years 7&8 - | health

Years 7&8

Teacher Toolkit

Nutrition Education Unit linked to The Australian Curriculum: Health and Physical Education

MODULE 4 : Canteen Cuisine

© 2014 Nutrition Australia ACT Inc. Food&ME™ Years 7&8 Page | 2

© 2015 ACT Health and Nutrition Australia ACT Inc.

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howsoever such loss or damage is caused. Readers should take advice as appropriate from

an Accredited Practising Dietitian on all specific situations and conditions of concern to them.

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Food&ME™ Years 7&8

TABLE OF CONTENTS

FOREWORD 4

INTRODUCTION 5

MODULE 4: CANTEEN CUISINE 7

Overview 7

Teacher notes and slides 8

Learning activities 25

GLOSSARY 33

RECOMMENDED READING AND RESOURCES 39



Foreword

Food&ME™ is a series of nutrition education resources that align with The Australian Curriculum: Health and Physical Education and the Australian Dietary Guidelines (2013).

Making informed food choices is integral to

healthy growth and development. Studies have

shown that establishing healthy eating habits early

in life contributes to healthy eating into adulthood.

Nutrition education is an important preventive

health strategy. This Food&ME™ Nutrition

Education Unit will assist with teaching high school

students about nutrition for good health.

The resource has been developed by Accredited

Practising Dietitians from Nutrition Australia ACT

(NA ACT) in consultation with teachers from ACT

schools and ACT Health. Each unit has been

tested in the classroom setting to ensure the

content meets a range of teaching styles.

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.

ACKNOWLEDGEMENTS

Food&ME™ – Years 7&8 was written and

developed by the following Accredited Practising

Dietitians from NA ACT:

Kasey Bateup – Project Officer

Leanne Elliston – Program Manager

NA ACT would like to thank the ACT high school

teachers who reviewed the resources and

provided invaluable feedback, and the schools

that participated in the pilot of Food&ME™ –

Years 7&8.

○ Melrose High School

○ Calwell High School

The development of Food&ME™ is an

ACT Government initiative, supported with

funding from the ACT Health Promotion Grants

Program and the ACT Government.



Introduction

The Australian Curriculum: Health and Physical

Education at the Year 7&8 level focuses on a

student’s transition into high school which brings

greater autonomy in their food choices.

Food&ME™ – Years 7&8 aims to teach students

to take positive action to enhance their own and

others’ health. It will empower them to examine

the nature of their own relationships with food and

the factors that influence peoples’ beliefs,

attitudes, opportunities, decisions, behaviours

and actions in relation to food choices. Students

will be able to demonstrate a range of help

seeking strategies that support them to access

and evaluate nutrition information and services.

COMPONENTS OF FOOD&ME™

Food&ME™ – Years 7&8 consists of four

modules. Each module contains teacher notes

with an accompanying PowerPoint presentation

and learning activities.

Teacher notes

The teacher notes provide relevant information for

teachers to confidently teach the unit. The notes

include aims, objectives and curriculum links.

Background food and nutrition information is

provided to assist the delivery of the PowerPoint

presentation to students. A range of fast facts and

questions occur throughout the notes, which can

be used to prompt classroom discussion and

gauge student knowledge.

PowerPoint presentations

Each module has an accompanying PowerPoint

presentation which can be used by the teacher at

his/her discretion. To enhance the interactive

nature of the lessons, many of the PowerPoint

presentations include links to YouTube clips

and/or interactive slides. Access to an interactive

white board is recommended.

Student Toolkit

A student toolkit is provided for each module that

aligns with the teaching modules. The toolkit

includes learning intentions for each module and

activity sheets for easy access.

Learning Activities

The learning activities include activity sheets to

strengthen, consolidate and assess students’

knowledge. The activity sheets have been

designed to be completed in class at the teacher’s

discretion. Optional extension activities are

provided and can be used at the teacher’s

discretion depending on the students’ capability.

Glossary

A glossary of nutrition related terms/focus words

is provided as a quick reference tool for teachers.

All the focus words referred to in the glossary are

bolded throughout the teacher notes.

SUMMARY OF MODULES

Module 1: Food for Health

Students will investigate food decisions that

influence their health and wellbeing and make

plans for healthy food choices that align with the

Australian Guide to Healthy Eating.

Module 2: Food for Energy

Students will investigate the differing energy

requirements that occur at different life stages and

how the body uses energy from foods.

Students will reflect on their own food choices and

determine if these choices are supportive of their

individual energy requirements for activity, growth

and development.

Module 3: Label Logic

Students will discuss and interpret nutrition

messages found on food labels and learn how to

make informed decisions about their food

choices.

Module 4: Canteen Cuisine

Students will understand the importance of

healthy eating environments, specifically at

school. Students will design a health promotion

activity to support healthy food choices at the

canteen.



LINKS TO THE AUSTRALIAN CURRICULUM:

HEALTH AND PHYSICAL EDUCATION

Food&ME™ – Years 7&8 is closely linked to the

personal, social and community health content

strand of The Australian Curriculum: Health and

Physical Education. It specifically addresses the

following sub strands and elaborations within the

Year 7&8 band:

Being healthy, safe and active

Investigate and select strategies to promote

health, safety and wellbeing (ACPPS073)

○ researching a variety of snack and lunch

options, and evaluating the nutritional value,

value for money and sustainability impacts to

create a weekly menu plan.

Communicating and interacting for health and

wellbeing

Develop skills to evaluate health information and

express health concerns (ACPPS076)

○ analysing the credibility of health messages

conveyed by different sources.

○ practising ways to communicate concerns

about their health to a variety of support

people.

Contributing to healthy and active

communities

Plan and use health practices, behaviours and

resources to enhance the health, safety and

wellbeing of their communities (ACPPS077)

○ investigating preventative health practices

relevant to young people and designing a

health promotion campaign targeting these

practices.

○ investigating food serving recommendations

from the Australian Guide to Healthy Eating

and producing a guide for students to make

healthy choices when buying food from the

school canteen.

DELIVERING FOOD&ME™ IN THE

CLASSROOM – ADVICE FOR TEACHERS

Teaching nutrition should not be prescriptive and

is best taught in a format that students can enjoy

and relate to. The Food&ME™ units can be used

as a guide to teach nutrition in the classroom

introducing the key themes and topics that align

with evidence based nutrition. How teachers

choose to teach the key themes and topics

depends on their own teaching style and their

students’ learning ability.

NA ACT, as the authors of this material,

acknowledges that each teacher brings with

him/her their own style of teaching. Teachers also

are required to educate students of varied

learning abilities. As such, each module can be

modified to suit different teaching styles and

learning abilities.

Optional extension activities are suggested at the

end of each module. Modification of these and

other activities including how the information is

presented (provided the key themes and topics

are maintained) can be varied at the teacher’s

own discretion. This also applies to the student

toolkits.

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© 2015 ACT Health & Nutrition Australia ACT Inc.


MODULE 4: Canteen Cuisine

OVERVIEW

AIM

To familiarise students with the National Healthy

School Canteen Guidelines (NHSCG).

LEARNING INTENTIONS

By the end of this lesson students will be able to:

○ explain why the school canteen is an ideal

venue to support healthy eating messages

○ classify foods and drinks into GREEN, AMBER

or RED categories according to the NHSCG

traffic light system

○ demonstrate understanding of the synergies

between the Australian Dietary Guidelines

and the NHSCG

○ design a health promotion activity to support

healthy food choices at the canteen.

LINKS TO THE AUSTRALIAN CURRICULUM:

HEALTH AND PHYSICAL EDUCATION

Investigate and select strategies to promote

health, safety and wellbeing (ACPPS073)

○ researching a variety of snack and lunch

options, and evaluating the nutritional value,

value for money and sustainability impacts to

create a weekly menu plan

Plan and use health practices, behaviours and

resources to enhance the health, safety and

wellbeing of their communities (ACPPS077)

○ investigating food serving recommendations

from the Australian Guide to Healthy Eating

and producing a guide for students to make

healthy choices when buying food from the

school canteen

LEARNING ACTIVITIES

○ Canteen cuisine

○ Crusader Meat Pie and N.R.G. Snack Bar

EXTENSION ACTIVITY

○ GREEN your canteen

BACKGROUND INFORMATION

The school environment plays a significant role in

modelling healthy eating behaviours, from selling

foods and drinks at the canteen, to learning about

nutrition in the classroom, and influencing eating

habits at home.

In 2011 the Australian Government released the

NHSCG to assist school canteens, as well as

other parts of the school, to provide healthy food

and drink options. The NHSCG are used to

categorise foods and drinks into GREEN, AMBER

or RED categories, according to their nutritional

value.

TEACHER RESOURCE

National Healthy School Canteen Guidelines

poster and pocket guide, available to

download from:

http://www.health.gov.au/internet/main/publishing

.nsf/Content/nhsc-pocket-guide

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http://www.health.gov.au/internet/main/publishing.nsf/Content/nhsc-pocket-guide

http://www.health.gov.au/internet/main/publishing.nsf/Content/nhsc-pocket-guide

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TEACHER NOTES AND SLIDES

SLIDE 1: CANTEEN CUISINE

TEACHER NOTES:

PowerPoint title slide.

SLIDE 2: CANTEEN CUISINE

TEACHER NOTES:

Many high school canteens operate Monday

through Friday, at break times and for

lunch.

CLASS DISCUSSION:

Ask the class if they buy foods or drinks

from the canteen, how often, what they buy

and why.

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SLIDE 3: CANTEEN FOOD INTERVIEW

TEACHER NOTES:

In this YouTube clip, high school students

from Taroona High School are interviewed

about their thoughts on the food currently

offered at the canteen.

Canteen food interview:

Taroona High School

https://youtu.be/NnZd7OuiuOw

Duration: 5:30 minutes

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SLIDE 4–5: WHAT ARE AUSSIE KIDS EATING?

TEACHER NOTES:

○ According to the Australian Health

Survey 2011-12, the proportion of

energy consumed from discretionary

foods was highest among 14-18 year

olds with a whopping 41% of a total

daily energy intake coming from

discretionary food and drink choices*.

○ Excessive consumption of discretionary

food and drinks contributes to the

development of chronic diseases

including obesity, type 2 diabetes, heart

disease, stroke, some cancers. They

can also cause tooth decay,

constipation and general irritability.

○ Consuming foods and drinks from the

Five Food Groups leads to healthier

individuals by fostering better

concentration, adequate growth, positive

mental health and healthy digestion.

*Source: Australian Bureau of Statistics: Australian

Health Survey 2011–12

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SLIDE 6: HOW MUCH ARE AUSSIE KIDS EATING AT SCHOOL?

TEACHER NOTES:

○ According to the 2007 Australian

National Children’s Nutrition and

Physical Activity survey, during a typical

school day Australian students aged

5–16 years:

– Consume 32% of their total daily

kilojoule (kJ) intake

– Achieve 62% of their daily fruit

requirements

– Meet only 17% of their daily

vegetable requirements

– Fulfil 28% of their daily calcium

requirements

○ While students are consuming over half

of their fruit requirements at school, 83%

of vegetable requirements are left to be

eaten before or after school hours.

○ To help meet vegetable requirements,

it is important to encourage vegetable

consumption during school hours. This

includes making regular vegetable

options available on the canteen menu.

SLIDE 7: HEALTHY SCHOOL CANTEENS

TEACHER NOTES:

○ Schools are ideally placed to support

health and wellbeing messages through

classroom learning with the support of

staff, families and the wider school

community.

○ School canteens can support healthy

eating messages taught in the

classroom, by offering healthy food and

drink choices for students. Healthy food

can be delicious, nutritious, affordable

and convenient.

○ Key stakeholders in the provision of

healthy food at the canteen are the

government, teachers, parents and

carers and the students.

CLASS DISCUSSION:

What do you think makes a school

canteen healthy?

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SLIDE 8: HEALTHY CANTEEN GUIDELINES

TEACHER NOTES:

○ In 2011 the National Healthy School

Canteen Guidelines (NHSCG) were

released to help school canteens

provide healthy food and drink choices

at school.

○ The NHSCG classify foods and drinks

into GREEN, AMBER or RED

categories, according to their

nutritional value.

SLIDE 9: GOING GREEN

TEACHER NOTES:

○ GREEN food and drinks should always

be on the canteen menu. These foods

and drinks are minimally processed,

are from the Five Food Groups, provide

essential nutrients for growing bodies

and are generally low in saturated fat,

added sugar and salt.

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SLIDE 10: GREEN FOODS AND DRINKS

TEACHER NOTES:

○ Foods from the Five Food Groups are

GREEN choices:

– Grain foods

– Vegetables

– Fruit

– Reduced fat milk, yoghurt, cheese

– Lean meat & alternatives

○ Water is a GREEN drink

SLIDE 11: GREEN CAN LOOK LIKE…

TEACHER NOTES:

Examples of GREEN menu items include:

○ Egg and lettuce sandwich

○ Spaghetti bolognaise made with lean

beef mince, vegetables and reduced fat

cheese

○ Baked potato with baked beans and

reduced fat cheese

○ Vegetable sticks with hummus

○ Air-popped popcorn

○ Fresh fruit

○ Plain pikelets

○ Sushi

○ Reduced fat yoghurt and cheese

○ Water

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SLIDE 12: SOME AMBER CHOICES

TEACHER NOTES:

○ AMBER foods and drinks are suitable

for sale on the canteen menu, however

they should be selected carefully and

not dominate the menu.

○ AMBER foods and drinks contain some

valuable nutrients, but are often more

processed and higher in saturated fat,

added sugar and/or salt than their

GREEN counterparts.

○ If eaten in large quantities, or often,

AMBER foods and drinks can contribute

to excess kilojoule intake and

subsequent weight gain.

SLIDE 13: AMBER FOODS AND DRINKS

TEACHER NOTES:

Examples of AMBER menu items include:

○ Full cream milk, yoghurt and cheese

○ 99% fruit or vegetable juice (250mL

or less)

○ Dried fruit

○ 100% fruit leathers

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SLIDE 14: AMBER FOODS

TEACHER NOTES:

○ Some AMBER foods are required to be

assessed against nutrient criteria. If they

do not meet one or more criteria they

become RED. These foods include:

– Fruit or vegetable muffins

– Muesli bars

– Rice crackers

– Oven baked potato wedges

– Milk based ice-creams

– Ham

○ Nutrient criteria tables are not used to

assess drinks.

○ The nutrient criteria tables will be

addressed later in the lesson. The

criteria tables can also be found in the

NHSCG Pocket Guide.

SLIDE 15: WHY IS IT AMBER? (E.G. HAM)

TEACHER NOTES:

○ Ham is made from pork which comes

from the lean meat and alternative food

group. However it is processed using

lots of salt, making ham less nutritious

than unprocessed roast pork.

○ AMBER ham needs to meet the specific

criteria for kilojoules, saturated fat and

sodium.

Did you know?

Many hams and other deli meats have

salt in excess of the AMBER

requirements in the nutrient criteria

table, placing them in the RED category.

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SLIDE 16: WHY IS IT AMBER? (E.G. FRUIT JUICE)

TEACHER NOTES:

○ When the juice is squeezed from fruit,

much of the fibre is removed, which

makes juice a less healthy option

compared to a piece of a fruit.

○ For fruit juice to be AMBER it must be

at least 99% juice (no added sugar),

otherwise it becomes RED.

○ Fruit juice is easy to over consume,

therefore AMBER juices must be

250mL or less, which is equivalent to

2 serves of fruit.

SLIDE 17: WHY IS IT AMBER? (E.G. MUSELI BAR)

TEACHER NOTES:

○ Many muesli bars are made from oats,

which come from the grain food group

and dried fruit which come from the

fruit food group. However, sugar syrup

is used to bind the ingredients and fat is

also often added which makes the food

less nutritious.

○ AMBER muesli bars need to meet

specific criteria for kilojoules,

saturated fat and fibre.

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SLIDE 18: RED ARE NOT RECOMMENDED

TEACHER NOTES:

○ RED foods and drinks are poor sources

of essential nutrients. They are often

very processed and high in kilojoules,

saturated fat, added sugar and/or salt.

○ Excessive consumption of these

nutrients has been linked to developing

chronic diseases such as type 2

diabetes, heart disease and some

cancers.

SLIDE 19: RED FOODS AND DRINKS

TEACHER NOTES:

Examples of RED menu items include:

○ Sugar sweetened drinks such as:

– Soft drinks, iced tea, cordial, sport

drinks, flavoured mineral water,

energy drinks

○ Less than 99% fruit or vegetable juice

and/or greater than 250mL serve size

○ Iced cakes, slices, doughnuts, croissants

○ Confectionary (lollies)

○ Deep-fried foods and unhealthy fats:

butter, cream, coconut cream,

sour cream

○ Processed meats such as salami

and bacon

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SLIDE 20: WHY IS IT RED?

TEACHER NOTES:

Did you know?

○ One can of soft drink contains

approximately 10 teaspoons of sugar!

○ Soft drink does not provide any

vitamins or minerals.

SLIDE 21: WHY IS IT RED?

TEACHER NOTES:

Did you know?

○ One double choc chip muffin contains

approximately 7½ teaspoons of sugar

and 5 ½ teaspoons of fat!

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SLIDE 22: GREEN, AMBER OR RED?

CLASS ACTIVITY:

Ask students to complete the table from

activity sheet: “Canteen cuisine” by

classifying the foods and drinks from this

PPT into their respective GREEN, AMBER

or RED classification on the table.

Discuss the answers as a class using the

following slides.


TEACHER NOTES:

The following items are GREEN:

○ Reduced fat milk

○ Water

○ Raisin toast

○ Plain, air popped popcorn

○ Egg and lettuce sandwich

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TEACHER NOTES:

The following items are AMBER:

○ Orange juice (99%) (200mL)

○ Tub of full fat yoghurt

○ Ham and pineapple pizza

(canteen made)


TEACHER NOTES:

The following items are RED:

○ Cola soft drink

○ Orange juice (99%) (600mL)

○ Iced cupcake ○ Nachos with corn chips and sour cream

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TEACHER NOTES:

○ There are several items that could fit into

either the AMBER or RED category.

○ These foods need to be assessed using

the nutrient criteria tables.

– Muesli bar

– Hot dog

– Meat pie

SLIDE 27: IS IT AMBER OR RED?

TEACHER NOTES:

○ The nutrient criteria tables in the

NHSCG are used to determine if an item

is AMBER or RED. If the item does not

meet one or more criteria, it is

automatically classified as RED.

○ The nutrient criteria tables assess the

following nutrients:

– Energy (kJ)

– Saturated fat (g)

– Sodium (salt) (mg)

– Fibre (g) (where relevant)

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SLIDE 28: CATEGORISING FOODS & DRINKS

TEACHER NOTES:

○ Meat pies are highly processed so do

not fit the GREEN category. However,

there is not enough information to

determine if the meat pie fits into the

AMBER or RED category. We need to

check the nutrient criteria tables.

CLASS ACTIVITY:

o Ask students to complete activity sheet “Crusader Meat Pie”.

o Use the following slides to discuss the answers

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SLIDE 29–30: IS IT AMBER OR RED?

TEACHER NOTES:

○ Using Table 1: Hot food items and

processed meats assessed per 100g

(pg. 8 of the Pocket Guide), ask the

class to identify which row they would

use to categorise the meat pie.

○ The meat pie is a savoury pastry and fits

into the first row of the table.

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TEACHER NOTES:

○ Question: Which column do we use

when categorising hot food items,

per serve or per 100g?

Answer: per 100g

○ Question: Which nutrients do we

assess against when categorising

hot food items?

Answer: kilojoules, saturated fat

and sodium.


TEACHER NOTES:

The Crusader Meat Pie is AMBER.

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LEARNING ACTIVITIES

The following activities provide opportunities for students to reflect on the module and consolidate their

learning. These activities can also be used as a form of assessment.

ACTIVITY 1: CANTEEN CUISINE

In “Canteen cuisine” students will

categorise a variety of drink, snack and

meal options into GREEN, AMBER or RED

categories as per the NHSCG.

This activity can be completed in class in

association with slides 22 to 28.

ACTIVITY 2: CRUSADER MEAT PIE AND

N.R.G. SNACK BAR

Students will consolidate their

understanding of the NHSCG through

categorising food items into either AMBER

or RED categories by assessing the

products against nutrient criteria tables.

EXTENSION ACTIVITY: GREEN YOUR

CANTEEN

Students will encourage the purchase of

GREEN items at the canteen by developing

a marketing campaign. Suggestions include

developing a poster, composing a jingle/rap,

writing a canteen newsletter article, running

a competition or creating a YouTube clip.

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STUDENT

WORKSHEET

Name: Date:

CANTEEN CUISINE

Categorise the following foods and drinks into either GREEN, AMBER or RED categories. Place a tick

in the category you think it belongs to:

Food or drink item GREEN AMBER RED Need to check nutrient criteria

tables

Drinks

Reduced fat milk

Cola soft drink

Water

Orange juice (99%) (200mL)


Snacks

Raisin toast

Muesli bar

Iced cupcake

Plain, air-popped popcorn

Full fat yoghurt

Meals

Hot dog

Ham and pineapple pizza (canteen made)

Egg and lettuce sandwich

Nachos with corn chips and sour cream

Meat pie

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Student

Worksheet

Name: Date:

CRUSADER MEAT PIE

Meat pies contain pastry which is high in saturated fat and kilojoules. The meat filling is likely to have

added salt (sodium).

Using the information in the above table and the

Crusader Meat Pie nutrition information panel,

answer the following questions:

1. Which category (row) in the above table would

the meat pie fit into?

2. What is the energy (kJ) per 100g of the Crusader

Meat Pie?

3. How much saturated fat (g) per 100g does it

contain?

4. How much sodium (mg) per 100g does the meat

pie contain?

5. Is the Crusader Meat Pie AMBER or RED?

Explain your answer.

Table from: Department of Health & Ageing (2010) National Healthy School Canteens – Guidelines for healthy foods and drinks

sold in schools. Canberra: Department of Health & Ageing. Table 1, p. 10

Serves per package: 1 Serving size: 200g

Per serve Per 100g

Energy 1750kJ 875kJ

Protein 18.4g 9.2g

Fat 14.0g 7.0g

– saturated fat 7.5g 3.7g

Carbohydrate 50.0g 25.0g

– sugars 0.6g 0.3g

Sodium 560mg 280mg

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STUDENT

WORKSHEET

Name: Date:

N.R.G. SNACK BAR

Many muesli bars contain added sugar, salt and fat and are low in fibre, making them RED.


N.R.G. Snack Bar nutrition information panel,



the snack bar fit into?

2. What is the energy (kJ) per serve of the N.R.G.

Snack Bar?

3. How much saturated fat (g) per serve does it

contain?

4. How much fibre (g) per serve does the snack

bar contain?

5. Is the N.R.G. Snack Bar AMBER or RED?





Per serve Per 100g

Energy 560kJ 1600kJ

Protein 3.0g 8.5g

Fat 4.0g 11.4g



– sugars 16.3 46.3g

Sodium 63mg 180mg

Fibre 0.5g 1.4g

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STUDENT

WORKSHEET

Name: Date:

GREEN YOUR CANTEEN

How can you encourage other students within the school to choose GREEN items from the canteen?

Choose or create a GREEN item and design your own marketing campaign that will help to sell

your product.

Suggestions include a poster, jingle/rap, canteen newsletter article, competitions or a YouTube clip.

Step 1: Name your product

__________________________________________________________________________________

Step 2: Highlight what is good about this product e.g. nutrition, flavour, price, colour etc.

__________________________________________________________________________________

__________________________________________________________________________________

Step 3: Choose your medium (e.g. poster, jingle, YouTube etc.)

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Step 4: Using the positive aspects of your product and your chosen medium, you are now ready to

create your marketing campaign. Use the space below to draft your ideas.

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TEACHER

RESOURCE

CANTEEN CUISINE – ANSWERS

Categorise the following foods and drinks into either GREEN, AMBER or RED categories. Place a tick

in the category you think it belongs to:

Food or drink item GREEN AMBER RED Need to check nutrient criteria

tables

Drinks

Reduced fat milk

Cola soft drink

Water



Snacks

Raisin toast

Muesli bar

Iced cupcake

Plain, air popped popcorn

Full fat yoghurt

Meals

Hot dog

Ham and pineapple pizza (canteen made)

Egg and lettuce sandwich

Nachos with corn chips and sour cream

Meat pie

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TEACHER

RESOURCE

CRUSADER MEAT PIE – ANSWERS

Meat pies contain pastry which is high in saturated fat and kilojoules. The meat filling is likely to have

added salt (sodium).

Using the information in the above table and the Crusader Meat Pie nutrition information panel,



the meat pie fit into?

The first row – savoury pastries, filled breads etc.

2. What is the energy (kJ) per 100g of the

Crusader Meat Pie?

875kJ

3. How much saturated fat (g) per 100g does

it contain?

3.7g

4. How much sodium (mg) per 100g does the

meat pie contain?

280mg

5. Is the Crusader Meat Pie AMBER or RED?


The Crusader Meat Pie is AMBER because it is

less than the nutrient criteria for kilojoules,

saturated fat and sodium per 100g.




Per serve Per 100g

Energy 1750kJ 875kJ

Protein 18.4g 9.2g

Fat 14.0g 7.0g



– sugars 0.6g 0.3g

Sodium 560mg 280mg

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TEACHER

RESOURCE

N.R.G. SNACK BAR – ANSWERS

Many muesli bars contain added sugar, salt and fat and are low in fibre, making them RED.


N.R.G. Snack Bar nutrition information panel,



the snack bar fit into?

The first row – sweet snack food, bars

and biscuits.

2. What is the energy (kJ) per serve of the N.R.G.

Snack Bar?

560kJ

3. How much saturated fat (g) per serve does it

contain?

2.6g

4. How much fibre (g) per serve does the snack

bar contain?

0.5g

5. Is the N.R.G. Snack Bar AMBER or RED?


The N.R.G. Snack Bar is RED because it does

not contain enough fibre (must be 1.0g or more

per serve).




Per serve Per 100g

Energy 560kJ 1600kJ

Protein 3.0g 8.5g

Fat 4.0g 11.4g



– sugars 16.3 46.3g

Sodium 63mg 180mg

Fibre 0.5g 1.4g

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Glossary

AUSTRALIAN DIETARY GUIDELINES (2013)

The Australian Dietary Guidelines use the best

available scientific evidence to provide

information on the types and amounts of foods,

food groups and dietary patterns for good health.

For further information visit:

www.eatforhealth.gov.au

AUSTRALIAN GUIDE TO HEALTHY EATING

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

the Five Food Groups to show the relative

amounts we should be consuming from each

group.


www.eatforhealth.gov.au/guidelines/australian-

guide-healthy-eating

ANAEMIA

Anaemia occurs when there are too few red

blood cells or not enough haemoglobin in the

blood. Haemoglobin is an iron-containing

compound found in the red blood cells, which

transports oxygen around the body. The most

common type of anaemia occurs when there isn't

enough iron in the body.

CALCIUM

Calcium is an essential mineral needed for

building strong bones and teeth. Small amounts

of calcium are also needed in the blood to help

nerves and muscles function properly. Good

sources of calcium include dairy foods and

calcium fortified products such as soy drink and

breakfast cereals.

CARBOHYDRATE

Carbohydrate is our body’s preferred source of

energy. Carbohydrates are stored in the form of

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.

CHRONIC DISEASE

The World Health Organization describes chronic

diseases as non-communicable diseases

(NCDs), which are not passed from person to

person. They are long lasting diseases that

begin very slowly. Chronic diseases include

cardiovascular diseases (like heart attacks

and stroke), cancers, and diabetes.

DIET

Diet refers to the pattern of foods eaten. This can

include the normal or habitual intake of food of

an individual or a population.

DIGESTION

When we eat food our body breaks it down into

tiny pieces so we can absorb the nutrients.

The process of breaking food down is called

digestion.

DIGESTIVE SYSTEM

The body’s digestive system breaks down food

and releases nutrients for use by the body. It is

responsible for the ingestion, digestion and

absorption of food.

http://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

http://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

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“DISCRETIONARY” FOODS AND DRINKS

Refer to “sometimes” foods and drinks.

ENERGY

Energy is released when a food is burned for fuel

within the body. Energy is measured in kilojoules

in Australia; however calories (or kilocalories) are

another well-known measure of energy. One

kilocalorie is equivalent to approximately

4.2 kilojoules.

“EVERY DAY” FOODS

“Every day” foods are foods from the Five Food

Groups that provide lots of important nutrients

which are required on a daily basis. These

nutrients help our body to work efficiently and to

make it strong and healthy.

FAT

Fat is an important part of a healthy diet. Small

amounts of fats are needed for the absorption of

fat-soluble vitamins (A, D, E and K). We also

need some essential fatty acids (linoleic acid and

alpha-linolenic acid) for growth and development.

Eating large amounts of fat can contribute to

excessive weight gain. Fat is classified as either

saturated or unsaturated.

Saturated fats are often referred to as

‘unhealthy fats’ and are associated with high

blood cholesterol levels which can increase the

risk of heart disease. Saturated fats occur in fatty

meats and some full fat dairy products. They also

occur in palm and coconut oils which are

commonly used in biscuits, cakes, pastries and

many fast foods.

Unsaturated fats are the healthy fats, which are

needed in small amounts every day.

These fats include healthy oils such as olive,

sunflower and canola oils.

FIBRE

Dietary fibre is found in grain foods, fruits,

vegetables, legumes and nuts. Fibre is resistant

to digestion and absorption in the small intestine

and is then subject to fermentation in the large

intestine. Fibre plays an important role in

maintaining healthy gut bacteria and regular

bowel movements. The main role of fibre is to

keep the digestive system healthy.

FIVE FOOD GROUPS

The Five Food Groups make up the Australian

Guide to Healthy Eating. Foods are grouped

together because they provide similar amounts

of key nutrients. Each of the Five Food Groups

are summarised below:

Grain (cereal) foods

Grain foods are mostly made from wheat, oats,

rice, rye, barley, millet and corn and include

breads, cereals, pasta and noodles. These foods

are high in carbohydrates and wholegrain

varieties are high in fibre.

Vegetables and legumes

Vegetables come from many different parts of

the plant, including the leaves, roots, tubers,

flowers, stems, seeds and shoots. Legumes are

the seeds of the plant and are eaten in their

immature form as green peas and beans, and

the mature form as dried peas, beans, lentils and

chickpeas.

Some vegetables such as tomato and capsicum

are botanically defined as fruits; however their

low sugar (fructose) content allows them to fit

into the vegetable food group.

Fruit

Fruit can grow on a tree, bush, vine or low to the

ground. Fruits contain natural sugars and are

sweet when ripe. They also contain fibre,

vitamins and minerals that help our body to be

healthy.

Lean meat and poultry, fish, eggs, tofu, nuts and

seeds and legumes/beans group (meat and

alternatives)

These foods are high in protein and iron. People

who choose not to eat meat need to ensure they

eat suitable meat alternatives from this group.

Milk, cheese, yoghurt and alternatives (dairy and

alternatives)

Milk, cheese and yoghurt provide calcium in a

readily absorbable and convenient form. They

are good sources of protein and many vitamins

and minerals. Dairy alternatives include calcium

fortified soy based milks, yoghurt and cheese.

FLUORIDE

Fluoride is a mineral that helps to prevent tooth

decay. It is added to public water supplies to

reduce the rate of tooth decay.



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FRUCTOSE

Fructose is a naturally occurring sugar found in

fruit and honey. Fructose is also found in table

sugar. Table sugar (sucrose) comprises both

fructose and glucose bound together.

FOOD LABELS

Food Standards Australia and New Zealand

(FSANZ) are the national governing body that

sets the standards for what information must be

on Food labels. Food labels on packaged food

provides information for the consumer about the

nutritional content (ingredients list),

manufacturer, country of origin, storage

requirements, presence of allergens and date

marks. The Nutrition Information Panel on a food

label shows the nutritional quality of the product

by displaying the macronutrient contents as well

as some micronutrient profiles.


http://www.foodstandards.gov.au/consumer/label

ling/Pages/default.aspx

FOOD AND NUTRITION CLAIMS

Voluntary claims about the content of certain

nutrients or substances in a food, such as ‘low in

fat’ or ‘made from natural ingredients’.

HEALTH

The World Health Organization defines health as

“a state of complete physical, mental and social

well-being and not merely the absence of

disease or infirmity.”

HEALTH MESSAGE

A message or advertisement which relates to the

health and wellbeing of individuals and

communities. Media can include television or

magazine advertisements, product labels and

media articles.

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

By drinking the amount of water our body needs

each day we stay hydrated. This means our body

can function at its best. If we do not drink enough

water we become thirsty and our body can

become dehydrated. Children aged 12–13yrs

are recommended to consume 6–8 cups of water

per day.

IMMUNE SYSTEM

The immune system is a bodily system that

fights infection from bacteria, viruses and other

microbes.

IRON

Iron is an important dietary mineral that is

involved in various bodily functions, including the

transport of oxygen in the blood. Good sources

of iron include red meat, offal and iron-fortified

breakfast cereals.

KILOJOULE

A kilojoule is a unit of energy. A measure of

kilojoules refers to the energy value of food.

Kilojoules also refer to the amount of energy our

bodies burn. Calorie (or kilocalorie) is another

well-known measure of energy. One kilocalorie is

equivalent to approximately 4.2 kilojoules.

LEGUMES

Legumes are included in two of the Five Food

Groups. Legumes are considered a vegetable,

but because of their high protein value they are

also a valuable meat alternative.

MACRONUTRIENTS

Our bodies get energy from three

macronutrients: carbohydrate, protein and fat.

The energy from these nutrients is measured in

kilojoules, which is used to fuel our body.

MICRONUTRIENTS

Vitamins and minerals are essential

micronutrients and keep our bodies functioning

well. Vitamins are chemicals found in many

foods and are needed to build a healthy, strong

body. Minerals in food are made of small

amounts of salts and natural metals. Vitamins

can be water soluble (e.g. vitamin C and B) or fat

soluble (vitamins A, D, E and K). Examples of

minerals include iron, calcium, zinc, magnesium.

http://www.foodstandards.gov.au/consumer/labelling/Pages/default.aspx

http://www.foodstandards.gov.au/consumer/labelling/Pages/default.aspx

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MINERALS

Minerals in food are made of small amounts of

salts and natural metals. They are required for

good health and are particularly important in

bones, teeth and in the blood and connective

tissues. Some of our essential minerals include

calcium, iodine, iron, magnesium, phosphorous,

potassium and zinc.

NUTRIENTS

Nutrients are the building blocks that join

together to make food and are essential for

life and health. Nutrients include protein,

carbohydrate, fat, vitamins, minerals, fibre

and water.

NUTRITION INFORMATION PANEL (NIP)

The nutrition information panel (NIP) indicates

the amount of nutrients found in packaged food.

The NIP lists energy (kilojoules), protein, fat

(total and how much of that is saturated fat),

carbohydrate (total and how much of that is

sugar) and sodium (salt). The nutrient content is

indicated in both per serving and per 100g.

PROCESSED FOOD

When foods are processed some of the parts of

the original food are destroyed or lost. The more

processing that a food is subject to, the less

nutritious it becomes.

PROTEIN

Protein makes up about half of the human body's

dry weight. Many of the foods we eat contain

protein, particularly meat (chicken, beef, lamb

and fish) and legumes. Protein is used for growth

and repair and is the foundation of muscle, skin,

hair, nails, blood compounds and enzymes.

PUBLIC HEALTH

The World Health Organization defines public

health as “all organized measures (whether

public or private) to prevent disease, promote

health, and prolong life among the population as

a whole. Its activities aim to provide conditions in

which people can be healthy and focus on entire

populations, not on individual patients or

diseases”.

SALT (SODIUM)

Salt added to food is made up of the minerals

sodium and chlorine. While small amounts of salt

are needed by the body, too much can be

harmful and cause high blood pressure. Excess

consumption of sodium can also increase the

excretion of calcium, which is a problem for

developing bone density in young people.

Processed foods are high in salt. Too much salt

can also be added in recipes and at the table.

SUGAR

Sugar is the common name for sucrose which is

made from sugar cane and sugar beet. It

comprises of one molecule of glucose joined to

one molecule of fructose and only provides the

body with kilojoules. Excessive sugar intake also

contributes to tooth decay, weight gain and

increased risk of obesity.

‘SOMETIMES’ FOODS AND DRINKS

‘Sometimes’ foods and drinks, do not provide

essential nutrients and are not required as part of

a healthy diet. These foods and drinks are often

higher in energy, saturated fat, added sugars

and/or salt. These foods and drinks can be

enjoyed occasionally in small amounts

TRAFFIC LIGHT SYSTEM

The Traffic Light system uses colour-coding of

foods to distinguish between foods we should eat

every day, occasionally and in limited amounts.

○ GREEN foods are healthy foods and the best

choices to choose every day.

○ AMBER foods are the foods which we need

to be careful not to eat too much of.

○ RED foods are not nutritious foods and

should not be available at school.


www.health.gov.au/internet/main/publishing.nsf/

Content/phd-nutrition-canteens

http://www.health.gov.au/internet/main/publishing.nsf/Content/phd-nutrition-canteens

http://www.health.gov.au/internet/main/publishing.nsf/Content/phd-nutrition-canteens



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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:

○ Ovo vegetarian – eat eggs but not dairy

products.

○ Lacto vegetarian – eat dairy products but not

eggs.

○ Lacto-ovo vegetarian – eat eggs and dairy

products

○ Vegan – excludes all animal flesh and animal

products, such as dairy, honey and eggs

VITAMINS

Vitamins are substances found in many

foods and are needed to keep the body

functioning well. Vitamins can be water soluble

(e.g. B vitamins and vitamin C) or fat soluble

(vitamins A, D, E and K).

WATER

The human body is made up of over 50% water.

We need water for all of our bodily processes

therefore it is very important to drink plenty of

water each day. Water keeps us hydrated and is

used in many reactions in our body. Adolescents

need to drink approximately 6–8 cups of water

per day to ensure they are well hydrated, and

more during and after exercise.

ZINC

Zinc is an essential mineral needed for a healthy

immune system. It is also important in wound

healing and in growth and reproduction of cells.

Good sources of zinc include shellfish, meat

(particularly red meat) and dried beans.

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Recommended reading and resources

Saxelby C. 2012 The Complete Food and Nutrition Companion.

The Ultimate A–Z Guide. Hardie Grant Books, Richmond Victoria.

National Health and Medical Research Council. 2013

Australian Dietary Guidelines Summary. Canberra.

William, T. 2010 This =That A life-size photo guide to kid’s food serves.

1st ed. Trudy Williams Nutrition and Dietetics Pty Ltd. Queensland.

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WEBSITES

BETTER HEALTH CHANNEL

www.betterhealth.vic.gov.au

EAT FOR HEALTH

www.eatforhealth.gov.au

FRESH TASTES: HEALTHY FOOD AT SCHOOL

www.health.act.gov.au/freshtastes

NUTRITION AUSTRALIA

www.nutritionaustralia.org

STEPHANIE ALEXANDER KITCHEN GARDEN FOUNDATION

www.kitchengardenfoundation.org.au

FOOD STANDARDS AUSTRALIA NEW ZEALAND

www.foodstandards.gov.au

DEPARTMENT OF HEALTH

www.health.gov.au

8700.COM.AU

www.8700.com.au

http://www.betterhealth.vic.gov.au/

http://www.foodstandards.gov.au/

http://www.health.gov.au/

http://www.8700.com.au/

years 7&8 - | health

Documents