Lesson Title: Special Diets

Lesson plan

Key Stage 3 Year 9

Lesson number: 5 Date:

Time: 1 hour

Lesson title: Special diets

This lesson introduces the pupils to consider a range of special dietary needs and how consumer information plays an important role in food choice for this group. They will be required to modify a dish to make it suitable for a specific dietary need.

Learning

Learning objective / Learning outcomes
To identify the dietary needs for the population who have special dietary requirements (including food allergens, food intolerance, and religious/cultural needs). / All pupils will … / identify some the dietary needs for the population who have special dietary requirements.
Most pupils should … / identify and explain the dietary needs for the population who have special dietary requirements.
Some pupils could … / explain the wide variety of dietary needs for the population who have special dietary requirements.
To investigate product information that is available to the consumer. / All pupils will … / investigate product information that is available to the consumer.
Most pupils should … / investigate and explain product information that is available to the consumer.
Some pupils could … / investigate product information that is available to the consumer, summarise findings and prepare an overview.
To plan a menu for a person with a specific dietary need. / All pupils will … / plan a menu for a person with a specific dietary need.
Most pupils should … / plan a menu for a person with a specific dietary need stating the reasons for choice.
Some pupils could … / independently plan a menu for a person with a specific dietary need stating reasons for choice.

Teaching and learning activities

Time / Activity / Resources and equipment
5 / Introduction
Registration.
Explain to the pupils that they will be investigating why some people need special consideration when planning their diet. Go through the aims and objectives for the lesson.
Starter
Ask the pupils to list down groups of the population that might require special consideration when planning and cooking food.
10 / Main activity 1
Take feedback from the class and categorise the groups they have identified (from the starter activity). This might include:
§ personal choice / ethics – environmental, animal welfare, global dimensions, GM foods;
§ medical – including intolerance and allergy e.g. nuts allergy, coeliac disease, lactose intolerance;
§ religion – review the different dietary rules for some religions.
Discuss with the pupils the different aspects. Allocate or ask the pupil groups/pairs to select a group (e.g. vegan, lactose intolerance, meal for a person following the Jewish faith, coeliac) and to complete the challenge:
§ What are the special needs of this person?
§ What food and drink must/should be avoided?
§ How can they ensure they are eating a balanced and healthy diet?
N.B. you may wish to select a category which is particularly appropriate to your school/community.
Report back to the class. / Fact sheet
Religion and food choice.
Special dietary needs
25
40 / Main activity 2 – what information is available to the consumer to help?
Show the pupils a range of symbols and packaging information that provide information for consumers to help them make choices about the ingredients and food they buy.
You may wish to include:
§ Vegetarian/vegan;
§ Gluten free (crossed grain symbol) ;
§ Ingredients labels;
§ Traffic light labelling;
§ Allergen labelling (new regulations from December 2014).
(Note: Currently, the rules for pre-packed foods establish a list of 14 food allergens, which have to be indicated by reference to the source allergen whenever they, or ingredients made from them, are used at any level in pre-packed foods, including alcoholic drinks. The list consists of cereals containing gluten, crustaceans, molluscs, eggs, fish, peanuts, nuts, soybeans, milk, celery, mustard, sesame, lupin and sulphur dioxide at levels above 10mg/kg, or 10 mg/litre, expressed as SO2.)
Looking at labelling:
§ Labelling is controlled by EU law – changes in Dec 2014
§ Legal requirements on labels – what are they?
§ Voluntary information on labels – what is often displayed?
§ Environmental information – what do they tell you about recycling?
Nutrition and health claims:
§ What are they? – legal definition
§ How are they controlled?
§ Why are they important?
Marketing claims – e.g. farm fresh, traditional, country fresh. What do they mean?
Give each group a sample product/recipe. Challenge them to produce the information that would be on the label of the product if sold.
They should include
§ Legal requirements;
§ Voluntary requirements;
§ Special information e.g. gluten free.
Main activity 3
Explain to the pupils they will be making a dish suitable for a specific dietary need. (Select one or more to suit the class). They will be required to modify a recipe to meet the needs, e.g. change the thickening agent, vegetarian, suitable for a particular faith.
They will adapt a standard recipe for Cottage pie to meet these needs demonstration a range of skills including vegetable preparation, making a meat or alternative sauce and a creative topping.
Review the recipes with the pupils and discuss modifications that may need to be made. / Example labels/packaging
Further information on labelling
Sample food labels.
examples e.g. low in fat, high in fibre, helps to lower cholesterol.
Teacher information on nutrition claims and health claims
Sample recipes
Recipe
55 / Plenary
Challenge each pupil to write one true/false question about what they have learned today. Allow each pupil to ask the class their question.

Literacy and numeracy

Literacy / Numeracy
Starter:
Require pupils to: / § Use Standard English confidently in their own writing and speech.
Main activities:
Requires pupils to: / § Summarise and organise material, and supporting ideas and arguments with any necessary factual detail.
§ Use Standard English confidently in a range of formal and informal contexts, including classroom discussion.
§ Give short speeches and presentations, expressing their own ideas and keeping to the point. / § Understand and use place value for decimals, measures and integers of any size (food labels).
Plenary:
Requires pupils to: / § Use Standard English confidently in their own writing and speech.

Homework

Design a label for a food product of your choice. Clearly show 10 important pieces of information.