Download - IYP2016 Education Pack
Celebrating the contributions pulses make to health, nutrition and sustainability.
KS2 EDUCATION PACK
INTERNATIONAL YEAR OF PULSES 2016
ContentsIntroduction About this resource pack Page 3
Lesson 1 Introduction to pulses Page 4
Lesson 2 Health and nutrition Page 20
Lesson 3 Cooking with pulses Page 29
Lesson 4 Growing pulses Page 38
Lesson 5 Pulses around the world Page 46
Lesson 6 Food security Page 59
Appendix 1 Fast, fun facts Page 68
INTERNATIONAL YEAR OF PULSES 2016
TEACHER RESOURCE PACK
International Year of Pulses 2016
What Are Pulses and Why Are They Important? Pulses (also known as grain legumes) are the group of crops that includes dry beans, dry peas, chickpeas, and lentils. They are high in protein, fibre and various minerals and vitamins. Pulses have been the cornerstone of global nutrition for centuries. They are very popular in the diets of people living in developing countries, but are increasingly becoming recognized as an excellent part of a healthy diet across the world.
Pulses are one of the most environmentally-friendly sources of protein that a farmer can grow. They require less energy and water than many other crops and produce fewer greenhouse gases. Pulses also have the added advantage of improving soil quality by fixing nitrogen back into the soil they grow in.
As a steady source of nutrition and soil sustainability, pulse crops play a major role in our global food security, a role which will only grow in the future. Whenever you or your students eat products made from pulses you are making a choice that is good for the environment.
International Year of Pulses The United Nations has declared 2016 as the International Year of Pulses (IYP).
IYP will be marked in over 30 countries and celebrated through hundreds of initiatives across the world. It is an opportunity to raise global awareness and to celebrate the role that beans, chickpeas, lentils and other pulses play in feeding the world. Even more importantly, it will provide a moment in time to focus on the role that pulses play in advancing health and nutrition, food security and environmental sustainability.
About this Resource PackThis pack contains six, hour-long lesson plans designed to appeal to children aged 8-11 years old. There are many ways of using the IYP theme to enhance the school curriculum and these resources contain information, facts and figures together with ideas and activities that will bring issues such as health and nutrition, food security and environmental sustainability into your classroom. The plans are designed to either build concurrently or work as stand-alone classroom activities.
The aim is to inspire young people – not only to think about the role of pulses (grain legumes) in feeding the world, but to motivate them into playing a more active role in matters affecting their environment. We hope that your students enjoy the activities in this pack. If you would like to learn more about IYP, please visit http://iyp2016.org/ or http://pulses.org/
P. 3
LESSON PLAN 1
1: Introduction to Pulses and the International Year of Pulses Primary Schoolchildren – Ages 8-11
Aims: To introduce the idea of pulses (grain legumes) as edible parts of a plant.
Objectives: • Students will identify and recognise the different parts of plants that are edible.
• Students will collaboratively create a class display, characterising plant crops through nutritional value.
• Students will consider the importance of the UN promotion of pulses.
Resources:1. (a) Diagram of the edible parts of plants (b) Plant part labels and examples for each (all from the teacher pack).
2. (a) Set A & B: Blank flash-cards, (b) Details of nutritional facts of a variety of foods derived from plants (all from the teacher pack).
Suggestions for further development:The class display can be continued as an ongoing project with pupils adding more detail as the series of lessons continues. Pupils could find or make extra resources at home for any of the edible plants they have discussed in class, or any others that they may be interested in, to stick to the display.
All pulses are edible parts of a plant.
P. 4
LESSON PLAN 1
Introduction: Explore the pupils’ knowledge of the different parts of plants that are edible: what different parts of plants have you eaten? Explain to your pupils how the edible parts of plants are categorised and what the different categories are, with examples in each (resource 1a). Ask the pupils to write down a type of food (plant) they have eaten on a piece of paper, and place onto the correct plant part label (resource 1b). You can spread these labels out around the room. How many pupils have eaten the following (‘pulses’ or ‘legumes’): kidney beans, chickpeas (the main ingredient in hummus), navy beans (often used to make ‘baked beans’), butter beans, mung beans (also known as ‘beansprouts’ after germinating), broad beans, lima beans, lentils (often used to make ‘dhal’)? Compare their answers to other seeds they may have eaten. Does the comparison surprise them in any way? Teacher note on pulses: the seeds of plants can be sub-divided into several catagories, including ‘pulses (or legumes)’, ‘cereals’ and ‘nuts’.
The following website can be used to find the full nutritional content of a huge number of different foods. The search box is particularly useful: http://nutritiondata.self.com/
Grains, lentils and pulses are all widely available to buy in grocery stores, supermarkets and health food stores.
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In pairs, pupils will use resource 2 to create flash-cards for five different foods (derived from plants); extracting key information from tables in order to fill in the relevant nutritional data on the cards. Teacher needs to distribute either set A or B vegetables to different pairs of children.
Pairs of pupils play ‘top-trumps’ with their set of cards against another pair (A vs. B) - can you select a nutritional category for which you have a higher quantity than your opponents? If you can then you win their card. The pair which has collected the highest number of cards after a set time, wins.
Whole class activity: starting with their flash-cards, pupils build-up a class display, showing the different categories of edible plants.
Extension: add any additional details from the resource sheets (resource 2) or from the internet. Pupils can perform further research at home and add to the display in subsequent lessons.
Which vegetables and pulses are the pupils’ favourites, which do they eat the least, and which do they know least about? Reflecting on this discussion, ask pupils to select a type of vegetable to make a short promotional sketch/advert to inspire their classmates to eat more of that vegetable. What might it be important to include in the promotion? Listen to some of the pupils promotions. Explain that the UN chooses different food-types to promote globally – why might they do this, and why do you think pulses have been chosen for this year’s promotion (the UN International Year of Pulses)?
1: Introduction to Pulses and the International Year of Pulses
P. 5
LESSON PLAN 1
Resource 1b. Plant part labels and examples for each ROOT
• Beetroot
• Carrot
• Turnip
• Cassava
• Radish
STEM
• Asparagus
• Celery
• Leek
• Onion
• Potato
LEAF
• Cabbage
• Chicory
• Lettuce
• Kale
• Spinach
FLOWER
• Broccoli
• Bergamot
• Cauliflower
• Chamomile
• Dill
FRUIT
• Strawberry
• Tomato
• Mango
• Orange
• Pomegranate
SEED
• Lentil
• Broad Bean
• Pea
• Rice
• Wheat
P. 7
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack A)
CHICKPEAS (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
1523
TOMATO (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
75
P. 8
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack A)
CARROT (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
172
CABBAGE (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
105
P. 9
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack A)
ASPARAGUS (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
84
LENTILS (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
1477
P. 10
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack A)
STRAWBERRY (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
134
BEETROOT (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
180
P. 11
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack A)
SPINACH (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
96
ONION (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
167
P. 12
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack B)
CHICKPEAS (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
1523
TOMATO (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
75
P. 13
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack B)
CARROT (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
172
CABBAGE (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
105
P. 14
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack B)
ASPARAGUS (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
84
LENTILS (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
1477
P. 15
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack B)
STRAWBERRY (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
134
BEETROOT (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
180
P. 16
LESSON PLAN 1
Resource 2a. Blank Flash Cards (Pack B)
SPINACH (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
96
ONION (100g)
Calories
Kilojoules
Fat
Carbohydrates
Fibre
Protein
167
P. 17
LESSON PLAN 2
2: Health and Nutrition Primary Schoolchildren – Ages 8-11
Aims: To introduce the role of pulses in relation to maintaining a balanced diet.
Objectives: • Students will recognise the role different foods play in a balanced diet, and the effects on health of an unbalanced diet.
• Students will explore ways in which we can design balanced meals from different food types.
• Students will evaluate the benefits of including pulses in a balanced diet.
Resources:1. Diagram of a balanced diet (from teacher pack).
2. Diagram of an unbalanced diet without fruit and vegetables (from teacher pack).
3. Diagram of an unbalanced diet without protein (from teacher pack).
4. Diagram of an empty plate (from teacher pack).
5. Food diary page (from teacher pack).
Suggestions for further development:Ask pupils to keep a food diary (resource 5) of the meals that they have at home, and decide if they are balanced or unbalanced, and if not, what items could be added or removed to help re-balance the meal.
All grains are part of a healthy balanced diet
P. 20
LESSON PLAN 2
Introduction: Discuss with pupils what is meant by the term ‘a healthy, balanced diet’. What are the types of food that we need to consume to live healthily? Can you name the types of food we ought to eat?
Definition: A balanced diet is when you eat a wide variety of foods in the right proportions. Eating the right amount of food helps us to have a healthy body weight.
A balanced diet includes… • Grains (e.g. bread, pasta, rice) 30% • Vegetables (e.g. broccoli, carrots, potatoes) 30% • Fruit (e.g. apples, grapes, bananas) 20% • Protein (e.g. lean / not fatty meat, fish, eggs, pulses) 20%
It can also include a small portion of… • Dairy (e.g. milk, cheese, yoghurt) and healthy oils (e.g. olive or sunflower oil)
And as an occasional treat… • Food and drinks that are high in fat or sugar (e.g. burgers & sausages and cakes & biscuits/cookies)
What happens if we eat too much, or too little of these food groups? This is called an unbalanced diet. For example, eating a diet too heavy in grains, such as rice, bread and pasta, with little protein is unbalanced. Or if we don’t eat enough vegetables or fruit then our diet is also considered out of balance.
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Eating too much or too little of certain food groups can cause many serious problems to the human body including heart disease, high blood pressure, type 2 diabetes, tooth decay and even some cancers.
How can we be sure that we are eating enough of any of these food groups? What combinations of foods would make a balanced diet? Present pupils with the three plates representing balanced (resource 1) and unbalanced diets (resources 2 and 3). What would be the consequences to health for each plate? Pupils are given three pictures of an empty plate (resource 4). In groups of three they must draw a picture of a breakfast, lunch and supper that together represents the definition of a balanced diet.
Table of essential food groups: http://www.choosemyplate.gov/food-groups/
In many countries people eat too much food that is high in fat and sugar. Which food types can help reduce these problems? It has to be high in protein and low in fat. Do pulses meet these requirements? What else must be eaten with pulses to make a balanced diet?
2: Health and Nutrition
P. 21
LESSON PLAN 2
Resource 1 The eatwell plate
Use the eatwell plate to help you get the balance right
It shows how much of what you eat should come from each food group
Fruit and vegatables
Bread, rice, potatoes, pasta and other starchy foods
Meat, fish, eggs, beans
and other non dairy sources of protein
Milk and dairy foods
Foods and drinks high in fat and/or sugar
P. 22
LESSON PLAN 2
Resource 5 My Food Diary
Meal
Example
Breakfast
Time:
Snack #1
Time:
Lunch
Time:
Snack #2
Time
Dinner
Time:
What I Ate(Food/Drinks)
Grains Vegatables Fruit Protein Dairy High fat /sugary food
Name: Day:
2 Eggs scrambled withbaked beans on atoasted wholemeal bagel
P. 28
LESSON PLAN 3
3: Cooking with pulses
Primary Schoolchildren – Ages 8-11
Aims: To prepare a nutritionally balanced meal / snack with pulses.
Objectives: • Students will plan the steps required to create a pulse-based meal or snack.
• Students will prepare, and eat a pulse-based meal or snack.
• Students will promote the benefits (nutritional or otherwise) of their chosen meal.
Resources:1. Risk assessment (from teacher pack) – cooking with students.
2. A selection of recipe cards (from teacher pack).
3. Cookery planning sheet (from teacher pack).
4. Take home sheets (from teacher pack).
Suggestions for further development:• The lesson provides a perfect opportunity for students to take home the message of the role
pulses can play in a healthy diet. Along with the recipe cards, the ‘take home sheet’ in the resource pack will allow families to engage in discussion about how they can incorporate pulses into their diet at home. Students could be encouraged to cook for their families at home and share a pulse based meal.
• Alternative recipes can be found at www.pulses.org. Consider selecting a recipe that uses a pulse ingredient grown locally so that the farmer’s story can be discussed in class.
Pulses can play a big role in a healthy diet
• Get the students to ‘plate up’ and take pictures of their food, with the best being submitted to the School Newsletter (including the recipe) to promote healthy eating.
• Regular cookery lessons could be built into the curriculum using pulses and other foods to promote the idea of healthy eating.
• Class to visit a local supermarket to look for / buy products that have pulses in their ingredients. Followed up by a classroom taste-test.
P. 29
LESSON PLAN 3
Teacher gives out recipe cards (resource 2) to different groups. Teacher can differentiate this task by ensuring that recipe cards match the ability level of the group. Ask the pupils what they think are the main safety considerations that need to be highlighted when cooking. Outline key rules that pupils will have to adhere to during the lesson (use risk assessment (resource 1) as a guide – focus on the use of knives/graters). Pupils using the cookery-planning sheet (resource 3) plan how they will carry out the cooking task – assigning jobs to specific members of the group.
Pupils make their chosen recipe, following the plan they have written and the instructions on their recipe card.
Eat the snack and discuss with the pupils whether they enjoyed their meal and if so what they liked about it. Ask some of the groups to explain whether they feel what they have made is a healthy meal. The pupils can refer back to their work in previous lessons.
Resource 4a and 4b provide information which pupils can share with their family, and provides basic information about the UN International Year of Pulses, the World Food Programme and the Zero Hunger Challenge (to be approached in more detail in Lesson 6). The take-home sheet also has two additional recipes for pulses that are intended for parents/carers to make with their children.
10-15mins
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Take-homesheets
DETAILSTIME
3: Cooking with pulses
P. 30
LESSON PLAN 3
Resource 1 Risk assessment
Haz
ard
Who
cou
ld b
e ha
rmed
Risk
leve
lPr
ecau
tions
and
con
trol m
easu
res
Trip
ping
, fal
ling
and
slipp
ing
Staf
f and
visi
tors
Med
ium
1. F
loor
to b
e dr
y an
d cl
eane
d of
food
and
oth
er m
atte
r like
ly to
cau
se s
lippi
ng.
2. C
ookin
g ar
ea a
cces
s on
ly to
chi
ldre
n en
gage
d in
the
activ
ity a
nd w
ho a
re u
nder
stri
ct s
uper
visio
n.
3. R
unni
ng, j
umpi
ng a
nd p
ushi
ng to
be
stric
tly p
rohi
bite
d.
4. W
heel
chai
rs an
d pe
ople
who
are
of r
estri
cted
mov
emen
t to
be c
aref
ully
posit
ione
d.
5. Ta
ble
heig
hts
to b
e ap
prop
riate
to p
upil
heig
ht.
6. P
upils
nev
er to
sta
nd o
r kne
el o
n ch
airs
or s
tool
s.
Food
co
ntam
inat
ion
caus
ed b
y cl
othi
ng
Staf
f and
visi
tors
Low
1. A
ll pa
rtici
pant
s to
wea
r a c
lean
apr
on re
serv
ed s
olel
y fo
r fo
od p
repa
ratio
n.
2. P
VC c
oate
d ap
rons
cle
aned
with
hot
, soa
py w
ater
bef
ore
and
afte
r use
. 3.
Apr
ons
put o
n on
ly in
the
cook
ing
area
and
rem
oved
whe
n le
avin
g it
for a
ny p
urpo
se.
4. Lo
ng s
leev
es to
be
rolle
d up
, and
sca
rves
and
oth
er
acce
ssor
ies
(exc
ept f
or re
ligio
us h
ead
scar
f) to
be
rem
oved
.
Food
co
ntam
inat
ion
caus
ed b
y ha
ir, n
ail p
olish
, rin
gs a
nd
bact
eria
on
hand
s
Staf
f and
visi
tors
Low
1. Lo
ng /
med
ium
leng
th h
air t
o fa
stene
d ba
ck u
sing
band
s an
d cl
ips;
and
wisp
s to
be
secu
red
away
from
face
. 2.
Prio
r to
food
han
dlin
g, h
ands
to b
e w
ashe
d (a
t han
d w
ash,
if
avai
labl
e), u
sing
hot w
ater
and
soa
p an
d dr
ied
with
pap
er
tow
els.
Food
co
ntam
inat
ion
caus
ed b
y cu
ts,
sore
s, b
oils
and
dres
sings
Staf
f and
visi
tors
Low
to
med
ium
1. B
lue
plas
ters
used
to c
over
cut
s an
d so
res.
2.
Mor
e ex
tens
ive e
xisti
ng in
jurie
s m
ust b
e co
vere
d w
ith v
inyl
or la
tex
(pla
sters
or g
love
s).
Food
co
ntam
inat
ion
caus
ed b
y ba
cter
ia s
prea
d by
illn
ess
Staf
f and
visi
tors
Low
to
med
ium
1. N
o pa
rtici
pant
feel
ing
sick
or u
nwel
l to
be p
erm
itted
to
ente
r the
coo
king
area
. 2.
No
parti
cipa
nt s
uffe
ring
or re
cent
ly re
cove
red
from
sic
knes
s, d
iarrh
ea to
be
perm
itted
to e
nter
the
cook
ing
area
.
Food
co
ntam
inat
ion
caus
ed b
y ba
cter
ia fr
om
equi
pmen
t and
/
or s
urfa
ces
Staf
f and
visi
tors
Low
and
m
ediu
m
1. S
urfa
ces
to b
e w
iped
with
a d
ispos
able
clo
th re
tain
ed
sole
ly fo
r the
pur
pose
. 2.
No
outd
oor /
indo
or c
loth
ing,
bag
s, b
rief c
ases
, file
s, b
ooks
or
box
es to
be
plac
ed o
n co
okin
g su
rface
. 3.
Coo
ked
raw
ingr
edie
nts
to b
e ke
pt s
epar
ated
, bot
h in
sto
rage
and
in p
repa
ratio
n.
4. E
quip
men
t to
be h
ot w
ashe
d to
rem
ove
all f
ood
parti
cles
an
d th
orou
ghly
drie
d be
fore
sto
rage
. 5.
Cho
ppin
g bo
ards
and
esp
ecia
lly p
lasti
c bo
wls
to b
e sc
rubb
ed w
ith h
ot w
ater
, det
erge
nt a
nd a
ir dr
ied.
6.
Foo
d, c
lean
ing
agen
ts an
d cl
oths
incl
udin
g te
a to
wel
s ne
ver t
o be
sto
red
with
equ
ipm
ent.
Food
co
ntam
inat
ion
caus
ed b
y ba
cter
ial g
row
th
durin
g in
corr
ect
stora
ge o
f foo
d
Staf
f and
visi
tors
Low
to
med
ium
1. A
ll fo
ods
to b
e co
vere
d to
pre
vent
cro
ss c
onta
min
atio
n.
2. D
ry g
oods
to b
e sto
red
in s
eale
d co
ntai
ners
and
in a
cle
an,
dry
desig
nate
d ar
ea w
ell a
way
from
cle
anin
g ag
ents,
pai
nts,
sta
tiona
ry a
nd o
ther
pot
entia
l con
tam
inat
ors.
Food
co
ntam
inat
ion
cont
ract
ed
thro
ugh
soil
or
othe
r gro
win
g m
ediu
m
Staf
f and
visi
tors
Low
to
med
ium
1. C
ookin
g ap
rons
nev
er to
be
wor
n w
hen
pick
ing
or
harv
estin
g pr
oduc
e.
2, H
ands
to b
e w
ashe
d th
orou
ghly
afte
r pic
king,
har
vesti
ng
and
was
hing
pro
duce
. 3.
Soi
l and
oth
er g
row
ing
med
ia to
be
rem
oved
by
was
hing
pr
ior t
o fo
od p
repa
ratio
n.
4. O
pen
wou
nds
to b
e co
vere
d pr
ior t
o ha
ndlin
g so
il co
vere
d pr
oduc
e.
Food
co
ntam
inat
ion
cont
ract
ed
thro
ugh
was
te
on ta
ble,
in b
ins
or o
n th
e flo
or
Staf
f and
visi
tors
Low
to
med
ium
1. W
aste
bin
s to
be
lined
, ful
l bag
s to
be
tied
and
seal
ed
and
disp
osed
of p
rom
ptly.
2.
Foo
d w
aste
bin
s to
be
was
hed
and
disin
fect
ed
imm
edia
tely
afte
r em
ptyi
ng.
3. A
ccid
enta
l spi
llage
s of
food
to b
e w
iped
, sw
ept o
r va
cuum
ed, a
nd th
e flo
or w
ashe
d be
fore
and
afte
r (ne
ver
durin
g) c
ookin
g ac
tiviti
es.
4. B
ags
and
outd
oor c
loth
ing
neve
r to
be p
lace
d on
wor
k su
rface
s.
1. P
rior t
o co
okin
g: a
ll ad
ults,
chi
ldre
n an
d vis
itors
are
to
Oth
ers
Teac
her S
igna
ture
:Te
ache
r Nam
e:D
ate:
to b
e co
nduc
ted
in a
cal
m,
P. 31
LESSON PLAN 3
Resource 1 Risk assessment contd.Re
actio
ns to
fo
od, a
llerg
ic o
r in
tole
ranc
eSt
aff a
nd v
isito
rsM
ediu
m to
hi
gh
1. P
rior t
o co
okin
g: a
ll ad
ults,
chi
ldre
n an
d vis
itors
are
to
prov
ide
deta
iled
info
rmat
ion
on a
ny k
now
n or
sus
pect
ed
alle
rgie
s or
into
lera
nce
to fo
od s
tuffs
or c
lean
ing
agen
ts.
2. A
ltern
ative
food
stuffs
may
be
avai
labl
e fo
r any
pup
ils w
ith
food
alle
rgie
s or
into
lera
nces
. In
som
e ca
ses,
it m
ay b
e de
emed
nec
essa
ry to
exc
lude
cer
tain
ingr
edie
nts
from
the
reci
pes
or, i
n ex
trem
e ca
ses,
to e
xclu
de th
e pa
rtici
pant
from
th
e co
okin
g ac
tivity
.
Dan
gers
from
he
at, f
ire a
nd
elec
trica
l ha
zard
s
Staf
f and
visi
tors
Low
to
med
ium
1. F
lam
mab
le m
ater
ials
not t
o be
sto
red
or s
ituat
ed c
lose
to
cook
ers.
2.
Coo
ker o
r hob
and
ove
n to
be
oper
ated
onl
y by
adu
lt in
ch
arge
. 3.
Em
erge
ncy
evac
uatio
n pr
oced
ure
to b
e in
pla
ce a
nd
unde
rstoo
d by
all
parti
cipa
nts.
4.
Em
erge
ncy
exits
to b
e ke
pt c
lear
or o
bstru
ctio
n-fre
e at
all
times
. 5.
A fi
re b
lank
et a
nd s
uita
ble
fire
extin
guish
ers
to b
e av
aila
ble
at a
ll tim
es.
6. E
lect
rical
equ
ipm
ent m
ust b
e ce
rtifie
d fo
r saf
e us
e by
an
auth
orise
d pe
rson
or b
ody.
Burn
s fro
m
oven
s,
equi
pmen
t, liq
uids
or f
ood
stuffs
Staf
f and
visi
tors
Low
to
med
ium
1. O
ven
glov
es to
be
used
to c
arry
hot
food
pan
s /
tins.
2.
Pan
han
dles
turn
ed in
war
ds b
ut n
ot o
ver h
ot h
obs.
3.
Adu
lts o
nly
to c
arry,
stir
and
ser
ve h
ot li
quid
s.
4. H
ot fo
od a
nd li
quid
s ne
ver t
o be
una
ttend
ed a
nd a
lway
s pl
aced
out
of r
each
. 5.
Chi
ldre
n to
be
kept
wel
l aw
ay fr
om c
ooke
rs an
d ov
ens.
6.
Ens
ure
the
kitch
en h
as a
ll ne
cess
ary
Wor
k H
ealth
and
Sa
fety
equ
ipm
ent i
nclu
ding
but
not
lim
ited
to fi
re b
lank
ets,
fir
e ex
tingu
isher
s an
d em
erge
ncy
show
er.
Cuts
from
kn
ives
and
oth
er
equi
pmen
t in
clud
ing
grat
ers
Staf
f and
visi
tors
Med
ium
1. A
ll sh
arp
knive
s an
d ot
her s
harp
equ
ipm
ent (
e.g.
ske
wer
s) to
be
lock
ed in
an
appr
opria
te p
lace
whe
n no
t in
use.
2.
Kni
ves
to b
e co
unte
d ou
t and
in. S
harp
kni
ves
neve
r to
be
left
out d
urin
g se
t up
prep
arat
ion
in re
adin
ess
for l
esso
n or
af
ter u
se.
3. A
ppro
pria
te ty
pe a
nd s
ize
of k
nive
s to
be
sele
cted
for a
ge
of c
hild
ren.
4.
Brid
ge a
nd c
law
saf
e cu
tting
tech
niqu
es to
be
taug
ht a
nd
supe
rvise
d.
5. P
upils
with
cer
tain
beh
avio
ural
diff
icul
ties
to b
e pr
eclu
ded
from
usin
g kn
ives.
Adv
ice
from
spe
cial
ist o
r hea
d te
ache
r to
be s
ough
t in
doub
tful c
ases
. 6.
Pup
ils to
be
supe
rvise
d at
all
times
dur
ing
all c
ookin
g ac
tiviti
es.
Cuts
or in
jury
fro
m e
lect
rical
pr
oces
sors
and
bl
ende
rs
incl
udin
g ha
nd
blen
ders
Staf
f and
visi
tors
Med
ium
1. P
upils
nev
er to
be
perm
itted
to h
andl
e or
ope
rate
this
type
of
equ
ipm
ent.
2. E
quip
men
t to
be u
sed
only
by c
ompe
tent
adu
lts a
nd o
nly
follo
win
g pe
rsual
of a
pplia
nce
instr
uctio
n ha
ndbo
ok.
Chok
ing
on
smal
l pie
ces
of
food
or
inha
latio
n of
sm
all
ingr
edie
nts
Chi
efly
child
ren
Med
ium
1. Ta
sting
ses
sions
u
nhur
ried
man
ner a
nd su
perv
ised.
2.
Pup
ils to
be
enco
urag
ed to
follo
w a
dult
guid
ance
on
tasti
ng a
nd e
atin
g slo
wly.
3.
Pup
ils n
ever
to e
at fo
ods
from
cup
ped
hand
with
hea
d th
row
n ba
ck.
4. P
upils
to ta
ste a
nd e
at fo
od o
nly
at th
e in
vitat
ion
of th
e ad
ult i
n ch
arge
.
Oth
ers
Teac
her S
igna
ture
:Te
ache
r Nam
e:D
ate:
to b
e co
nduc
ted
in a
cal
m,
P. 32
LESSON PLAN 3
Resource 2 Recipe Cards
Recipe Card 1
BLACK BEAN ANTOJITO
Ingredients:540ml (19 oz) can black beans, rinsed and drained 1 lime, squeezed for juice2 cloves garlic, minced5ml (1tsp) ground cumin5ml (1tsp) ground corianderA pinch each of salt and pepper1 avocado, pitted and sliced3 red peppers, roasted and skinned250ml (1 cup) grated cheddar cheeseChickpea Hummus to spread (see Recipe Card 2)8 x 10 inch (25cm) whole wheat or regular flour tortillas
Method:• MASH beans and garlic with a potato masher. Add lime juice, cumin and ground coriander. Season with salt and pepper. Divide into 8 parts. • SPREAD 1 part of the mashed bean mixture over the whole tortilla.• SPREAD some of the chickpea hummus over the whole tortilla. Add roasted red peppers and avocado evenly around the tortilla and sprinkle some cheese. • ROLL up the tortilla. Wrap in plastic or cling film tightly and let cool in fridge for 10 minutes to overnight. • CUT roll into 1 inch pieces. Enjoy as is or with a sour cream dip.
Recipe Card 2
CHICKPEA HUMMUS
Ingredients:375ml cooked chickpeasOR¹/² cup (398ml) canned chickpeas, rinsed and drained75ml (¹/³ cup) tahini paste1 clove garlic, minced50ml (¹/4 cup) fresh lemon juice45ml (3tbsp) vegetable oil2ml (¹/² tsp) ground cumin5ml (1tsp) salt75ml (¹/³ cup) water2ml (¹/² tsp) hot pepper sauce (optional)
Method:• MASH chickpeas with a fork mixing in with tahini, garlic, lemon juice, oil, cumin and salt. • PUREE, adding just enough water to make the mixture creamy and smooth (may need more than ¹/³ cup). • ADD hot pepper sauce if using.
P. 33
LESSON PLAN 3
Resource 2 Recipe Cards
Recipe Card 3
BLACK BEAN, CHICKPEA AND AVOCADO SALAD
Ingredients:500ml (2 cups) cooked black beansOR540ml (19 fl oz) canned black beans, rinsed and drained500ml (2cups) cooked chickpeasOR540ml (19 fl oz) canned chickpeas, rinsed and drained 2 tomatoes, chopped1 red pepper, chopped2 green onions, chopped1 avocado, peeled and chopped5ml (1tsp) grated lime peel50ml (¹/4 cup) lime juice50ml (¹/4 cup) olive oil2 cloves garlic, minced1 jalapeno pepper, seeded and finely chopped (optional)Salt and pepper to taste
Method:• PLACE beans, chickpeas, tomatoes, red pepper, onions and avocado in a bowl. • WHISK dressing ingredients together in a separate bowl, and then mix with salad. • REFRIGERATE for 1 hour before eating.
Recipe Card 4
LENTIL DHAL
Ingredients:50ml (¹/4 cup) butter375ml (1¹/² cups) diced onions30ml (2 tbsp) crushed garlic2 chilli peppers, cored and diced (optional)15ml (1 tbsp) cumin seeds, toasted and crushed500ml (2 cups) dried lentils30ml (2 tbsp) fresh ginger, minced30ml (2 tbsp) garam masala 15ml (1 tbsp) salt5ml (1 tsp) pepper15ml (1 tbsp) granulated sugar1 bay leaf1 tomato, chopped7.5 ml (¹/² tbsp) rice vinegar2 L (8 cups) reduced salt vegetable broth
Method:• IN large pot, melt butter and stir-fry the onions until wilted, not browned. • ADD garlic, chilli peppers, cumin, lentils, ginger, garam masala, salt, pepper, sugar, and bay leaf. Saute for 1-2 minutes until aromatic. • ADD the tomatoes, vinegar and chicken stock. • BRING to a boil then lower to a simmer stirring occasionally. Cook until lentils are tender, about 1hour 45 minutes. • TASTE, adjust seasoning as needed.
P. 34
LESSON PLAN 3
Resource 3 Cookery planning sheet
What are you making?
What ingredients do you need? 1 2
3 4
5 6
Record each task you will have to do and write the name of the person who will do this job underneath
Look at the packaging of your ingredients. Are you able to writedown the names of three differentcountries that they came from?
Ingredient:
Country:
Ingredient:
Country:
Ingredient:
Country:
What equipment do you need?
P. 35
LESSON PLAN 3
Resource 4a Take home sheet
International Year of PulsesWhat is IYP?
On December 21st 2013, the General
Assembly of the United Nations in New York
voted to proclaim the International Year of
Pulses 2016 (IYP). This is the culmination
of almost two years of work by members
of the voluntary Executive Committee of
the global pulse industry body, CICILS
IPTIC. The aim is to raise the profile of
pulses within the Food and Agriculture
Organisation of the UN (FAO).
PULSES AND FOOD SECURITY
In most developing countries, pulses play a fundamental
role as a low-fat, high fibre source of protein, an essential
component of traditional food baskets. Pulses, by
contributing about 10 percent in the daily protein
in-take and 5 percent in energy in-take, are of particular
importance for food security in low income countries where
the major sources of proteins are non-animal products.
In addition, pulses contain significant amounts of other
essential nutrients like calcium, iron and lysine. Pulses are
included in all ‘food baskets’ and dietary guidelines.
Pulses and a Balanced Diet
Pulses include beans, lentils and peas. They are a cheap, low-fat source of protein, fibre, vitamins and minerals, and they count towards your recommended five daily portions of fruit and vegetables.
What Are Pulses and Why Are They Important?Pulses, also known as grain legumes, are a group of 12 crops that includes dry beans, dry peas, chickpeas and lentils. They are high in protein, fibre and various vitamins, provide amino acids and are hearty crops. They are most popular in developing countries, but are increasingly becoming recognized as an excellent part of a healthy diet throughout the world.
Zero Hunger ChallengePulses play an important role in the Zero Hunger Challenge,
as they are carbohydrate and protein rich source of calories.The challenge of Zero Hunger means:1. Zero stunted children less than 2 years old2.100% access to adequate food all year round
3. All food systems are sustainable4.100% increase in smallholder productivity and income5. Zero loss or waste of food
P. 36
LESSON PLAN 3
Resource 4b Take home sheet
Recipe Card 1
BLACK BEAN BURGERS
Ingredients:540ml (19 fl oz) can black beans, rinsed and drained250ml (1 cup) cooked brown rice1 small onion, chopped2 green (salad) onions, finely chopped2 mL (¹/² tsp) Tabasco sauce (optional)1 egg50ml (¹/4 cup) bread crumbs90ml (6 tbsp) ready-made salsa4 hamburger buns50ml (¹/4 cup) low fat plain yogurt4 lettuce leaves, ideally Romaine1 avocado, sliced (optional)
Method:• IN a large bowl, coarsely mash beans with a potato masher or fork. Add rice, onions, tabasco sauce if desired, egg, breadcrumbs and two tablespoons of salsa. Mix well. • DIVIDE mixture into 4 and form into patties that are about 1 inch thick.• PREHEAT oven to 350ºF (180ºC). Meanwhile, cook over medium heat on a non-stick pan for 4-5 minutes each side or until lightly browned. Transfer to a pan and cook in preheated oven for 10 minutes. • IN a small bowl, combine remaining salsa and yogurt. Serve with lettuce and avocado (if desired) as a condiment to your burger.
Recipe Card 2
LENTIL AND RASPBERRY CHEWS
Base:325ml (¹/³ cup) whole wheat flour75ml (¹/4 cup) sugar2ml (¹/² tsp) baking powder2ml (¹/² tsp) cinnamonA pinch of salt125ml (¹/² cup) reduced fat margarine1 egg, slightly beaten125ml (¹/² cup) raspberry jam
Method:• PREHEAT oven to 375ºF (190ºC). • PUREE lentils in a blender with water. In a separate bowl, combine the base dry ingredients and cut in margarine until coarse crumbs form. Stir in egg and mix thoroughly. • PRESS base dough into a 9"X13" baking dish and bake for 10 minutes until firm. • COOL and spread a thin layer of jam over base. • REDUCE oven temperature to 350ºF (180ºC). In separate bowl, combine dry ingredients for lentil filling. Mix in lentil puree, vanilla and eggs. Add coconut and pecans if desired. Spread mixture on top of jam. • BAKE until firm, about 35 minutes. • COOL and cut into 18 bars.
Lentil Filling¹/² 540ml (¹/² 19fl oz. can) canned lentils, rinsed and drainedOR250ml (1cup) cooked lentils175ml (3/4 cup) brown sugar75ml (¹/4 cup) all purpose flour7ml (1¹/² tsp) baking powderA pinch of salt2ml (¹/² tsp) vanilla2 eggs, beaten175ml (3/4 cup) unsweetened shredded coconut125ml (¹/² cup) chopped pecans (optional)
P. 37
LESSON PLAN 4
4: Growing Pulses
Peas can be grown easily in a tin at school.
Primary Schoolchildren – Ages 8-11
Aims: To introduce agriculture as a managed system that has environmental impacts, and how farmers employ practices such as growing pulses to minimize these impacts.
Objectives: • Students will understand how nutrients are passed from the soil to the plant through its root system.
• Students will understand nitrogen-fixing as a concept.
• Students will learn about symbiosis through the role of rhizobia in growing pulses.
Resources:1. Instructions for growing pulse plants in a can, with lead questions (from teacher pack).
2. Diagram of nitrogen-fixation with rhizobia (from teacher pack).
3. Example of crop rotation (from teacher pack).
4. Crop cards 1 to 5 (from teacher pack).
Suggestions for further development:• Visit a local farm or invite a farmer to speak in class.
• Pupils could record how their plants grow over a period of time – making observations recorded as diagrams/graphs etc.
• Pupils could grow alternative pulse plants such as chickpeas and navy beans and compare rates of growth.
• Pupils could research how to give their plants the highest yield through different watering and feeding techniques, living in symbiosis with rhizobia, or even planting different crops together.
• Pupils could research (at www.iyop.net) the impact that pulses in crop rotation have on sustainability.
P. 38
Pupils will be reminded /asked about what they already know about how plants grow. What are the basic needs for seed germination and growth (water, sunlight and nutrients)? If students already know about plants needing sunlight to create their energy, ask them what else do they need? What role does the soil play in feeding the plants? Do they know how plants get water and nutrients from the soil? What would happen to the plants if the soil had no water or nutrients?
Pupils will follow worksheet (resource 1) to plant and grow pulse plants in tin cans, which they can observe growing over a period of time. Whilst planting, pupils will discuss and answer questions on how plants grow and how they get the nutrients they need.
What is symbiosis? Pupils will explore the concept of symbiosis in the natural world. The relationship between the hippopotamus and oxpecker bird will be explained before discussing the relationship between pulse plants and soil. How does nitrogen-fixation work? Using resource 2, pupils will be introduced to the concept of nitrogen fixing and how rhizobia bacteria works with a plant to improve soil quality. How can pulses and nitrogen-fixation help other crops? How can growing crops together such as inter-cropping like the Three Sisters described well here http://en.wikipedia.org/wiki/Three_Sisters_(agriculture) help? Using resource 3, pupils will learn how rotation (growing different crops one after the other) and using ‘break crops’ like pulse crops work.
Issue the pupils with the crop cards 1 to 5 (resource 4), one set for each small group. Ask five pupils to read out what the card says about the crop. The pupils must decide in which order they would plant them over a five year cycle. Remind them that the soil must be left in a suitable state for their first crop to be planted again in the sixth year. Ask pupils to present their crop rotation plan. Why have they chosen their particular order?
LESSON PLAN 4
5mins
25mins
15mins
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DETAILS DETAILSTIMETIME
4: Growing Pulses
P. 39
LESSON PLAN 4
Resource 1 How to grow pea shoots
Here is how you can grow your pea shoots…
Make sure that none of your peas are split or cracked. Soak the peas in water for 24 hours (dried peas sold for cooking will normally grow fine and are much cheaper than buying seed packets). Soaking the peas is not essential but it will help to speed up germination. If you decide to soak your peas don’t do this for longer than 24 hours because you will drown your seed or perhaps make them moldy!
Take an old can (or a pot or seed-growing tray) that’s at least 6-9 cm (2-3 inches) deep. Ask your teacher to put some holes in the bottom of the can so that any excess water can drain out.
Fill your can with soil or compost, but stop about 3 cm (1 inch) below the top.
Water the soil and then place (called “sowing”) a handful of peas on top of the soil. Leave a gap the size of a pea between each one.
Pea shoots are great for growing in small spaces. What’s more, they’ll be ready to eat in less than three weeks. Pea shoots will also grow well inside your classroom if kept near a sunny window.
1
2
34
What you’ll need:• Dried peas• A bowl (to soak your peas)• Soil• An old can (washed out!) or a plant pot• Watering can
P. 40
LESSON PLAN 4
Resource 1 How to grow pea shoots
Cover your peas with another 1cm (a third of an inch) of soil before a final sprinkling of water. Do not compact (push down) the soil too heavily.
You’re all set! All you need to do now is place your seeds in a sunny place and look after them by keeping the soil moist, checking them every day in hot weather, and adding water when needed.
After about a week your pea shoots will begin to emerge. And in two to three weeks your shoots will be 9-12 cm (3-4 inches tall) and ready to eat!
5
6
7
Teacher Notes – Lead QuestionsWhile planting their crops, get pupils to engage in a discussion with their fellow classmates to answer the following questions:1. What would happen if you didn’t water / added too much water to the soil? 2. What might happen if you planted too many peas in your can or pot? 3. What do plants take from the soil that helps them grow? 4. What is nitrogen and why do plants need it?5. What would happen if your shoots had too much / too little sunshine? 6. If you were going to grow your plants outside, what might attack your shoots before you get to eat them?
Additional SuggestionEncourage students to track plant developments on a weekly basis, e.g. stem height, number of leaves, etc., and use the data to create simple graphs.
P. 41
N2
DECOMPOSITION
NITROGEN
1. Tiny soil bacteria - called
rhizobia, have a special
relationship with pulse plants.
3. In these homes, the rhizobia draw nitrogen from the
air and share it with the pulse plant. Pulse plants could
not do this without the bacteria.
2. Pulse plants have special
roots that provide ‘homes’ for
rhizobia bacteria. These ‘homes’
look like little lumps on pulse
roots. In these homes, the
pulse plant provides sugars
and other nutrients to the
bacteria.
4. When the pulse plant dies its
roots release back the stored
nitrogen into the soil making it
available to help other plants grow
LESSON PLAN 4
Resource 2 Diagram of pulse plant nitrogen-fixing
P. 42
LESSON PLAN 4
Resource 3 Example 4-step crop rotation
PULSES• Broad Beans• Butter Beans• Podded Peas
OILSEEDS• Rapeseed• Mustard• Sunflower
ROOTS• Carrots• Sugar Beets• Turnips
CEREALS• Wheat• Barley• Oats
P. 43
LESSON PLAN 4
Resource 4 Crop cards
CLOVER
Use: Animal feed
1. Clover belongs to the family of plants known as legumes, as do pulses.
2. Clover works as a natural fertiliser.
3. As it grows in the soil, clover draws nitrogen from the atmosphere and makes it available to plants that follow in the next crop rotation.
WHEAT
Use: Ground into flour or used in animal feed
1. Wheat belongs to the family of plants known as grasses, as do other cereal crops like barley and oats.
2. Fertilizer is often placed in the soil before a wheat crop, as wheat cannot draw nitrogen from the atmosphere like beans or clover.
3. Wheat can be planted at both the start of autumn and the start of spring.
BEANS
Use: High protein food for both humans and animals
1. As well as being delicious, beans are an excellent break crop.
2. Beans belong to the family of plants known as 'legumes', as do other pulses like peas, lentils and chickpeas.
3. Beans do use up soil nutrients while they grow but, as a pulse, they also add nitrogen back into the soil after the plant has been harvested.
P. 44
LESSON PLAN 4
Resource 4 Crop cards
OATS
Use: Breakfast cereals and snack bars. Also used as animal feed
1. Oats generally require less fertilizer than other crops to grow.
2. Oats and other cereal crops like wheat and barley have fibrous root systems that are good at capturing soil nutrients.
3. Crops like oats have leaves that quickly create shade which stops small weeds growing.
TURNIPS
Use: Food for both humans and animals
1. Turnips are an excellent break crop to plant.
2. Turnips are plants in the cabbage family. There are diverse plants in this family that are important for food production, including rapeseed, broccoli, kale, cauliflower and mustard.
3. Turnips thrive in well-worked and well-drained soil.
Teacher NoteAn example of a successful crop rotation would be:Year 1 Clover, Year 2 Wheat, Year 3 Beans, Year 4 Oats, Year 5 Turnips
P. 45
LESSON PLAN 5
5: Pulses around the world Primary Schoolchildren – Ages 8-11
Aims: To explore cultural contexts of pulses throughout history and in modern times.
Objectives: • Students will compare diets around the world and throughout history.
• Students will develop their understanding of how different pulses are used in different dishes around the world.
• Students will consider how different countries / cultures use pulses to meet their dietary needs and the role global trade plays in that process.
Resources:1. World map (from teacher pack).
2. Diets through the ages fact sheet (from teacher pack).
3. Modern diets fact sheet (from teacher pack).
4. National dishes that use pulses fact sheet (from teacher pack).
5. Pulse import and export data fact sheet (from teacher pack).
Suggestions for further development:• Research how your own country uses pulses. Do they play a major part in your diet? Does your country grow more or less pulses than it needs? How does the trade in pulses affect your country?
• For further reading: Hungry Planet, What The World Eats by Peter Menzel.
People enjoy pulses across the world.
P. 46
LESSON PLAN 5
Teacher will introduce the topic to the pupils by posing the question “Over ten thousand years ago what did early humans eat?” (wild animals, wild grains, wild berries, root vegetables and nuts). How does this compare to the modern human diet? What do we still eat, and what do we eat that is ‘new’? (More simple carbohydrates: wheat, rice, processed sugars, oil and fat, pulses). Do you know why our diets have changed? Does your idea of ‘cavemen’ include farming? Are modern diets the same all over the world?
After the starter discussion, pupils can be shown a wall map of the world (resource 1), and tested on their geographical knowledge. They need to know where North America, Europe, Middle East, Asia, Latin America, Africa and Oceana (Australasia) are. In small groups pupils will be given resources (resource 2 and 3) outlining the make-up of our diets today in the regions listed above and some national dishes from around the world. They must use the resources to answer a series of questions.
Each group can present their findings to the class as though they are making a news report or mini-documentary. As they are doing so, pupils should consider the following questions:
20mins 30mins
10mins
DETAILS DETAILSTIMETIME
What were the diets of people 50,000 years ago? How and why did people’s diets start to change 10,000 years ago? What about in more modern times? How does the role of pulses compare in the different regions and in modern diets? Looking at the list of national dishes (resource 4) are there any similarities or differences in the dishes around the world that pupils can find?
More pulses are consumed in some regions, and less so in others. Pupils will be given resource 5 and, using the information, discuss the following questions. Can you say which countries consume more pulses than others? If a country consumes more pulses than it can grow, what are the options for acquiring more? Some countries grow more pulses than they consume, and trade these with other countries. On the class map, link the countries that might trade in pulses, using arrows to show the direction the pulses take. India, China and the USA are some of the biggest importers and exporters of pulses. Can you calculate the net difference for these countries?
5: Pulses around the world
P. 47
LESSON PLAN 5
Resource 2a Diets through the ages
Meats (e.g. gazelle, antelope, deer)GrainsBerriesRoots
Before 10,000 BC
Palaeolithic Period Diet before 10,000 BC (before farming)
90% 10% plant animal
Wild:Meats (e.g. sheep, cattle, pigs, goats) Grains Pulses / Fruit / Vegetables Dairy
After 10,000 BC
Neolithic Period Diet after 10,000 BC (with the start of farming)
65% 35% plant animal
Farmed:
P. 49
LESSON PLAN 5
Resource 2b Diets through the ages
Carbohydrate
Modern Diet
Ancestral Diet up to 200 years ago
Stone Age Diet 2.6 million to 12,000 years ago
% D
aily
Ene
rgy
0
Added Sugar Protein Fat
10
20
30
40
50
60
P. 50
LESSON PLAN 5
Resource 3 Modern diet fact sheets
North America 2014 Data
21%
12%
10%
17%
4%
5%
21%
1%9%
Cereals 21% Meat 12%Milk and dairy 10% Sugar and sweeteners 17%Starchy roots and pulses 4%Fruit and vegetables 5% Vegetable oils and animal fats 21% Fish and seafood 1% Other 9%
P. 51
LESSON PLAN 5
Resource 3 Modern diet fact sheets
Africa 2014 Data
Cereals 51% Meat 4%Milk and dairy 3% Sugar and sweeteners 6%Starchy roots and pulses 18%Fruit and vegetables 6% Vegetable oils and animal fats 9% Fish and seafood 1% Other 2%
9%
51%
3% 4%
6%
18%
6%
1% 2%
P. 52
LESSON PLAN 5
Resource 3 Modern diet fact sheets
Asia 2014 Data
Cereals 53% Meat 8%Milk and dairy 3% Sugar and sweeteners 6%Starchy roots and pulses 6%Fruit and vegetables 7% Vegetable oils and animal fats 10% Fish and seafood 1% Other 6%
10%
53%
3%
8%
6%
7%
6%
1% 6%
P. 53
LESSON PLAN 5
Resource 3 Modern diet fact sheets
Latin America (including the Caribbean) 2014 Data
Cereals 33% Meat 16%Milk and dairy 7% Sugar and sweeteners 16%Starchy roots and pulses 3%Fruit and vegetables 4% Vegetable oils and animal fats 8% Fish and seafood 2% Other 11%
8%33%
7%16%
16%
4%
3%
2%
11%
P. 54
LESSON PLAN 5
Resource 3 Modern diet fact sheets
Oceana (Australasia) 2014 Data
Cereals 37% Meat 10%Milk and dairy 3% Sugar and sweeteners 10%Starchy roots and pulses 17%Fruit and vegetables 4% Vegetable oils and animal fats 12% Fish and seafood 3% Other 4%
12%
37%
3%10%
10%
4%
17%
3% 4%
P. 55
LESSON PLAN 5
Resource 3 Modern diet fact sheets
Europe 2014 Data
Cereals 28% Meat 11%Milk and dairy 9% Sugar and sweeteners 12%Starchy roots and pulses 5%Fruit and vegetables 5% Vegetable oils and animal fats 19% Fish and seafood 2% Other 9%
19%
28%
9%
11%
12%
5%
5%
2%9%
P. 56
LESSON PLAN 5
Resource 4 People enjoy pulses in their meals and snacks right across the world.
Take a look at the list of national dishes below all of which use pulses as an important ingredient.
Can you spot the similarities in some of these dishes wherever they are being cooked across the world? Have you tried any of these dishes and what did you think of them?
Country Dish Description
Brazil Feijoada Slow-cooked stew with black beans, meat and sausagesCosta Rica Gallo pinto Stir fried black beans and rice with spicesEgypt Ful medames Slow-cooked stew of smashed fava beansEngland Baked beans Haricot bean stew in a tomato-based sauce Finland Hernekeitto Soup with ham and green peasFrance Cassoulet Slow cooked stew with meat, sausages and haricot beansGreece Fasolada Tomato-based soup with cannellini beans and olive oilIndia Dahl Slow-cooked stew of split peas, beans and spicesIsrael Falafel Deep fried ball of smashed chick peas, fava beans and spicesItaly Minestrone Tomato-based soup with cannellini beans, vegetables and pastaMexico Chili con carne Slow-cooked stew with beef, red kidney beans and spicesMorocco Harira Tomato-based soup with lamb, lentils, chickpeas, yellow split peas and spicesNigeria Akara Deep fried ball of smashed black-eyed beans and spicesRomania Fasole cu carnati Smoked sausage and haricot bean stew in a tomato-based sauce Uganda Mugoyo Smashed sweet potatoes and red kidney beans
National dishes that use pulses
P. 57
LESSON PLAN 5
Resource 5 Pulse import export data fact sheets
Worlds biggest pulse importers (by metric ton)
1 India 3,418,356
2 Egypt 3,027,188
3 China 1,106,173
4 Pakistan 433,999
5 Brazil 373,260
6 USA 351,625
7 Turkey 334,846
8 Italy 296,094
9 Spain 275,548
10 Algeria 264,030
Worlds biggest pulse exporters (by metric ton)
1 Canada 4,393,035
2 Australia 1,495,892
3 Myanmar 921,116
4 USA 869,743
5 China 731,757
6 India 652,766
7 Russian Fed 551,531
8 France 344,948
9 Argentina 237,091
10 Mexico 125,919
Import data for 136 countries available at http://agriexchange.apeda.gov.in/product_profile/Major_Imporing_Countries.aspx?categorycode=0305
Export data for 171 countries available at http://agriexchange.apeda.gov.in/product_profile/Major_Exporing_Countries.aspx?categorycode=0305
P. 58
LESSON PLAN 6
6: Food Security Primary Schoolchildren – Ages 8-11
Aims: To enable students to consider the availability of food resources, and how pulses can improve food security for communities.
Objectives: • Students will recognise that the availability of food varies across the world.
• Students will develop an understanding of the UN WFP school feeding programme and discuss and evaluate the benefits of such a programme for hungry children.
• Students will consider the role of pulses in improving the food security of a community.
Resources:1. UN World Food Programme website ( http://www.wfp.org )
2. UN WFP fact sheet (from teacher pack).
3. Template of box with UN WFP logo on it (from teacher pack).
4. UN WFP food basket (from teacher pack).
Suggestions for further development:• Students to consider if there are food security issues in their own communities.
• A whole school or class initiative could be introduced with pupils asked to make and fill boxes at home with foods that meet the UN WFP food basket criteria. These could then be distributed to poverty stricken groups either by the school or local charity.
Pulses can play an important role in the food security of a community.
P. 59
LESSON PLAN 6
Pupils to explore why people in different countries do not all eat thesame food, using what they have learnt from previous lessons. Elicitkey ideas: differences in cultural diets, religious restrictions,availability of foodstuffs, climates, etc. In modern times farming and agriculture are resource intensive. What might happen to farming and agricultural output when there are sudden changes in the economy, natural disasters, or changes in weather patterns?What about the diets of children who live in countries that have been affected by economic or natural disasters? What do they eat? Where does their food come from? Is their nutrition affected?
The UN has launched the ‘Zero Hunger Challenge’ to achieve the aim of eliminating hunger globally and promote everyone’s right to adequate food. Discuss with the pupils why they think this is a global challenge, and why everyone has a responsibility to meet the challenge.
Introduce the concept of the UN World Food Programme (UN WFP).What are its aims? Why was it established? Teachers can refer to the UN WFP website (resource 1) or fact sheet (resource 2) for information.
In small groups pupils will be given, or will have brought in, a shoebox-sized box, or larger. More able pupils might like to make their own box using the template (resource 3), and logos are also provided that can be glued to the box, forming a UN WFP ‘food basket’
15mins
30mins15mins
DETAILS DETAILSTIMETIME
Pupils will have to decide what food items they will put in their food basket box to help ensure that children in need do not go hungry.
The energy and protein that people need varies according to age, sex, body size, physical activity and, to some extent, climate. On average, the body needs more than 2,100 kilocalories per day to allow a normal, healthy life. Extra energy is needed during pregnancy and while breast-feeding.
What foods should be included and why? What issues might need to be overcome in ensuring the food baskets reach those in need and are then able to help fulfill the dietary requirements (link to learning about Health and Nutrition in Lesson 2)?
Pupils will then compare the contents of their food baskets to the contents of the example UN WFP food baskets (resource 4). Are there any significant differences, and what reasons are there for including these items?
There is a small amount of space left in each food basket. What else could be included in the boxes to enable the people receiving them to re-establish and develop their own agriculture?
Pupils to analyse why pulses would be a key component in allowing regions to develop their agriculture. How does this help with a region becoming food secure? People are considered food secure when they have, at all times, “access to sufficient, safe, nutritious food to maintain a healthy and active life”. Remind pupils of their learning from Lesson 2: Health and Nutrition. How does a lack of food security affect peoples’ hopes of achieving a balanced and nutritional diet?
6: Food Security
P. 60
LESSON PLAN 6
Resource 2 UN WFP fact sheet
1. W
hat i
s W
FP?
2. H
ow d
oes
WFP
figh
t hun
ger?
3. W
hat i
s W
FP's
vis
ion?
4. W
hen
was
WFP
foun
ded?
5. H
ow m
any
peop
le w
ork
at W
FP?
6. W
here
is W
FP's
hea
dqua
rters
loca
ted?
7. W
ho p
ays
for W
FP a
nd it
s fo
od a
ssis
tanc
e?
8. W
here
doe
s W
FP w
ork
and
who
ben
efits
?
9. H
ow d
oes
WFP
get
food
to th
e hu
ngry
poo
r?
10. H
ow d
oes
WFP
's w
ork
diffe
r fro
m th
at o
f the
Un
ited
Natio
ns F
ood
and
Agric
ultu
re
O
rgan
isat
ion
(FAO
) and
the
Inte
rnat
iona
l
Fu
nd fo
r Agr
icul
tura
l Dev
elop
men
t (IF
AD)?
11. H
ow d
oes
WFP
dis
tribu
te it
s fo
od?
12. W
hat i
s a
WFP
food
ratio
n?
13. W
hat d
o th
e ra
tions
con
sist
of?
14. W
hat d
oes
WFP
do
to p
rom
ote
deve
lopm
ent?
1 - W
hat i
s W
FP?
The
Wor
ld F
ood
Prog
ram
me
(WFP
) is
the
Unite
d Na
tions
fro
ntlin
e ag
ency
man
date
d to
com
bat g
loba
l hun
ger,
whic
h af
flicts
one
out
of e
very
sev
en p
eopl
e on
ear
th.
2 - H
ow d
oes
WFP
figh
t hun
ger?
In e
mer
genc
ies,
WFP
is o
n th
e fro
ntlin
e, d
elive
ring
food
to
save
the
lives
of v
ictim
s of
war
, civi
l con
flict a
nd n
atur
al
disa
ster
s. A
fter t
he c
ause
of a
n em
erge
ncy
has
pass
ed,
WFP
use
s fo
od to
hel
p co
mm
unitie
s re
build
thei
r sha
ttere
d liv
es.
t i
s s
visi
onTh
e vis
ion
of W
FP is
a w
orld
in w
hich
eve
ry m
an, w
oman
an
d ch
ild h
as a
cces
s at
all t
imes
to th
e fo
od n
eede
d fo
r an
act
ive a
nd h
ealth
y life
. With
out f
ood,
ther
e ca
n be
no
sust
aina
ble
peac
e, n
o de
moc
racy
and
no
deve
lopm
ent.
4 - W
hen
was
WFP
foun
ded?
In N
ovem
ber /
Dec
embe
r 196
1, th
e Fo
od a
nd A
gric
ultu
re
Org
aniza
tion
(FAO
) and
the
UN G
ener
al A
ssem
bly
adop
ted
para
llel r
esol
utio
ns e
stab
lishi
ng W
FP.
Wor
ld F
ood
Prog
ram
me
Figh
ting
Hung
er W
orld
wid
e
P. 62
LESSON PLAN 6
Resource 2 UN WFP fact sheet
The
thre
e-ye
ar e
xper
imen
tal p
rogr
amm
e wa
s no
t due
to
ente
r int
o op
erat
ion
until
Janu
ary
1963
. In
real
ity it
was
up
and
runn
ing
seve
ral m
onth
s ea
rly, a
s an
ear
thqu
ake
hit I
ran,
a
hurri
cane
swe
pt th
roug
h Th
aila
nd a
nd n
ewly
inde
pend
ent
Alge
ria w
as o
verw
helm
ed b
y fiv
e m
illion
retu
rnin
g re
fuge
es.
Food
ass
istan
ce w
as n
eede
d ur
gent
ly an
d W
FP w
as ta
sked
to
sup
ply
it
5 - H
ow m
any
peop
le w
ork
at W
FP?
WFP
em
ploy
s ro
ughl
y *1
2,00
0 st
aff,
of w
hom
90
perc
ent
work
ed in
the
field
del
iverin
g fo
od a
nd m
onito
ring
its u
se.
*exc
lude
s te
mpo
rary
con
tract
s of
11
mon
ths
or le
ss a
s th
ose
for
shor
t-ter
m in
tern
atio
nal p
rofe
ssio
nals
, con
sulta
nts,
sho
rt-te
rm
gene
ral s
ervi
ce, s
peci
al s
ervi
ce a
gree
men
ts, i
nter
ns, a
utho
r's
cont
ract
, fel
low
ship
, WFP
vol
unte
ers
and
casu
al la
bour
ers.
6 - W
here
is W
FP's
hea
dqua
rters
loca
ted?
Ever
sin
ce it
s fo
unda
tion
in 1
963
and
than
ks to
the
gene
rosit
y of
the
Italia
n go
vern
men
t, W
FP h
eadq
uarte
rs h
as
been
bas
ed in
Rom
e, It
aly.
7 - W
ho p
ays
for W
FP a
nd it
s fo
od a
ssis
tanc
e?W
FP re
lies
entir
ely
on v
olun
tary
con
tribu
tions
to ru
n its
hu
man
itaria
n an
d de
velo
pmen
t pro
ject
s. C
ontri
butio
ns a
re
mad
e ei
ther
as
cash
, foo
d or
the
basic
item
s ne
cess
ary
to
grow
, sto
re a
nd c
ook
food
. Non
e of
the
peop
le w
ho a
te W
FP
food
last
yea
r cou
ld h
ave
done
so
with
out t
he g
ener
osity
of
our d
onor
s.�G
over
nmen
ts a
re W
FP's
prin
cipa
l sou
rce
of
fund
s, b
ut in
crea
singl
y bu
sines
ses
and
indi
vidua
ls ar
e al
so
mak
ing
a vit
al c
ontri
butio
n to
WFP
's m
issio
n. In
an
aver
age
year
, mor
e th
an 6
0 go
vern
men
ts v
olun
taril
y pr
ovid
e fu
nds
for t
he h
uman
itaria
n an
d de
velo
pmen
t wor
k of
WFP
.8
- Whe
re d
oes
WFP
wor
k an
d wh
o be
nefit
s?�W
FP fi
ghts
hu
nger
in le
ast-d
evel
oped
and
low-
inco
me
coun
tries
whe
re
victim
s of
nat
ural
disa
ster
s, re
fuge
es, d
ispla
ced
peop
le a
nd
the
hung
ry p
oor f
ace
seve
re fo
od s
horta
ges.
The
fron
tline
stre
tche
s fro
m s
ub-S
ahar
an A
frica
and
the
Mid
dle
East
to
Latin
Am
eric
a an
d As
ia P
acific
. See
the
list o
f cou
ntrie
s wh
ere
we p
rovid
e fo
od a
ssist
ance
.
9 - H
ow d
oes
WFP
get
food
to th
e hu
ngry
poo
r?W
FP tr
ansp
orts
mor
e fo
od th
an a
ny o
ther
inte
rnat
iona
l or
gani
satio
n. M
ovin
g fo
od a
ssist
ance
, a b
ulk
com
mod
ity,
thou
sand
s of
mile
s at
a m
omen
t's n
otic
e, o
ften
into
som
e of
the
world
's m
ost i
nhos
pita
ble
plac
es, i
s a
skill
whic
h W
FP h
as tu
rned
into
a fi
ne a
rt.�O
cean
tran
spor
t for
ms
the
back
bone
of W
FP's
trans
porta
tion
syst
em, w
ith s
ome
90
perc
ent o
f its
food
mov
ed b
y sh
ip. B
ut a
s co
mpl
ex a
s sh
ippi
ng a
rrang
emen
ts c
an b
e, th
at's
just
the
easy
par
t. Th
e ha
rd b
it lie
s in
get
ting
the
food
from
the
ship
s to
the
peop
le w
ho n
eed
it.�T
o ac
hiev
e th
is, W
FP's
trans
port
offic
ers
stre
tch
a lo
gist
ical
lifel
ine
acro
ss d
eser
ts,
mou
ntai
ns a
nd ri
vers
dee
p in
to th
e he
art o
f the
wor
ld's
poor
est c
ount
ries.
�If t
here
are
no
road
s or
brid
ges,
WFP
bu
ilds
them
. Whe
re th
ere'
s no
land
ing
spac
e fo
r airc
raft,
it
arra
nges
an
aird
rop.
The
Pro
gram
me
even
reha
bilita
tes
entir
e po
rts a
nd ra
ilway
s. O
nce
the
supp
ly lin
e is
secu
re,
WFP
brin
gs in
its
emer
genc
y fo
od s
uppl
ies
via w
ing,
wh
eel a
nd w
agon
.
It us
es w
hate
ver m
eans
are
ava
ilabl
e: s
hips
, bar
ges,
du
g-ou
t can
oes;
truc
ks a
nd tr
ains
; pla
nes,
hel
icop
ters
and
ai
r dro
ps; e
ven
the
back
s of
don
keys
, yak
s an
d el
epha
nts.
OPE
RATI
ONS
P. 63
LESSON PLAN 6
Resource 2 UN WFP fact sheet
10 -
How
doe
s W
FP's
wor
k di
ffer f
rom
that
of t
he
Unite
d Na
tions
Foo
d an
d Ag
ricul
ture
Org
anis
atio
n (F
AO) a
nd th
e In
tern
atio
nal F
und
for A
gric
ultu
ral
Deve
lopm
ent (
IFAD
)?Fo
od s
ecur
ity a
nd a
gric
ultu
ral d
evel
opm
ent a
re m
ajor
ch
alle
nges
faci
ng th
e wo
rld to
day.
The
Rom
e-ba
sed
agen
cies
of t
he U
nite
d Na
tions
wor
k to
geth
er to
mee
t the
m.
The
agen
cies
hav
e sp
ecific
and
com
plem
enta
ry ro
les.
WFP
’s ke
y m
issio
n is
to d
elive
r foo
d in
to th
e ha
nds
of th
e hu
ngry
poo
r. Th
e ag
ency
ste
ps in
dur
ing
emer
genc
ies
and
uses
food
to a
id re
cove
ry a
fter e
mer
genc
ies.
Our
long
er
term
app
roac
hes
to h
unge
r hel
p th
e tra
nsitio
n fro
m
reco
very
to d
evel
opm
ent.
FAO
is th
e wo
rld’s
agric
ultu
ral k
nowl
edge
age
ncy,
pr
ovid
ing
polic
y an
d te
chni
cal a
ssist
ance
to d
evel
opin
g co
untri
es to
pro
mot
e fo
od s
ecur
ity, n
utrit
ion
and
sust
aina
ble
agric
ultu
ral p
rodu
ctio
n, p
artic
ular
ly in
rura
l are
as. F
AO a
lso
acts
as
a ne
utra
l for
um w
here
all n
atio
ns m
eet a
s eq
uals
to
nego
tiate
agr
eem
ents
and
deb
ate
polic
y.
IFAD
, with
its
know
ledg
e of
rura
l pov
erty
and
exc
lusiv
e fo
cus
on p
oor r
ural
peo
ple,
des
igns
and
impl
emen
ts
prog
ram
mes
to h
elp
thos
e pe
ople
acc
ess
the
asse
ts,
serv
ices
and
opp
ortu
nitie
s th
ey n
eed
to o
verc
ome
pove
rty.
The
Rom
e-ba
sed
agen
cies
hav
e m
any
join
t ope
ratio
nal
activ
ities
at th
e re
gion
al, c
ount
ry a
nd lo
cal le
vel.
11 -
How
doe
s W
FP d
istri
bute
its
food
? W
FP w
orks
with
abo
ut 3
,000
Non
-Gov
ernm
enta
l O
rgan
isatio
ns (N
GO
s) to
dist
ribut
e its
food
. Th
e gr
assr
oots
and
tech
nica
l kno
wled
ge o
f the
se
NGO
s is
inva
luab
le w
hen
it co
mes
to a
sses
sing
how
to d
elive
r foo
d to
the
right
peo
ple.
12 -
Wha
t is
a W
FP fo
od ra
tion?
Typi
cal f
ood
ratio
ns in
situ
atio
ns w
here
no
othe
r foo
d is
avai
labl
e co
nsist
of m
ore
than
hal
f a k
ilogr
amm
e of
food
pe
r per
son
per d
ay (o
r 2,1
00 k
iloca
lorie
s). T
his
amou
nts
to 1
5 kil
ogra
mm
es in
food
ratio
ns fo
r one
mon
th, o
r 18
2.5
kilog
ram
mes
for a
yea
r.�If
you'
re tr
ying
to fe
ed
100,
000
hung
ry p
eopl
e, a
rela
tivel
y sm
all c
asel
oad
in
an e
mer
genc
y sit
uatio
n, y
ou n
eed
abou
t 57
truck
load
s of
food
to fe
ed th
em fo
r jus
t one
mon
th.
13 -
Wha
t do
the
ratio
ns c
onsi
st o
f?Th
e ra
tions
them
selve
s ca
n co
nsist
of:
• Ce
real
s - w
heat
, mai
ze, s
orgh
um, r
ice
• Pu
lses
- bea
ns, p
eas
• Ve
geta
ble
oil
• Sa
lt
• Su
gar
• Ce
real
ble
nds
• Hi
gh E
nerg
y bi
scui
ts
• Br
ead
14 -
Wha
t doe
s W
FP d
o to
pro
mot
e de
velo
pmen
t?W
FP's
deve
lopm
ent a
ctivi
ties
aim
to m
ake
com
mun
ities
food
sec
ure,
so
that
they
can
dev
ote
time,
atte
ntio
n an
d en
ergy
to e
scap
ing
the
pove
rty tr
ap.�
Food
-for-A
sset
s pr
ojec
ts g
ive c
omm
unity
mem
bers
food
in re
turn
for w
ork
on ro
ads,
sch
ools
, wel
ls o
r irri
gatio
n sy
stem
s. F
ood
may
al
so s
uppo
rt th
em a
s th
ey s
tart
smal
l bus
ines
ses
or
repl
ant d
egra
ded
fore
sts.
�
PART
NERS
WFP
FO
OD
RATI
ONS
P. 64
Cut along the outer lines and fold along the inner (dash) lines. Stamp or embellish the outer sides as desired. Glue flaps “A” to the inside sides to create the bottom of the box. Flap B folds in.
A
A
B
A
A
A
A
LESSON PLAN 6
Resource 3a Box template WFP
Use a photocopier to enlarge
P. 65
LESSON PLAN 6
Resource 4 UN WFP food basketThe food that the World Food Programme (WFP) supplies to its beneficiaries depends on the needs of the groups covered and the objectives of the project.
In emergencies or refugee situations people may be totally dependent on WFP food. In this case, the key components of the WFP food basket are: a staple such as wheat flour or rice; lentils, chickpeas or other pulses; vegetable oil (fortified with vitamin A and D); sugar; iodized salt. Often these are complemented with special blended foods, such as a corn soya blend, that have been fortified with important micronutrients.
The photo below shows an example of a daily ration that provides the required 2,100 kilocalories (Kcal) of energy.
Ingredients400g of cereal flour/rice/bulgur60g of pulses25g of oil (vit. A fortified)50g of fortified blended foods (corn soya blend)15g of sugar5g of iodized salt
Nutritional valueEnergy 2,100 KcalProtein 58gFat 43g
Besides energy, protein and fat, an adequate food basket supplies micronutrients such as vitamin A, iron, iodine and zinc. The food basket serves to prevent micronutrient deficiencies and other forms of malnutrition or prevents them from deteriorating.
P. 67
APPENDIX 1
Fast, Fun Facts1. Beans have been grown by humans for almost 6,000 years.
2. In ancient Egypt, the Pharaohs believed lentils helped carry the soul to heaven.
3. In ancient Greece people sometimes decided who got a job by putting one white and many black beans in a pot. Whoever picked the white bean got the job.
4. In ancient Rome, the four leading families of the city took their names from pulses: Lentullus (lentil), Piso (pea), Cicero (chickpea), and Fabius (fava).
5. Chickpeas were grown in the Hanging Gardens of Babylon (one of the seven wonders of the ancient world).
6. An archaeologist working in New Mexico found a clay pot with bean seeds that were 1,500 years old. When the seeds were planted, they grew!
7. A cash prize was once offered in Indonesia for the best song written about the fun of planting soya beans.
8. In Nicaragua, people getting married are given a bowl of beans for good luck.
9. A picture of Queen Elizabeth II has been made from 10,000 jelly beans!
10. Gary Watkinson (age 25) from England lives on a diet of baked beans and toast. That’s beans for breakfast, beans for lunch, and beans for dinner.
11. The world’s largest pulse pod can grow up to 5 feet long.
12. The least “musical” (gas / wind making) pulses are said to be lentils, split peas, adzuki beans, mung beans, and black-eyed beans.
P. 68