Let’s Celebrate:
Thematic Unit
The World On My Plate
Learning for Life and Work (SLD)
Writers’ Group
Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)
Catherine Foster, Fleming Fulton School, Belfast
Maggie Jamison, Glenveagh School, Belfast
Cathy McCormick, Tor Bank School, Dundonald
Dorothea Simpson, Fleming Fulton School, Belfast
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Getty Images - Anthony-Masterson
Unit Title: Let’s Celebrate
Sub Theme: The World On My Plate
Thinking Skills and Personal Capabilities: Managing Information
Curriculum Objective: To develop the young person as an individual
Key Elements: Personal understanding, mutual understanding, personal health, cultural understanding, economic awareness
Attitudes and Dispositions: Personal responsibility, mutual understanding, concern for others, commitment/determination/resourcefulness,
openness to new ideas, curiosity, community spirit, tolerance, integrity, respect
Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, skills-integrated, active
and hands-on, offers choice, challenging and engaging, supportive environment, positive reinforcement, ongoing reflection, enquiry-based,
openness to new ideas, culturally diverse
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the
Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.
For practical cookery or tasting sessions, be aware of learners with allergies, such as nut allergies, or other dietary needs.
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Let’s Celebrate Thematic Unit The World On My Plate
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Statements of Minimum Requirement
These are the Statements of Minimum Requirement that are addressed in this unit:
Home Economics
Healthy Eating
Explore ways to achieve a
healthy diet
Local and Global Citizenship
Diversity and Inclusion
Investigate ways in which
individuals and groups
express their identity
Home Economics
Independent Living
Investigate a range of factors
that influence consumer
choices and decisions
Personal Development
Self-awareness
Investigate the influences on
personal health
Home Economics
Independent Living
Develop a range of skills to
promote independence
through planning, managing
and using resources
Home Economics
Healthy Eating
Develop practical skills in the
safe, hygienic, healthy and
creative use of foods to plan,
prepare, cook and serve a range
of meals
Let’s Celebrate Thematic Unit The World On My Plate
Key Question
What kinds of food
do I eat?
Learning Intention
Learners will have
opportunities to …
... justify their choices.
Possible Learning, Teaching and Assessment Activities
Use Resource 1 to prompt discussion among the learners, encouraging them to
share their ideas about the different foods they eat. You could ask them to keep a
record on a series of Daily Diet Sheets over a number of days.
Ask focused questions to stimulate discussion, such as:
− What’s your favourite food?
− Why is it your favourite food?
− What kinds of meals do you eat in the evening?
− Do you have a roast dinner or traditional meal on Sundays?
− Is Friday a takeaway night? Why?
Skills and
Capabilities
Select, classify,
compare
and evaluate
information
Using Mathematics Read, interpret,
organise and
present information
in mathematical
formats
Resource 1: Daily Diet Sheet
Use Resource 2 to make picture cards. Have the learners sort a set of cards
into their favourite and least favourite foods, or rank all the cards in order of
preference.
Resource 2: Favourite Foods
See Active Learning and Teaching Methods for Key Stage 3 at
www.nicurriculum.org.uk, also available on the CPD disc in the Curriculum Support
and Implementation box, for further details on ordering and ranking activities.
Resource Sheet in this booklet
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Skills tabs printed in orange are Cross Curricular Skills
Skills tabs printed in yellow are Thinking Skills and Personal Capabilities
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Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
What kinds of food
do I eat?
... justify their choices.
You can make links to Using Mathematics by:
Creating bar graphs or pie charts to record the learners’ choices of favourite foods.
Skills and
Capabilities
You can make links to Art & Design by:
Creating collages of pictures of favourite foods sourced from magazines or the
internet.
• Magazines and glue
Let’s Celebrate Thematic Unit The World On My Plate
Key Question
Why do I choose to
eat certain foods?
Learning Intention
Learners will have
opportunities to …
... explore factors which
influence our food choices.
Possible Learning, Teaching and Assessment Activities
Using Resources 3 and 4, investigate with your learners factors which may affect
food choices in their home.
Ask focused questions to stimulate discussion:
− Who shops for your family?
− Who cooks in your family?
− Does advertising on TV affect your choices?
− Does the time of day affect your choices?
− Do you consider choosing healthy foods?
Skills and
Capabilities
Use own and
others’ ideas to
locate sources of
information
Using Mathematics Identify and collect
information
Resource 3: Why Might Someone Eat These Foods?
Resource 4: I Have Tasted…
Where appropriate, explore together the idea that we can only eat food we can afford
to buy.
Discuss with the learners the range of foods that people enjoy for breakfast.
Examine/Taste a range of breakfast cereals, milk, apple, fruit juice, breads and
porridge and discuss reasons for their own breakfast choices. Include frosted and
plain cereals, and check the nutritional content to see if the plain cereals are better.
Reinforce that it is good to eat fruit.
• Collection of breakfast foods
You can make links to Using Mathematics by:
Creating simple Venn diagrams or bar charts to record the learners’ breakfast
choices using pictures or symbols.
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Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
Why do I choose to
eat certain foods?
... explore factors which
influence our food choices.
Using Resource 5, together discuss how it is good to start the day with breakfast.
Porridge is low in fat and provides carbohydrates which release energy throughout
the morning (the three bears made a healthy choice!). Many footballers, runners
and other sportspeople choose porridge for breakfast. Together make porridge in
class and allow the learners to taste it.
Skills and
Capabilities
Resource 5: Porridge Recipe
Organise a trip to the school canteen to explore school dinners. Examine a copy of
that day’s planned menu, and discuss how the food available in school has an impact
on the learners’ food choice. Investigate whether there are any special meals made,
for example for health reasons.
Using Resource 6, carry out a class/school survey of favourite school dinners, and
use this information to design a school dinner menu.
Resource 6: Survey – Favourite School Dinners
• Art materials
Let’s Celebrate Thematic Unit The World On My Plate
Key Question
Are some foods
good/bad for me?
Learning Intention
Learners will have
opportunities to …
... explore factors involved in
making healthy choices.
Possible Learning, Teaching and Assessment Activities
Discuss Jamie Oliver’s healthy eating for schools campaign.
Remind the learners that it is recommended that everyone should eat five portions
of fruit and vegetables each day.
Ask focused questions to stimulate discussion, such as:
− Which fruits have you eaten in the last few days?
− Which are your favourite fruits?
Explore together the best way to record the class’s answers.
Skills and
Capabilities
Ask focused
questions
Using Mathematics Interpret, organise
and present
information in
mathematical
formats
You can make links to Using Mathematics by:
Creating pie charts or bar diagrams recording favourite fruits or vegetables.
You can find information and links at www.healthyschools.gov.uk
Have your learners sort the food cards in both Resources 2 and 7 into healthy and
non-healthy foods and, where possible, give reasons for their decisions.
Resource 2: Favourite Foods
Resource 7: Healthy Foods
Use the interactive wordsearch, if appropriate, to help the learners to identify
food words.
OA: Healthy and Unhealthy Foods Wordsearch
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Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
Are some foods
good/bad for me?
... explore factors involved in
making healthy choices.
You can make links to Drama by:
Miming scenes about eating food, for example contrasting reactions to being given a
hamburger and chips or a salad.
Skills and
Capabilities
Prepare a healthy snack or meal together: first create a group menu, then prepare
the ingredients and cook the food.
Let’s Celebrate Thematic Unit The World On My Plate
Key Question
Have I always
eaten the same
food?
Learning Intention
Learners will have
opportunities to …
... generate ideas.
Possible Learning, Teaching and Assessment Activities
Discuss together what type of foods babies, teenagers and elderly people might
eat. Ensure that the learners know the meaning of vegetarian. Then ask them to
choose three foods pictured in Resource 8 for each of the four people shown. They
could either cut out and paste the pictures or draw their own.
Resource 8: Who Would Eat What?
Give the learners the opportunity to experience the sight, smells, taste and texture
of a range of baby food purees.
• Collection of pureed baby foods
Skills and
Capabilities
Use own and
others’ ideas to
locate sources of
information
Communication Use non-verbal
methods to express
ideas and engage
with the listener
Together investigate how foods we eat will change throughout our lives. Discuss
with the learners how they can best illustrate these changes in eating habits, for
example by creating a timeline of foods.
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Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
Do we all eat the
same food?
... appreciate the influences of
culture and faith.
Explore with the learners how some people have faith-related or cultural beliefs that
affect aspects of their lifestyle, for example the food that they eat.
Use the internet, books and encyclopedias to investigate the different foods that
people of different faiths or cultures often eat or choose to avoid. Work through
Resource 9 together.
Resource 9: The Culture Club!
As an extension activity, you could create a sensory day based on a country of the
learners’ choice. Activities could include:
− dressing in national costume;
− playing music from the country;
− tasting, smelling and/or cooking food;
− finding objects, such as toys, ornaments and books, which come from the chosen
country;
− inviting in a guest who comes from the chosen country;
− watching a video or DVD depicting life there; and
− using the internet to find a pen pal or take part in a recipe exchange, etc.
Skills and
Capabilities
Select most
appropriate method
for a task
Communication Listen to and take
part in discussions
Using ICT Research and
select information
You can make links to Modern Languages by:
Learning a few words or phrases from the country’s language.
Let’s Celebrate Thematic Unit The World On My Plate
Key Question
Are there any
places to eat near
my home?
Learning Intention
Learners will have
opportunities to …
... compare and contrast foods
from other countries.
Possible Learning, Teaching and Assessment Activities
Ask focused questions to stimulate discussion, such as:
− Are there any restaurants or cafes near your home?
− Are there any restaurants near you that sell food from other countries, for
example Chinese, Thai, Italian or Indian food?
− Do you have a local chip shop or takeaway?
Use Resource 10 to record the learners’ knowledge of different takeaways and
restaurants.
Resource 10: Where Would You Buy…
Using Resource 11 and the Yellow Pages, offering support where necessary,
investigate together the range of restaurants which are available in the school area
or a local shopping centre, as appropriate.
Skills and
Capabilities
Select, classify,
compare
and evaluate
information
Communication Use a range of
texts for
information
and ideas
Using Mathematics Develop financial
capabilities
Resource 11: Local Food Outlets
• Yellow Pages
You can make links to Using Mathematics by:
Recording the different types of food outlet on a bar chart.
You could organise a lunch outing together. (It is always advisable to ask the
restaurant for a copy of their menu beforehand, so that the learners can discuss
their choices before the visit.)
• Restaurant menus
You can make links to Financial Capabilities by:
Exploring with the learners the cost of the meal and the expense of eating out
every day.
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Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
Where can I buy
food?
... generate ideas.
Explore with the learners the need to plan and shop for food in order to be able to
create meals at home. Use Resources 12 and 13 and the interactive activity to
introduce some of the different types of shop where we can buy food to prepare at
home.
Resource 12: Where Could I Buy Food?
Resource 13: The Shopping List
OA: Where Would You Buy?
List the supermarkets that are available in the area where the learners live on the
worksheet in Resource 14.
Skills and
Capabilities
Plan and set goals,
break tasks into
sub-tasks
Communication Find, select and use
information from a
range of sources
Using ICT Access and manage
information
Resource 14: What Supermarkets Are There In Your Local Area?
Have your learners answer the two questions on Resource 15 for their families.
Discuss their answers together. You could ask them each to survey two or three
others and record their answers.
Resource 15: Supermarket Survey
Refer to the following website about considering environmental issues when
buying food:
http://tiki.oneworld.net/features/shoppers/shopper_front.html
Let’s Celebrate Thematic Unit The World On My Plate
Key Question
Where do the foods
I eat come from?
Learning Intention
Learners will have
opportunities to …
... understand that foods come
from a range of sources.
Possible Learning, Teaching and Assessment Activities
Take your learners on a shopping expedition to buy a selection of everyday foods to
bring back to class. Examine together where in the world each food came from. You
could use the table in Resource 16 to record the countries of origin. Discuss with the
learners the most appropriate method of displaying the results.
Resource 16: The World In A Supermarket Bag
• A selection of food items from around the world, for example bananas, sugar,
coffee and chocolate
Read through the text in Resource 17 together to focus in more detail on how
bananas get from banana plants in hot countries to the shops where we can buy
them.
Skills and
Capabilities
Plan and set goals,
break tasks into
sub-tasks
Communication Find, select and use
information from a
range of sources
Using ICT Research and
select data
Resource 17: How Do Bananas Get To Us?
Using the pictures in Resource 18 and a map of the world, ask the learners to locate
the different countries where the types of food come from.
You could use the map further by displaying food packaging, menus and symbols
around it, highlighting the countries they come from with coloured string, wool or
arrows.
Resource 18: Food Around The World
• A large map of the world
Give the learners an opportunity to participate in a sensory evaluation, allowing
them to see, smell and taste a selection of foods from around the world.
Alternatively, select one country and create a sensory environment of that country.
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Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
Where do the foods
I eat come from?
... understand that foods come
from a range of sources.
Using Resource 19, together investigate foods that are grown locally. Create a menu
using local produce or traditional Northern Irish foods. Allow them to choose, cut out
and stick on suitable foods from the pictures provided, or encourage them to draw
their own.
Skills and
Capabilities
Resource 19: Ulster Eating
As an extension activity, use Resource 20 to focus the learners on school dinners that
students might eat in France, USA, Norway and Ukraine. Identify the countries on the
world map.
Resource 20: School Meals Around The World
Discuss together the foods eaten in these schools, and choose one of the lunches to
prepare and eat in class.
As an extension activity, you could invite a visitor into school to cook foreign foods for the
learners. The Livestock and Meat Commission can arrange cookery demonstrations, and
local telephone directories list other chefs and organisations.
Let’s Celebrate Thematic Unit The World On My Plate
Key Question
Where do the foods
I eat come from?
Learning Intention
Learners will have
opportunities to …
... understand that foods come
from a range of sources.
Possible Learning, Teaching and Assessment Activities
Skills and
Capabilities
The following websites give more information:
www.kelloggs.co.uk/whatson/headstarters/content/whogrows/content.pdf
This is an information pack about food around the world.
www.bbc.co.uk/news
You can find detailed information by carrying out a search for ‘school dinners
around the world’.
www.britishcouncil.org
Search for ‘food’ to find information and interactive activities.
www.globalgang.org.uk
This Christian Aid site has great information on what children eat in countries
around the world.
www.oxfam.org.uk/education
www.oxfam.org.uk/coolplanet/kidsweb/food.htm
Oxfam’s sites for schools include many school projects and a lot of useful
information.
www.freshforkids.com.au/games/greengrocergame/greengrocer.htm
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Let’s Celebrate Thematic Unit The World On My Plate
Resources
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Daily Diet Sheet
Resource 1
Make a record of the foods you eat below by drawing the foods or writing their names in the spaces.
Meal
What I eat
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Breakfast
Lunch
Dinner
Snacks
Let’s Celebrate Thematic Unit The World On My Plate
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Favourite Foods (1 of 3)
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Resource 2
spaghetti
chips
broccoli
cheese
chocolate
apple
Let’s Celebrate Thematic Unit The World On My Plate
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Favourite Foods (2 of 3)
Resource 2
chicken
cake
pizza
banana
hamburger
carrot
Let’s Celebrate Thematic Unit The World On My Plate
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Favourite Foods (3 of 3)
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Resource 2
curry
steak
toast
cabbage
ice cream
tuna
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Why Might Someone Eat These Foods?
Resource 3
Match the food to the reason.
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Su M T W Th F S
bottle of milk
Sunday
soup
don’t want to cook
roast beef
time of year
fast food
feel cold
ice cream
age
chocolate egg
feel hot
Let’s Celebrate Thematic Unit The World On My Plate
I Have Tasted...
Resource 4
Which of these foods have the people in your class tasted? Record the numbers in the table.
Food
Numbers (tally)
Total
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Fish and chips
Chinese food
Indian food
Pizza or Italian food
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Porridge Recipe
Resource 5
This will make enough for all the class to taste!
Conventional Cooking
Mix 11/2 cups of porridge oats with 640ml (3 cups) of milk and/or cold water
in a saucepan.
Bring to the boil, stirring.
Simmer for 5 minutes.
Serve with milk or cream and sugar or honey, if desired.
Mmmmmmmmmmmm!!
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1.
2. 3.
4.
Let’s Celebrate Thematic Unit The World On My Plate
Survey - Favourite School Dinners
Resource 6
Which of these foods do the people in your class like best? Record the numbers in the table.
Food
Numbers (tally)
Total
sausage & chips
lasagne
curry & rice
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pasta
meat, potatoes & vegetables
sandwiches
salads
spaghetti bolognese
fish
others
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Healthy Foods
Resource 7
fizzy drink
sandwich
sweets
yoghurt
raisins
doughnut
Let’s Celebrate Thematic Unit The World On My Plate
Who Would Eat What? (1 of 3)
Resource 8
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People eat different foods. These foods have got mixed up on the way to the table. Can you put three
different foods on each person’s plate?
27
coffee and cake
chips
bottle of milk
ice cream
roast chicken
pureed banana
tomato soup
ham pizza
custard
baked potato
fizzy drink
cake and custard
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Who Would Eat What? (2 of 3)
My menu
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My menu
Resource 8
Let’s Celebrate Thematic Unit The World On My Plate
Who Would Eat What? (3 of 3)
My menu
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My menu
Resource 8
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The Culture Club! (1 of 2)
Resource 9
Some people have different beliefs about foods. Look at these people from different countries. Can you
work out what the pictures below mean?
Sam is a
BUDDHIST
Nasira is a
MUSLIM
Sandeep is a
SIKH
Jane and Anna are
CHRISTIANS
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JEW
Eila is a
Let’s Celebrate Thematic Unit The World On My Plate
The Culture Club! (2 of 2)
Resource 9
Look at the food and the pictures and answer these questions.
1.
Who doesn’t eat fish?
2. What meat does Sam not eat?
3. Who fasts during daylight hours when they celebrate Ramadan?
4.
Who doesn’t eat meat on Fridays?
5.
What does Sandeep not drink?
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What would you give...
...Sam to eat?
ham
pork chop
chicken
water
beer
steak
roast beef sandwich
...Sandeep to drink?
wine
...Jane and Anna on Good Friday?
fish
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Where Would You Buy...
Resource 10
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Imagine you wanted something to eat from a fast food outlet. Where might you go to get these foods?
a beefburger?
a pizza?
a ham roll?
a chicken burger?
chicken chow mein?
fish and chips?
Fast food outlets
Kentucky Fried Chicken
a Chinese takeaway
Pizza Hut
Subway
McDonald’s
a chip shop
Let’s Celebrate Thematic Unit The World On My Plate
Local Food Outlets (1 of 2)
Resource 11
What food outlets are there in your local shopping centre or the area around your school? Write the names in the table and circle the types of outlet.
Type of outlet
(cafe, restaurant, fast food chain or juice bar)
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Food outlet name
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Local Food Outlets (2 of 2)
Resource 11
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Count up the totals and write your results here.
There are
fast food outlets.
There are
cafés.
There are restaurants.
There are
juice bars.
The most popular type of outlet is
The least popular type of outlet is
Record your results in a bar chart.
Let’s Celebrate Thematic Unit The World On My Plate
Where Could I Buy Food?
Resource 12
In which of these shops could you buy food? Circle the correct shops.
Newsagent
petrol station
newsagent’s
toy shop
clothes shop
chemist’s
Music Shop
Top 10
1.
2.
3.
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music shop
Supermarket
shoe shop
bakery
Veg. Shop
Butchers
butcher’s
35
supermarket
DIY store
greengrocer’s
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The Shopping List
Resource 13
Look at this shopping list. What shops would you need to visit to buy the items?
Need to buy...
bananas
...
go to
bread rolls
...
go to
cabbage
...
go to
tea bags
...
go to
sausages
...
go to
sugar
...
go to
Where could you buy all these items?
(Unscramble the word.)
You could buy all these items in a
T R A S P K U E R M E
greengrocer’s
butcher’s
grocer’s
bakery
Let’s Celebrate Thematic Unit The World On My Plate
What Supermarkets Are There In Your Local Area?
Resource 14
Record their names in the spaces below.
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Supermarket
My local
supermarkets
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Supermarket Survey
Resource 15
Where do you buy your groceries? Please complete this questionnaire by ticking one box for each
question.
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1. Where do you buy your groceries?
Tesco
Spar
Sainsbury’s
Supervalu
Marks and Spencer
ASDA
Mace
Internet
Another
2. Why do you go there?
good prices
nice staff
good quality
good selection
location
opening hours
Another
Let’s Celebrate Thematic Unit The World On My Plate
The World In A Supermarket Bag
Food
Resource 16
Where from?
bananas
orange juice
sugar
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coffee
chocolate
apples
pineapple
tea
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How Do Bananas Get To Us? (1 of 3)
Resource 17
9
Banana plants are planted in hot countries. After about 9 months, the bananas will have
grown into bunches and they are cut from the trees by workers. They are taken away to be
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sorted, washed, labelled and put into boxes by workers in a factory.
They are then weighed. They are then taken by aeroplane or ship to our country. When they
arrive here, they are taken to large warehouses in a lorry. When they are sorted, the
bananas are then taken on vans or lorries to the shops where we can buy them.
Let’s Celebrate Thematic Unit The World On My Plate
How Do Bananas Get To Us? (2 of 3)
Resource 17
Answer these questions:
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1. How many months does it take to grow bananas?
3
5
9
3
5
9
2.
How do the workers get the bananas from the trees?
Cut
41
Dig
Pull
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How Do Bananas Get To Us? (3 of 3)
Resource 17
Answer these questions:
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3. What do the workers put the bananas into at the factory?
Bags
Boxes
4.
How do the bananas get to Northern Ireland?
Car Bicycle
Trays
Boat / Aeroplane
Let’s Celebrate Thematic Unit The World On My Plate
Food Around The World
Resource 18
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Cut out the pictures and stick them onto a world map.
43
Chinese food
Indian food
French food
American food
Mexican food
Italian food
Let’s Celebrate Thematic Unit The World On My Plate
44
Ulster Eating (1 of 3)
Resource 19
Ulster
Eating!
Traditional food from
Northern Ireland
Menu created by
Let’s Celebrate Thematic Unit The World On My Plate
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Ulster Eating (2 of 3)
45
Resource 19
Breakfast
Dinner
Lunch
Snacks
Let’s Celebrate Thematic Unit The World On My Plate
46
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Ulster Eating (3 of 3)
Resource 19
croissants
fry
bagels
scrambled egg
fruit bread
roast lamb
apple pie
spaghetti
bolognese
cabbage
potato & leek
soup
peppers
boiled egg
champ
pizza
pork chop
cake
soda
stew
Let’s Celebrate Thematic Unit The World On My Plate
School Meals Around The World
Resource 20
France
Grapefruit Starter
Grilled Chicken and Green Beans
Cheese and Rice Pudding
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USA
Burger and Chips
Fizzy Drink
Norway
Open Sandwich
Milk
Yoghurt or Fruit
Ukraine
Borsch (Beetroot Soup)
Sausage or Meat Cutlet and Mash
Pancakes or Syrki
(Cream Cheese with Chocolate)
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Let’s Celebrate Thematic Unit The World On My Plate