containing positive health
the associated marketing strategies.
and physical activity messages
o establishing a small class fruit and vegetable
OBJECTIVES garden that can be used to create healthy
By the end of this module students will be able to: lunches or snacks
o examine a range of food related health

messages and explore choices, behaviours LEARNING ACTIVITY
and outcomes conveyed in these messages o Process this!
o describe the effects of food processing on the o Making messages
nutritional quality of foods
o explain why highly processed foods are often
of low nutritional value and tend to be the FOOD PREPARATION ACTVITY
most advertised o Fruit Sorbet
o recognise how the marketing of processed
foods can be misleading.
TEACHER RESOURCES
safety and wellbeing (ACPPS036) “Mr Zee’s Apple Factory” YouTube clip -
o examining their own eating patterns by copyright 2013 Bettina Elias Siegel.
researching the Australian Guide to Healthy Duration 12 mins. Visit www.youtube.com and
Eating and identifying healthier food choices search for Mr Zee’s Apple Factory.
they can make
Discuss and interpret health information and
messages in the media and on the Internet
(ACPPS039)
o accessing different sources of health
information and examining the accuracy of
these sources
o examining health messages from different
sources and exploring choices, behaviours
and outcomes conveyed in these messages
o investigating how health messages influence
health decisions

Module 1
SLIDE 1: HEALTH MESSAGES FOR ME
TEACHER NOTES:
o How do we know what is healthy?

o Where do we get our information to
help us be healthy?
o How do we know the information we
receive is actually providing us with a
healthy message?
CLASS DISCUSSION:
o Health messages help to remind us
about how we can keep ourselves
healthy.
SLIDE 2: HEALTH MESSAGES AROUND US

TEACHER NOTES:
o Brainstorm with students about where
they might see health messages in the
community.
o Health messages are like
advertisements. Posters are the most
popular way to display health
messages. However you can also see
them on billboards, at bus stops, on the
bus, on water bottles and on the
internet. They are all around us to
remind us to be healthy.
CLASS DISCUSSION:
o Question: Where have you seen health
messages?

SLIDE 3: WHAT IS A HEALTH MESSAGE?
Module 1
TEACHER NOTES:
o Health messages are a form of
advertising, but instead of trying to sell
a food or product, health messages
advertise a message which is designed
to encourage people to change their
behaviour.
Extension activity:
o Build a word wall that helps to define a
healthy message – what it does, what it
is made of etc.
SLIDE 4: HEALTH MESSAGES

TEACHER NOTES:
o Here are some common Australian
health messages which remind us of
actions we should take to be healthy.
o Let’s look at some of them more
carefully.

SLIDE 5: WATER ON TAP
Module 1
CLASS DISCUSSION:
o How can you tell if this is a health
message?
o What do you think this message is
telling us and why?

TEACHER NOTES:
o There are two parts to this message:
1. To drink water every day
2. It is safe to drink water from the tap
o In some countries it is not safe to drink
tap water. Many people who move to
our country don’t realise the water from
the tap is safe to drink and contains
fluoride which helps prevent tooth
decay.
o This message helps to remind them
that it is good to drink our tap water. It
also reminds everybody that we need
to drink water every day and that
getting it free from the tap is the best
way to do that.

Module 1
TEACHER NOTES:
o The expected outcome of this message
is that drinking tap water every day will
help to keep your body hydrated.
SLIDE 8: PLANT FRUIT & VEG IN YOUR LUNCHBOX

CLASS DISCUSSION:
o How can you tell this is a health
message?
telling us and why?

Module 1
TEACHER NOTES:
o This message tells you to put a piece of
fruit and a vegetable in your lunchbox.

TEACHER NOTES:
o The expected outcome is that if
students eat fruit and vegetables at
school it will help them get the
nutrients they need to keep their
bodies healthy and help them
concentrate at school.

SLIDE 11: HEALTHY KIDS NEED HEALTHY CANTEENS!
Module 1
CLASS DISCUSSION:
o How can you tell this is a health
message? What do you think the first
part of this message is telling us and
why?
o Healthy canteens should have lots of
GREEN foods and drinks on the menu
because they are very nutritious.

CLASS DISCUSSION:
o What do you think the second part of
this message is telling us and why?
o Healthy canteens should limit AMBER
choices because they are less
nutritious than GREEN.

Module 1
CLASS DISCUSSION:
o What do you think the third part of this
message is telling us and why?
o Healthy canteens should not have RED
foods and drinks on the menu because
they are not nutritious.
SLIDE 14: HEALTHY KIDS NEED HEALTHY CANTEENS

TEACHER NOTES:
o The expected outcome of this message
is that canteens provide healthy foods
and drinks that give you the nutrients
to help you think, learn and play.

SLIDE 15: AUSTRALIAN GUIDE TO HEALTHY EATING
Module 1
CLASS DISCUSSION:
telling us and why?
o “Enjoy a wide variety of nutritious foods
from these Five Food Groups every
day.”
o This is the overarching statement for us
to read first before we look at the
picture of the food groups.

CLASS DISCUSSION:
o What else do you think this message is
telling us and why?
o To drink water from a tap. Water is an
important component of a healthy diet.

Module 1
CLASS DISCUSSION:
telling us and why?
o To use small amounts of healthy fats
and oils. Certain fats and oils are
healthy for us if we eat them in small
amounts.
FAST FACT:
o Certain vitamins are fat soluble,
meaning we need to eat them with
a small amount of fat to help them
be absorbed by our body. E.g.
adding some heathy fat such as a
drizzle of olive oil to your salad can
help your body absorb the fat
soluble vitamins from your salad.

CLASS DISCUSSION:
telling us and why?
o If you choose these foods, make sure it
is only sometimes and in small
amounts.

Module 1
CLASS DISCUSSION:
o What is this the expected outcome from
all of these messages?
 To eat healthy foods from the Five
Food Groups
 To make sure that your food choices
contains the right balance of foods
SLIDE 20: MR ZEE’S APPLE FACTORY
DVD - "Mr. Zee's Apple Factory" - copyright 2013 Bettina Elias Siegel. Duration: 12:27.
“This story was written to help young kids become savvier about the media messages they encounter
and to get them thinking about healthful eating. It has been designed as a useful springboard for
important conversations about marketing, processed food and healthful eating”.

SLIDE 21: MR ZEE’S MISLEADING MESSAGES
Module 1
TEACHER NOTES:
o In the story lots of processed foods
were produced and then advertised to
convince people to buy them.
o Lots of the advertising was misleading
health messages.
CLASS DISCUSSION:
o How can you tell these messages are
misleading and not really true?
SLIDE 22: MISLEADING MESSAGES

TEACHER NOTES:
o There are lots of messages associated
with unhealthy foods that can be
misleading and try to convince us that
the foods are actually good for us.
CLASS DISCUSSION:
o What sort of foods have you seen with
misleading messages?
Extension activity:
o Ask students to explore food
advertisements in magazines, internet
and on television and write down any
health messages and misleading
health messages they have seen.
o Create a class poster or mural divided
into two sections, with one side
illustrating the health messages and
the other side illustrating the misleading
health messages.

SLIDE 23: MISLEADING MESSAGES
Module 1
TEACHER NOTES:
o These messages may sound healthy,
but they are often associated with RED
foods which are not very nutritious.
SLIDE 24: HEALTHY FOOD MESSAGES

CLASS DISCUSSION:
o Can you think of any healthy foods with
health messages?
o It is interesting that often the healthiest
foods like fruit and vegetables don’t
have lots of advertising.

SLIDE 25: MR ZEE’S HEALTHY MESSAGES
Module 1
CLASS DISCUSSION:
o Can anyone remember any healthy
messages from the story?
o Notice how the fruit doesn’t have the
fanfare that the highly processed foods
have. We already know what healthy
foods are so we don’t need to be told.
Sometimes we just need to be
reminded about how good they taste.

LEARNING ACTIVITIES
Module 1
their learnings. These activities can also be used as a form of assessment.
ACTIVITY 1: PROCESS THIS!

Instructions:
o Students describe the processing that
occurs to a range of foods and drinks which
makes them go from GREEN to RED.
ACTIVITY 2: MAKING MESSAGES

Instructions:
o Students create a health message to
encourage others to choose GREEN foods
rather than the less healthy RED
alternatives.

Module 1
STUDENT
WORKSHEET
Name: Date:
PROCESS THIS!
Describe the processing that occurs to the following foods and drinks which makes
them go from GREEN to RED.
GREEN RED
What has been added or taken away?
(very nutritious) (not nutritious)
E.g. Potato Potato crisps

o added fat
o added salt
o fibre removed
Apricot Apricot chews
Milk Chocolate icecream
Meat Sausages
Rice Rice cereal bar
Corn chips
Corn
Water Cordial

Module 1
TEACHER
RESOURCE
PROCESS THIS! ANSWERS

Describe the processing that occurs to the following foods and drinks which makes
them go from GREEN to RED.
GREEN RED
What has been added or taken away?
(very nutritious) (not nutritious)
E.g. Potato Potato crisps

o added fat
o added salt
o fibre removed
Apricot o added sugar Apricot chews

o added fat (often coconut)
o vitamins lost
o fibre removed
Milk Chocolate icecream

o added sugar
o added fat
Meat Sausages
o added salt
o added fat
Rice Rice cereal bar

o added sugar
Corn chips
Corn o added fat
o added salt
o fibre removed
Water Cordial
o added sugar

Module 1
STUDENT
WORKSHEET
Name: Date:
MAKING MESSAGES
Think about some healthy messages that can help to influence people to choose the GREEN
foods rather than the processed RED versions.
Write or draw your messages below:

Module 1
TEACHER’S
GUIDE
FROZEN FRUIT SORBET

Instructions:
o Complete the Recipe Promotion student worksheet.

o Frozen banana, chopped 2
o Frozen berries (Australian grown) 2 cups
o Reduced fat vanilla yoghurt 400g
EQUIPMENT REQUIRED
o Blender
o Mixing spoon
o Clear plastic mini cups and spoons to serve
o Serviettes
ALLERGEN ADVICE:
This recipe is not suitable for people with dairy
allergies. Contains lactose.
Recipe can be modified to suit dairy allergy by
replacing yoghurt with soy yoghurt.
SAFETY TIP:
Remember to use tongs and utensils.

Module 1
STUDENT
RECIPE
Name: Date:
FROZEN FRUIT SORBET

INGREDIENTS (Serves 4)
o 1 frozen banana, chopped
o 1 cup frozen berries (Australian grown)
o 200g reduced fat vanilla yoghurt
EQUIPMENT
o Blender
o Mixing spoon
o Clear plastic mini cups and spoons to
serve
o Serviettes
TIPS
o Allow the bananas to thaw a little. This
will make them easier to blend.
o Try frozen pineapple and mango for a
tropical twist
o You could also use natural yoghurt and
sweeten with honey
METHOD
Step 1
Allow frozen banana and berries to soften a little at room temperature.
Step 2
Place fruit and yoghurt in blender and blend for 30 seconds or until all the ingredients have mixed into a
smooth sorbet.
Step 3
Spoon into cups and enjoy.
Optional
For a bit of crunch, sprinkle with a fibre topper.
TASTE RATE

Module 1
STUDENT
WORKSHEET
Name: Date:
RECIPE PROMOTION
If this recipe was available at the school canteen, how could you promote it to the rest of the
school?
Write some catchy words or draw a picture with a healthy message to convince students that
they should try this sorbet.

MODULE 3:
Food from around the world
OVERVIEW
AIM
TEACHER RESOURCES
Students will celebrate cultural diversity by
exploring different foods from around the world.
Students will investigate food traditions within Menzel, P & D’Aluisio F. (2005).
their own cultures. Hungry Planet: What the World Eats.
United States of America: Ten Speed Press.
OBJECTIVES
By the end of this module students will be able
to:
o distinguish popular cultural dishes and their
country of origin
o identify key ingredients in a range of
cultural dishes
o identify popular healthy food choices
common to different countries.

Research own heritage and cultural identities
and explore strategies to respect and value
diversity (ACPPS042)
between families, communities and cultural
groups and how food preparation and food
consumption are used to celebrate and
pass on cultural beliefs, practices and
values
LEARNING ACTIVITIES
o My food passport
o Food traditions

o Rice Paper Rolls

Module 1
SLIDE 1: FOOD FROM AROUND THE WORLD
TEACHER NOTES:
o In Australia we are lucky enough to

experience dishes from a wide variety
of cultures.
CLASS DISCUSSION:
o What is your favourite food and what
country does it come from?
SLIDE 2: A WORLD OF FOOD

TEACHER NOTES:
o Here are some popular traditional foods
from around the world.
 burgers from the USA
 meatballs from Sweden
 shepherd’s pie from UK
 quinoa salad from South America
 fried rice from China
 sushi from Japan
 spaghetti from Italy
 curry from India
 bobotie from South Africa
 We eat many of these dishes in
Australia too

SLIDE 3: FIRST STOP, ITALY!
Module 1
TEACHER NOTES:
o Spaghetti bolognaise originates from
Italy and is now world renowned. Pasta
is a staple food in Italy.
CLASS DISCUSSION:
o Have you eaten spaghetti bolognaise
before? Do you think it is healthy?
FAST FACT:
o Staple foods are those foods which
are eaten routinely and in such
quantities that they comprise a major
part of a standard diet within a given
population.
SLIDE 4: SPAGHETTI BOLOGNAISE

TEACHER NOTES:
o Let’s look at what makes up spaghetti
bolognaise.
 Spaghetti bolognaise contains:
 pasta from the grain food group
 meat from the meat and
alternatives group
 vegetables such as tomato, onion,
carrot and herbs from the
vegetables group
 grated cheese might be added on
top which comes from the dairy and
alternatives food group
o Spaghetti bolognaise contains foods
from up to four different food groups.
This provides a variety of nutrients
making it healthy . Spaghetti
bolognaise could therefore be
categorised as a GREEN food
according to the Traffic Light System

SLIDE 5: WHAT ITALIAN PEOPLE EAT…
Module 1
TEACHER NOTES:
o This is a picture of a typical week’s food
intake for a family of five in Italy.
CLASS DISCUSSION:
o What sorts of foods to you recognise?
Do you think this family eats healthily?
o There are lots of fresh foods and a
range of foods from each of the Five
Food Groups. Some ‘sometimes’
food and drinks are also there but that
does not take up the majority of the
table and they would enjoy these foods
in small amounts
SLIDE 6: JAPAN
TEACHER NOTES:
o Sushi is a popular Japanese dish made
with vinegared rice. Traditionally, sushi
contains raw fish or other seafood but
since sushi has become more world
renowned it now contains lots of
variations that might include avocado,
cucumber and asparagus.
CLASS DISCUSSION:
o Can you recognise this dish?
o Have you tried it before?

SLIDE 7: SUSHI
Module 1
TEACHER NOTES:
o Let’s look at what makes up sushi and
work out which food groups its
ingredients fit into.
o Sushi contains:
 Rice from the grain food group
 Fish from the meat and
alternatives group
 Nori (dried seaweed) and a range of
vegetables from the vegetables
food group
o Sushi contains foods from three
different food groups. This provides a
variety of nutrients making it healthy.
Sushi could therefore be categorised as
a GREEN food according to the Traffic
Light System
SLIDE 8: WHAT JAPANESE PEOPLE EAT

TEACHER NOTES:
o This is a picture of a typical week’s food
intake for a family of four in Japan.
o In this picture you can see the bag of
rice to the left and lots of fish on the
table? There are also lots of packages.
o These are mostly noodle varieties such
as soba and udon and condiments or
flavours to have with their dishes.
o Rice is the staple food in Japan and
this is often eaten with fish and
vegetables.
CLASS DISCUSSION:
o What sorts of foods to you recognise?
o Do you think this family eats healthily?
o The family does eat healthily because
they eat a range of foods from each of
the Five Food Groups.

SLIDE 9: INDIA
Module 1
TEACHER NOTES:
o Spicy curries are popular in India. Here
is a vegetable korma served with naan
bread.
o Naan bread is a type of flatbread which
is traditionally cooked in a tandoor
oven.
CLASS DISCUSSION:
o Have you eaten vegetable korma and

naan bread before?
Extension: Visit www.youtube.com and search for ‘Aloo Nan-Old Delhi, India Street Food’ for
a clip that shows how naan bread is made on the street in India using a tandoor oven.
SLIDE 10: VEGETABLE KORMA

TEACHER NOTES:
o Let’s look at what makes up vegetable
korma and naan and work out which
food groups its ingredients fit into.
o Vegetable korma contains:
 Vegetables and spices from the
vegetables food group
 Chickpeas from the meat and
alternatives group
 Naan is a type of bread and so it
comes from the grains food group
o Combining vegetable korma with naan
provides foods from three food groups
making it a healthy dish. Vegetable
Korma could therefore be categorised
as GREEN food according to the Traffic
Light System. However if was made
with coconut cream (a high fat
ingredient) it could be categorised as
AMBER.

SLIDE 11: WHAT INDIAN PEOPLE EAT…
Module 1
TEACHER NOTES:
o This photo shows a typical week’s food
intake for a family of four in India.
o This family eats a lot of vegetables. You
can also see the flat bread piled high at
the back alongside the rice. A range of
legumes such as lentils are also on the
table. Lentils are the main meat
alternative for this Indian family.
o Can you see any ‘sometimes’ foods?
Just one bottle of soft drink is what this
family will share for the whole week.
This is a treat and not an ‘everyday’
drink.
o The staple foods in India are rice,
wheat flour to make the flat bread and
lentils. Many people in India are
vegetarian so there are a lot of
vegetarian dishes.
CLASS DISCUSSION:
o What sorts of foods do you recognise?
o Do you think this family eats healthily?
o What sorts of meat alternatives do you
think vegetarian curries might have in
them?
SLIDE 12: AUSTRALIA

TEACHER NOTES:
o Australian people come from lots of
different countries and so our food
includes foods from many different
cultures.
o Many of you might eat spaghetti which
is Italian food and fried rice which is
Chinese. There are many meals which
Australian families eat that come from
other countries.
CLASS DISCUSSION:
o What foods do we eat in Australia?
o What is your favourite meal at home?
o What country does it originate from?

SLIDE 13: ABORIGINAL AND TORRES STRAIT ISLANDER FOODS
Module 1
TEACHER NOTES:
o Before Europeans settled in Australia,
Aboriginal and Torres Strait Islander
people would eat foods which they
could hunt or gather from their
surroundings.
o Some of these foods continue to be
part of Aboriginal and Torres Strait
Islander foods that are eaten today.
o Some examples of native foods include:
 kangaroo, crocodile and emu
 seafood (fish, turtle, dugong,
crayfish)
 witchetty grubs, bogong moths
 native seeds such as wattle seed,
fruit such as quandong and nuts
o The traditional Aboriginal and Torres
Strait Islander diet was based on plants
(i.e. fruit, vegetables, nuts), eggs,
seafood (depending on where people
lived) and meat, with water as the main
drink. These foods provided a natural
source of nutrition.
o When the Europeans arrived in
Australia they introduced lots of white
flour, sugar, salt and processed foods.
CLASS DISCUSSION:
o Have you eaten any of these native
foods before?
o How do you think the Aboriginal and
Torres Strait Islander people might have
been affected when they began to eat
the processed foods instead of their
traditional native foods?

SLIDE 14: OUR ICONIC FOODS
Module 1
TEACHER NOTES:
o Australia is well known for certain
foods. These include:
 Damper
 Vegemite
 Pavlova
 Meat pies
 Lamingtons
 Weet-Bix™
 ANZAC biscuits
CLASS DISCUSSION:
o We may be well known for these foods,
but are they healthy?
o What healthy foods is Australia well
known for?
o Australia is well known for growing
healthy foods from each of the Five
Food Groups. Australian farms grow
grains, nuts, fruits and vegetables.
Australian farms also grow animals for
meat and dairy foods. A lot of the
Australian grown food is purchased by
other countries to help their people eat
healthy foods.
SLIDE 15: FOOD AROUND THE WORLD

TEACHER NOTES:
o Let’s enjoy a short video on food from
around the world.
Video clip: Visit www.youtube.com and search for ‘Food around the world’ by Lynnsey
Edmondson. Duration 2:59

LEARNING ACTIVITIES
Module 1
learnings. These activities can also be used as a form of assessment.
ACTIVITY 1: MY FOOD PASSPORT

TEACHER RESOURCES
Instructions:
o Students correctly match the popular dish Curtis, A. (2012). What’s for Lunch? How
to the country of origin and distinguish Schoolchildren Eat Around the World. Canada: Red
some of the key ingredients within that Deer Press.
dish.
o Teachers may wish to set a homework task
to research the ingredients of the dishes
more thoroughly.
ACTIVITY 2: FOOD TRADITIONS

Instructions:
o Students will research a traditional food
from a different country and identify the key
ingredients, describe how it is made and
served and determine if it is a healthy food.
Kubler, A. & Formby, C. (1995). Come and eat with

us! Child’s Play (International) Ltd: UK.

Module 1
STUDENT
WORKSHEET
Name: Date:
MY FOOD PASSPORT
Draw a line from the popular dish to its country of origin. List the main ingredients in that dish.
Country of origin Popular dish Main ingredients
__________
Thailand __________
Sushi
__________
India __________
Burritos
__________
Italy __________
Tabbouleh
__________
Japan __________
Pad see ew
__________
Mexico __________
Vegetable korma
__________
Lebanon __________
Spaghetti
bolognaise
.

Module 1
TEACHER
RESOURCE
Name: Date:
MY FOOD PASSPORT ANSWERS

Draw a line from the popular dish to its country of origin. List the main ingredients in that dish.
Country of origin Popular dish Main ingredients

 nori (dried seaweed)
 rice
Thailand  fish
 vegetables
Sushi
 tortillas
India  pinto beans
 rice
Burritos  vegetables
 grated cheese
 parsley
Italy
 tomato
 cracked wheat (bulgur)
Tabbouleh
 flat rice noodles

Japan
 beef
 Chinese broccoli
Pad see ew
 soy sauce
 vegetables
Mexico  chickpeas or lentils
 spices
Vegetable korma
Lebanon  pasta
 mince meat
Spaghetti
 tomatoes
bolognaise
 herbs and spices

Module 1
STUDENT
WORKSHEET
Name: Date:
FOOD TRADITIONS
Australia is a very multicultural country, comprised of people from a variety of different
countries and traditional backgrounds. Each country and culture has its own traditional foods.
Pretend you are a food journalist and you need to investigate a traditional food from a different
country. Choose a country you would like to research and complete the questions below.
What country are you going to research?
What are some of the traditional foods from your chosen country?
Choose one traditional food and list the main ingredients of this food:
What food groups do the main ingredients come from?
Describe how this dish is made and served:

Module 1
TEACHER’S
GUIDE
RICE PAPER ROLLS

Instructions:
o Review ingredients by completing the Food Group Match student worksheet.

o Rice vermicelli noodles 100g
o Carrots 4
o Red capsicum 2
o Cucumbers 4
o Bean shoots 200g
o Tuna in spring water (optional) 2 x 180g tins
o Rice paper sheets 20
o Sweet chilli sauce ½ cup
EQUIPMENT REQUIRED
o Hot water
o Large bowl
o Sieve
o Grater
o Chopping board
o Shallow baking tray
o Knife
o Plates and serviettes to serve
Note: avoid using paper plates as the rice paper

will stick to the paper making them difficult to roll
SAFETY TIP:
Remember to use tongs and utensils wherever
possible.

Module 1
STUDENT
RECIPE
Name: Date:
RICE PAPER ROLLS

INGREDIENTS (Makes 10)
o 50g rice vermicelli noodles
o 2 carrots
o 1 red capsicum
o 2 cucumbers
o 100g bean shoots
o 180g tin tuna in spring water (optional)
o 10 rice paper sheets
o ¼ cup sweet chilli sauce
EQUIPMENT
o Hot water
o Large bowl
o Sieve
o Grater
o Chopping board
o Shallow baking tray
o Knife
o Plates and serviettes to serve
METHOD
Step 1
Soak noodles in hot water until they are soft and transparent. Drain and set aside.
Step 2
Peel and grate carrots.
Step 3
Wash and finely slice capsicum and cucumber.
Step 4
Thoroughly wash bean shoots and drain.
Step 5
Soften rice paper sheets with water on a shallow baking tray and keep moist by covering the stack with
a damp towel.
Step 6
Lay out a rice paper sheet flat on a plate or chopping board, add noodles, vegetables and tuna as
desired.
Step 7
Fold the bottom of the rice paper to cover the filling, then fold in each side and roll. Serve with sweet
chilli sauce as a dip.
TASTE RATE

Module 1
STUDENT
WORKSHEET
Name: Date:
FOOD GROUP MATCH

What food groups do each of the main ingredients of the rice paper rolls belong to?
Draw a line from the ingredient to the food group.
rice paper Grains
rice vermicelli
Vegetables
capsicum
Fruit
tin of tuna
Dairy
cucumber
carrot
Meat and
alternatives
bean shoots
.

GLOSSARY
Module 1
AUSTRALIAN DIETARY GUIDELINES (2013) DIET
The Australian Dietary Guidelines use the best Diet refers to the pattern of foods eaten. This can
available scientific evidence to provide include the normal or habitual intake of food of an
information on the types and amounts of foods, individual or a population.
food groups and dietary patterns for good health.
For further information visit:
DIGESTION
When we eat food our body breaks it down into
tiny pieces so we can absorb the nutrients. The
AUSTRALIAN GUIDE TO HEALTHY EATING process of breaking food down is called
digestion.
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 DIGESTIVE SYSTEM
the Five Food Groups to show the relative
amounts we should be consuming from each The body’s digestive system breaks down food
group. and releases nutrients for use by the body. It is
responsible for the ingestion, digestion and
For further information visit: absorption of food.
/www.eatforhealth.gov.au/guidelines/australian-
guide-healthy-eating
ENERGY
Energy is released when a food is burned for fuel
CALCIUM
within the body. Energy is measured in kilojoules
Calcium is an essential mineral needed for in Australia, however calories (or kilocalories) is
building strong bones and teeth. Small amounts another well-known measure of energy. One
of calcium are also needed in the blood to help kilocalorie is equivalent to approximately 4.2
nerves and muscles function properly. Good kilojoules.
sources of calcium include dairy foods and
calcium fortified products such as soy drink and
breakfast cereals. ‘EVERY DAY FOODS
‘Every day’ foods are foods from the Five Food
CARBOHYDRATE Groups that provide lots of important nutrients
which are required on a daily basis. These
Carbohydrate is our body’s preferred source of nutrients help our body to work efficiently and to
energy. Carbohydrates are stored in the form of make it strong and healthy.
glycogen in our liver and muscles, to supply our
bodies with a constant source of energy when we
are not consuming carbohydrates.
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.

FAT Vegetables and legumes
Module 1
Fat is an important part of a healthy diet. Small Vegetables come from many different parts of the
amounts of fats are needed for the absorption of plant, including the leaves, roots, tubers, flowers,
fat-soluble vitamins (A, D, E and K). We also stems, seeds and shoots. Legumes are the
need some essential fatty acids (linoleic acid and seeds of the plant and are eaten in their
alpha-linolenic acid) for growth and development. immature form as green peas and beans, and
Eating large amounts of fat can contribute to their mature form as dried peas, beans, lentils
excessive weight gain. Fat is classified as either and chickpeas.
saturated or unsaturated. Some vegetables such as tomato and capsicum
Saturated fats are often referred to as ‘unhealthy are botanically defined as fruits, however their
fats’ and are associated with high blood low sugar (fructose) content allows them to fit into
cholesterol levels which can increase the risk of the vegetable food group.
heart disease. Saturated fats occur in fatty meats Fruit
and some full fat dairy products. They also occur
Fruit can grow on a tree, bush, vine or low to the
in palm and coconut oils which are commonly
ground. Fruits contain natural sugars and are
used in biscuits, cakes, pastries and many fast
sweet when ripe. They also contain fibre,
foods.
vitamins and minerals that help our body to be
Unsaturated fats are the healthy fats, which are healthy.
needed in small amounts every day.
Lean meat and poultry, fish, eggs, tofu, nuts
These fats include healthy oils such as olive, and seeds and legumes/beans group (meat
sunflower and canola oils. and alternatives)
These foods are high in protein and iron. People
FIBRE who choose not to eat meat need to ensure they
eat suitable meat alternatives from this group.
Dietary fibre is found in grain foods, fruits,
vegetables, legumes and nuts. Fibre is resistant Milk, cheese, yoghurt and alternatives (dairy
to digestion and absorption in the small intestine and alternatives)
and is then subject to fermentation in the large Milk, cheese and yoghurt provide calcium in a
intestine. Fibre plays an important role in readily absorbable and convenient form. They are
maintaining healthy gut bacteria and regular a good source protein and many vitamins and
bowel movements. cereals, fruits and vegetables. minerals. Dairy alternatives include calcium
The main role of fibre is to keep the digestive fortified soy based milks, yogurt and cheese.
system healthy.
FLUORIDE
FIVE FOOD GROUPS Fluoride is a mineral that helps to prevent tooth
The Five Food Groups make up the Australian decay. It is added to public water supplies to
Guide to Healthy Eating. Foods are grouped reduce the rate of tooth decay.
together because they provide similar amounts of
key nutrients. Each of the Five Food Groups are
summarised below: HEALTH MESSAGE
Grain (cereal) foods: A message or advertisement which relates to the
health and wellbeing of individuals and
Grain foods are mostly made from wheat, oats,
communities. Media can include television or
rice, rye, barley, millet, quinoa and corn and
magazine advertisements, product labels and
include breads, cereals, pasta and noodles.
media articles.
These foods are high in carbohydrates and
wholegrain varieties are high in fibre.
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.

HYDRATION PROTEIN
Module 1
By drinking the amount of water our body needs Protein makes up about half of the human body's
each day we stay hydrated. This means our body dry weight. Many of the foods we eat contain
can function at its best. If we do not drink enough protein, particularly meat (chicken, beef, lamb
water we become thirsty and our body can and fish) and legumes. Protein is used for growth
become dehydrated. Children aged 4-8yrs are and repair and is the foundation of muscle, skin,
recommended to have 5 cups of water per day. hair, nails, blood compounds and enzymes.
IMMUNE SYSTEM PUBLIC HEALTH

The immune system is a bodily system that fights The World Health Organization defines public
infection from bacteria, viruses and other health as “all organized measures (whether
microbes. public or private) to prevent disease, promote
health, and prolong life among the population as
a whole. Its activities aim to provide conditions in
IRON
which people can be healthy and focus on entire
Iron is an important dietary mineral that is populations, not on individual patients or
involved in various bodily functions, including the diseases”.
transport of oxygen in the blood. Good sources of
iron include red meat, offal and iron-fortified
breakfast cereals. SALT
Salt added to food is made up of the minerals
sodium and chlorine. While small amounts of salt
KILOJOULE
are needed by the body, too much can be
A kilojoule is a unit of energy. A measure of harmful and cause high blood pressure. Excess
kilojoules refers to the energy value of food. consumption of sodium can also increase the
Kilojoules also refer to the amount of energy our excretion of calcium, which is a problem for
bodies burn. Calorie (or kilocalorie) is another developing bone density in young people.
well-known measure of energy. One kilocalorie is Processed foods are high in salt. Too much salt
equivalent to approximately 4.2 kilojoules. can also be used in recipes and at the table.
LEGUMES STAPLE FOODS

Legumes are included in two of the Five Food Staple foods are those foods which are eaten
Groups. Legumes are considered a vegetable, routinely and in such quantities that they
and because of their high protein value they are comprise a major part of a standard diet within a
also a valuable meat alternative. given population. Staple foods are typically
inexpensive or readily available foods that supply
one or more of the three organic macronutrients
MINERALS needed for survival and health: carbohydrates,
Minerals in food are made of small amounts of proteins, and fats. In most cultures, staple foods
salts and natural metals. They are required for tend to come from the grains food group and
good health and are particularly important in include foods such as bread, pasta, rice and
bones, teeth and in the blood and connective maize. Staple foods vary in different parts of the
tissues. Some of our essential minerals include world and are usually determined by their
calcium, iodine, iron, magnesium, phosphorous, agricultural region.
potassium and zinc.
PROCESSED FOOD
NUTRIENTS When foods are processed some of the parts of
the original food are destroyed or lost. The more
Nutrients are the building blocks that join together
to make food and are essential for life and health. processing that occurs to a food, the less
Nutrients include protein, carbohydrate, fat, nutritious it becomes.
vitamins, minerals, fibre and water.

SUGAR VITAMINS
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Sugar is the common name for sucrose which is Vitamins are substances found in many foods
made from sugar cane and sugar beet. It and are needed to keep the body functioning
comprises of one molecule of glucose joined to well. Vitamins can be water soluble (e.g. B
one molecule of fructose and only provides the vitamins and vitamin C) or fat soluble (vitamins A,
body with kilojoules, not other nutrients. D, E and K).
Excessive sugar intake contributes to tooth
decay, weight gain and increased risk of obesity.
WATER
The human body is made up of over 50% water.
‘SOMETIMES’ FOOD AND DRINKS We need water for all of our bodily processes and
‘Sometimes’ foods and drinks do not provide therefore it is very important to drink plenty of
essential nutrients and are not required as part of water each day. Children aged 4-8yrs are
a healthy diet. These foods and drinks are often recommended to consume 5 cups of water per
higher in energy, saturated fat, added sugars day.
and/or salt. These foods and drinks can be
enjoyed occasionally in small amounts.
ZINC
Zinc is an essential mineral needed for a healthy
TRAFFIC LIGHT SYSTEM immune system. It is also important in wound
The Traffic Light system uses colour-coding of healing and in growth and reproduction of cells.
foods to distinguish between foods we should eat Good sources of zinc include shellfish, meat
every day, occasionally and in limited amounts. (particularly red meat) and dried beans.
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.
For further information visit:
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

Recommended reading and
Module 1
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 - a life-size photo guide to kids’ food

serves. 1st ed. Queensland:Trudie Williams Nutrition and Dietetics
Pty Ltd.

WEBSITES
Module 1
Fresh Tastes: healthy food at school
www.health.act.gov.au/freshtastes
Eat for Health

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 2: Health messages for ME were source from:
“Plant Fruit and Veg in Your Lunchbox” and “Turn Off,

Switch to Play” - Kids, Go for Your Life,
Victorian Government.
“Water on Tap” and “Ride or Walk to School” -

ACT Government.
“Swap It, Don’t Stop It” - Australian Government.
“Go for 2 & 5®” and “Crunch & Sip®” –

Government of Western Australia, Department of Health.

Module 1
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

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{Cover goes here}

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 1

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 2

MODULE 1: HEALTHY FOODS FOR ME 9

Teacher notes and slides 10

Food preparation activity 29

MODULE 2: HEALTH MESSAGES FOR ME 33

Teacher notes and slides 34

Food preparation activity 51

MODULE 3: FOOD FROM AROUND THE WORLD 55

Teacher notes and slides 56

Food preparation activity 68

RECOMMENDED READING AND RESOURCES 75

STUDENT PERMISSION FORM 75

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 3

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 4

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 5

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 6

Fresh Tastes supports the ACT Government’s

Schools can support families and children to have

The Fresh Tastes program recognises that

Fresh Tastes’ actions focus on:

o implementing healthy food and drink

o food for sale at school, including school

o cooking and growing food

o supporting healthy food from home.

Schools that participate in Fresh Tastes will

For further information about

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 7

AIM LEARNING ACTIVITY

LINKS TO THE AUSTRALIAN CURRICULUM

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 9

o We all need to make healthy food

SLIDE 2: FIVE FOOD GROUPS

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© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 11

SLIDE 6: DAIRY AND ALTERNATIVES

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SLIDE 10: TRAFFIC LIGHT SYSTEM

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SLIDE 12: MY GREEN LUNCHBOX

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SLIDE 14: MY AMBER LUNCHBOX

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SLIDE 16: AMBER ITEMS ARE MORE PROCESSED

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SLIDE 18: AMBER ITEMS ARE MORE PROCESSED

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 18

SLIDE 20: AMBER ITEMS ARE MORE PROCESSED

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SLIDE 22: AMBER ITEMS ARE MORE PROCESSED

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SLIDE 24: MY RED LUNCHBOX

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SLIDE 26: RED FOODS AND DRINKS ARE NOT NUTITIOUS

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 22

SLIDE 28: RED FOODS AND DRINKS ARE NOT NUTITIOUS

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 23

SLIDE 30: LUNCHES FROM AROUND THE WORLD

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 24

ACTIVITY 1: SAM’S LUNCHBOX

ACTIVITY 2: MY HEALTHY LUNCHBOX

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 3&4 Page | 25

Food&ME Years 3&4

Food&ME Years 3&4