1. Why we need food Sc2: 2b PSHE: 3a Photocopies of the activity sheet on the following page "Using the worksheet on the following page, ask the children to draw labelled diagrams of some of the internal organs of the human body. "Making reference to the diagrams, ask the children to write a short explanation of some basic functions; how does food help to make the human body move? what happens to the food we eat? how does the energy in food reach our muscles? why don't we drown when we drink a glass of water? "Fruit and vegetables provide vitamins, minerals, fibre and antioxidants. Fruit and vegetables are low in calories and fat. Use the diagrams to show how eating fruit and vegetables can help to keep your body healthy. TEACHER'S NOTES The importance of eating fruit and vegetables as part of a healthy diet was highlighted in the late 18th century. Each year, 1 in every 8 sailors in the Royal Navy died as a result of disease. One of the main diseases was scurvy which caused tiredness, swollen joints and loss of teeth and death. Sailors with scurvy found that their skin cut easily and that their wounds didn't heal properly. When it was discovered that eating fruit and vegetables could prevent or cure the disease, ships began to carry supplies of oranges, lemons and limes for the sailors. "The children could be asked to draw a picture a sailor suffering from scurvy. "Ask them to describe the symptoms of scurvy. "Ask the children to imagine that they have just started a job as ship's doctor on an 18th century sailing ship. They could write diary extracts explaining the problems caused by scurvy and the action taken to cure those suffering from it. 121
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2. Looking at different parts of a plant Sc2: 3a, 3b, 3c, 3d A selection of vegetables "Look at a selection of whole vegetables which still have their leaves and roots, such as carrots or potatoes dug up from a school vegetable plot. Discuss the functions of the stems, leaves and roots. "Cut through a stem of celery and place it in some water containing ink. The coloured water will be drawn up through the stem illustrating the role of the stem in transferring water to the rest of the plant. This experiment can also be done using carnations, causing the petals to take on the colour of the water. 3. Growing plants TEACHER'S NOTES Seeds and plants that are suitable for growing indoors or in window boxes include: cress tomatoes strawberries runner beans broad beans avocados radishes sunflowers They provide an ideal opportunity for children to observe germination and the development of seedlings. Sc2: 3a,3b, 3c, 3d 123
Science "Ask the children to identify a selection of different seeds. You might use seeds from the following fruits; apple cherry cucumber apricot avocado mango lemon tomato sunflower plum "Try growing some plants from seed (cress, mung beans, herbs, radishes, courgettes, pumpkins, broad beans, runner beans, peas, lettuces and carrots are all suitable). Ask the children to explain what they'll need and how they'll care for the plants. "The children can be asked to; identify different parts of the plant draw labelled diagrams record changes in height and appearance design and conduct experiments about the importance of light, soil, temperature and water harvest, prepare, cook, eat and evaluate their produce. "Some of the seedlings can and will need to be replanted outside when they are fully sprouted (e.g. sunflowers, beans, peas, pumpkins). "As part of the 5 project, children can also be encouraged to grow their own fresh produce at home. Grow your own bean sprouts An empty yoghurt/cottage cheese pot (with a lid). Dried mung beans "Soak a handful of beans in water overnight. "Put the beans in the yoghurt pot. "Pierce several holes in the lid. "Place the pot in a warm, dark cupboard. "Twice a day, fill the pot with water, replace the lid and then slowly pour out the water. "The beans will be ready to eat in 3 to 4 days. 124
Grow your own mustard and cress Mustard and cress seeds. A plastic bag. An empty pot. A paper towel. "Put the seeds onto a damp paper towel at the bottom of an empty pot. "Put the pot inside a plastic bag and seal. "Place the pot in a dark cupboard. "When the seedlings reach a height of 5cm, remove the pot from the cupboard and place it on a window sill. Grow an avocado tree An avocado stone. A plastic bag. A small plant pot or empty jam jar. Some compost. "Place the avocado stone in a pot of compost with the pointed end sticking out from the soil. "Water the compost and then seal the pot in a plastic bag. "Put the pot on a windowsill. "Remove the bag when the leaves begin to appear. "Investigate what happens to plants when seeds are planted too closely together. Ask the children to design a test to see how overcrowding effects the growth of some radishes. Ask the children to predict the likely results and to record and analyse their findings. Links Maths, Data handling 125
Science 4. When are different fruits and vegetables in season? Sc2: 3a, 3b, 3c, 3d "Ask the children to suggest when certain fruits and vegetables are in season when grown in the UK; When are they ready to harvest? Apples (September - October) Blackberries (August - September) Cherries (July - August) Pears (September - October) Raspberries (August - September) Strawberries (June - August) Broccoli (February - May) Cabbage (winter) (Nov - March) Carrots (May - October) Courgettes (July - September) Leeks (September - April) Lettuce (June - August) New potatoes (June - August) Peas (June - October) Tomatoes (August - October) "Ask them to suggest the names of any fruits and vegetables that are eaten more in winter than summer or tend to be eaten as part of a religious festival. "Give the children a variety of packets of vegetable seeds and ask them to select those that would be suitable for growing in a school garden so that they could be planted and harvested outside of school holidays. Links Action Pack, Ideas Bank 9 126
5. Classifying fruits and vegetables TEACHER'S NOTES WHAT IS A FRUIT? A fruit is the ripe ovary of a flower. There are four main groups of fruit; fruit with stones - e.g. plums, cherries, apricots, damsons, mangoes, peaches. soft or berry fruit - e.g. loganberrries, strawberries, blackberries, grapes, blackcurrants. hard fruit - e.g. apples, pears. citrus fruit - e.g. lemons, oranges, limes, mandarines, grapefruit, satsumas. There are lots of different types of fruit that fall into none of these types - e.g banana, kiwi fruit, pineapple, melon. WHAT IS A VEGETABLE? Vegetables are edible plants. Some grow above the ground and the following parts are eaten; seeds and fruits - e.g. peas, beans, cucumbers, peppers, tomatoes, okra, aubergines. flowers - e.g. cauliflower and broccoli. leaves - e.g. cabbage, brussels sprouts, kale, lettuce, spinach, mustard, cress, pak choi. shoots - e.g. bean sprouts, bamboo shoots. stems - e.g. celery, fennel, asparagus. Some grow below the ground and the following parts are eaten; roots - turnips, swede, parsnips, carrots, beetroot, radishes. bulbs - onions, leeks. tubers - potatoes, yams. Sc2: 4a - 4c Variation and classification A selection of fruits and vegetables (or pictures of them) "Give the children a selection of some of the fruits and vegetables mentioned above and ask them to classify them into the main categories. "Ask the children to design tables that can be used to classify the fruits and vegetables into the different categories. 127
Science 6. Why does food spoil? Sc2: 5f "Place a piece of fruit on a windowsill in the classroom and ask the children to keep a record of the rotting process. They could use a magnifying glass to observe the process in greater detail. "Compare rates of decay using several pieces of similar fruit. One could be placed in an air-tight container, another kept in a fridge, another in a freezer, dark cupboard or plastic bag. "Investigate different methods of preserving fruit - air-tight containers freezing covering in sugar covering in sugar water covering in water leaving in the open air cooking covering in salt Links Design and Technology, Activity 1: Keeping safe 128
7. How do food ingredients change with cooking? Sc 3 Materials and their properties 2a - 2f Changing materials "Explore reversible and non-reversible changes that occur during cooking activities. Here are some changes that occur when dealing with fruit and vegetables: making a green salad (reversible) mixing vinegar and oil for a salad dressing (reversible) dissolving salt in water when boiling vegetables (reversible) freezing lemon juice (reversible) grating a carrot (non-reversible) peeling an apple (non-reversible) blending fruit for smoothies (non-reversible) mashing swede (non-reversible) burning gas on the cooker (non-reversible) Links Design and Technology, Activity 2: Design and make Action Pack ideas bank 8 129