getting’food’fast’’ - refresh ed · getting food fast teacher information some learning...

Getting Food Fast

Introduction

In this unit, students investigate fast food outlets. In particular, students investigate if and how fast food outlets have had an impact on increasing Australia’s overweight and obese population. The dispersion of fast food outlets and where fresh fruit and vegetables can be purchased in their school community and neighbouring suburbs is also explored. Students are encouraged to consider the environmental and economic impacts of the growing number of fast food outlets.

Key Messages

• Personal and community action can change availability of healthy foods

This unit will enable students to:

• Explore and discuss food systems in relation to food sustainability • Investigate relationships between how food is processed, prepared and distributed and the

impact on nutrient value

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Links to the Western Australian Curriculum* Main learning area: HEALTH AND PHYSICAL EDUCATION

WA curriculum strands WA curriculum

sub-strands WA curriculum content descriptions

Personal, Social and Community Health

Being healthy, safe and active

Contributing to healthy and active communities

Skills and strategies to promote physical and mental health, safety and wellbeing in various environments, such as: assertive responses; stress management; refusal skills; contingency plans; online environments; making informed choices.

Health promotion activities which target relevant health issues for young people and ways to prevent them.

Additional links to the Western Australian Curriculum

* https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser

Additional learning areas Strands Sub strands/Context Design and Technologies

Knowledge and understanding Process and production skills

Technologies and Society Investigating and defining

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Links to the Australian Curriculum* Main learning area: HEALTH AND PHYSICAL EDUCATION

Australian curriculum

strands Australian curriculum

sub-strands Australian curriculum content descriptions

Personal, Social and Community Health

Being healthy, safe and active

Communicating and interacting for health and wellbeing Contributing to healthy and active communities

Investigate and select strategies to promote health, safety and wellbeing. (ACPPS073)

Develop skills to evaluate health information and express health concerns. (ACPPS076)

Plan and use health practices, behaviours and resources to enhance the health, safety and wellbeing of their communities. (ACPPS077)

Additional links to the Australian Curriculum

* https://www.australiancurriculum.edu.au/f-10-curriculum/learning-areas/

Additional learning areas

Strands Sub strands Australian curriculum content description

code Design and Technologies

Design and Technology Knowledge and understanding

ACTDEK032

Geography Geography Inquiry and skills

Collecting, recording, evaluating and representing Interpreting, analysing and concluding

ACHGS056

ACHGS060

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General capabilities The Australian Curriculum describes seven general capabilities which extend across each learning area. Their relevance to learning tasks in this unit is indicated below:

Learning Task

Literacy Numeracy ICT capability

Critical and creative thinking

Ethical understanding

Personal and social capability

Intercultural understanding

Are fast food outlets the problem?

Put it on the map

The cost of fast food

Last one standing

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Unit Overview

Learning Task Suggested time allocation

Resources needed

Introducing Key Messages

1. Are fast food outlets the problem? This learning task introduces students to the growing number of fast food outlets available in Australia.

Option 1 - 60 minutes Option 2 – up to 180 minutes

• Internet access or texts on fast food outlets

• A3 paper and 2x Coloured Post-It notes

Developing Key Messages

2. Put it on the map This learning task encourages students to explore their local facilities, particularly food outlets and map their locations. They are encouraged to review the types of food choices available in their local suburb.

60 minutes

• A3 map of school suburb – 1 per group • Small coloured dot stickers – 1 packet per

group • Internet access • Access for class to view YouTube clip. • Internet access • Teacher sheet with cost of food items

• Getting food fast Activity sheet – 1 per student (HPE)

• The cost of fast food Activity sheet – 1 per student (D&T)

3. The right price This whole class activity is a fun way for students to guess the cost of popular fast food items verses home made goods. 4. Making choices This learning task is a research and reflection activity to be complete individually. Assessment tasks are available for this activity.

20 minutes 60 minutes

Reflecting Key Messages

5. Last one standing A whole class quiz activity is used to summarise this unit of study.

20 minutes

• True/False Quiz Questions

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Teacher Information Some learning tasks may require food preparation and cooking. Before commencing:

• Check students do not have allergies or sensitivities to foods used. • Ensure included food and drinks are culturally acceptable. • Refer to food and drinks from other cultures in relevant class discussions. • Discuss food hygiene and safety practices, for example, always wash your hands

before touching food and do not use sharp knives without adult supervision.

Most learning tasks require prior preparation; therefore refer to Resources needed list below before commencing each learning task.

Learning Task Useful information and resources to deliver this Learning Task

1. Are fast food outlets the problem?

• The growing number of fast food outlets, along with the types of foods and convenience they offer, is often blamed for the incline in overweight and obesity in Australia and its associated chronic lifestyle diseases.

• Along with the growing prevalence of fast food outlets, there are a broad array of factors which are contributing to the overweight and obesity epidemic in Australia. Some of these include: o Food choices o Lack of nutrition education o Lack of physical activity o Increased time doing sedentary activities o Easy access to motor transportation o High level of advertising and marketing of discretionary foods

• Addressing this rate of overweight and obesity is a national health priority and requires a complex, multifaceted approach including changing dietary behaviours, policy change and a social and cultural shift away from takeaway and fast food.

2. Put it on the map • Research shows the average household is spending a third of its food budget on fast food and eating out. Overall, the share of meals out and fast foods in total food expenditure increased from 25 per cent in 1988-89 to 34 per cent in 2015-16. http://www.agriculture.gov.au/abares/research-topics/food-demand/trends-and-issues-2018#download-the-full-report

• This growing popularity is due to many reasons such as convenience, accessibility, apparent low cost, greater disposable income and frequent marketing.

• Additional information about making healthy fast food choices https://foodwatch.com.au/blog/fast-food/item/fast-food-choosing-the-healthier-options.html

• The Hidden Cost of Hamburgers https://www.youtube.com/watch?v=ut3URdEzlKQ (7:51)

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3. The cost of fast food

• https://livelighter.com.au/Assets/resource/booklet/FINAL-Takeaway-booklet.pdf Use this booklet to support The right price activity.

• https://www.eatforhealth.gov.au/eating-well/how-understand-food-labels/food-labels-what-look - This link to food labelling could be used as a secondary resource for this activity sheet.

• For costing food items, students can access local online shop websites and get approximate costs of items.

4. Making choices • Select the activity sheet that suits your preferred learning area. • HPE – Getting food fast • D&T – The cost of fast food • These tasks could be used as in class assessment tasks or as

classroom activities. Photocopy 1 per student. • Students will need, internet access and a calculator to complete the

tasks. • Students should have previously watched The Hidden Cost of

Hamburgers https://www.youtube.com/watch?v=ut3URdEzlKQ (7:51)

5. Last One Standing

• No additional information required

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Introducing Key Messages Learning Task One: Are fast food outlets the problem?

Task Option 1

Set the task as a whole class activity.

1. Write the following statement on the board:

More than half of Australian adults and a quarter of Australian children are either overweight or obese. The growing number of fast food outlets in Australia is a key contributing factor.

2. In small groups, students discuss the statement above. Using A3 paper divided into 2 columns, get students to note down points that they believe support this statement and points they believe disagree with the statement.

EG.

Agree Disagree

3. If available, ask students to access the internet or texts to research this topic to find facts that support their opinions.

4. Hand out 3-4 Post-It notes of one colour and 3-4 Post-It notes of another colour to each group. - Ask them to write the points that support this statement on the colour1 notes. - Ask students to write the points that disagree with this statement on the colour2

notes. 5. Get members of the groups to bring their statements to the board and stick them onto

the board under the appropriate heading of AGREE or DISAGREE, if undecided, place in the middle.

6. Teacher facilitates a summary discussion to review the class’s findings and discuss relevant points that are raised by students.

7. At the conclusion of the review, discuss as a class: - What have they learnt about fast food outlets in Australia? - What other factors do you think are contributing to the increased number of

overweight and obese individuals in Australia?

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-

Task Option 2 – Class Debate to be completed over 2-3 lessons.

1. Write the following statement on the board:

More than half of Australian adults and over a quarter of Australian children are either overweight or obese. The growing number of fast food outlets in Australia is a key contributing factor.

2. Explain to the class they will be conducting a debate on the above statement. 3. Place the students into pairs or threes. It is important to have an even number of pairs

or threes. 4. Assign each group to either an affirmative team (support the above statement) or an

opposing team (disagree with the above statement). 5. Using their own knowledge, texts and internet if required, each group is to prepare their

argument. Encourage students to logically structure their arguments. An example of some points which students may need to consider include: o Factors influencing our food choices o The number or fast food outlets available o The type of food available in fast food outlets o Relevant statistics

6. If students are not familiar with how a class debate works, discuss the format of a debate: Provide students with a copy of the Guide to running a debate – Resource sheet.

7. As only six people at a time can participate in a class debate, this learning task may need to be conducted over a series of lessons or you may limit the number of debates. When not directly involved in the debate, students can assist with judging the teams.

8. At the conclusion of the debate, discuss as a class: o What have they learnt about fast food outlets in Australia? o What other factors do you think are contributing to the increased number of

overweight and obese individuals in Australia?

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Developing Key Messages Learning Task Two: Put it on the map

1. Prior to starting this learning task, use Google Maps or a similar program to search for a map of your school’s suburb. You may wish to include some neighbouring suburbs.

2. Ideally this map needs to be A3 size. One option for doing this is to take a screen shot of the map and paste it into a Word Document with A3 sized paper. The map can then been modified to fit the page appropriately. This will affect the scale of the map however for the purposes of this learning task, a scale is not required.

3. Print a copy of this map for each group. 4. Place students into groups of 4. 5. Distribute a copy of the map to each group and a packet of small coloured dot stickers

(4 colours needed). 6. Explain - In their groups students are to research four common fast food outlets (one

each) and where they are located in their community. 7. To find the location of these outlets students may wish to research the outlet’s website

or they may choose to use websites (or phone apps) such as Zomato. https://www.zomato.com/perth

8. Students place coloured dot stickers for each outlet researched on the map of where the fast food outlets can be found.

Ask:

o The number of fast food outlets in Australia has increased over the years, why do you think this is?

o What impact do you think this growing number of fast food outlets is having on our environment?

9. Watch The Hidden Cost of Hamburgers https://www.youtube.com/watch?v=ut3URdEzlKQ

(7:51)

Ask:

o What did you learn from this video? o Did you realise that consuming fast food products such as beef hamburgers had an

impact on the environment? o What can you do to help reduce this environmental impact? o What can our community do to help reduce this environmental impact? o What can we do as a country to help reduce this environmental impact?

10. Record key responses on the board for students to copy into their workbook.

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Getting Food Fast

11. If not mentioned, explain one recommendation made was to increase our consumption

of fruit and vegetables. In their groups, ask students to research places where fresh fruit and vegetables can be sourced in their community. Such places may include large supermarkets, green grocers or farmers markets.

12. Students are to place green or blue dot stickers on the map where these fruit and vegetable places can be found.

13. Each group is to briefly present to the class what they have found from doing this mapping activity.

Ask:

o How available are fruit and vegetables to buy compared with fast foods? o What are some reasons people choose fast foods over fruit and vegetables? (eg

taste preference, lack of knowledge, pre-prepared, packaging, advertising, habit) o How could fruit and vegetables be promoted to compete with fast foods? (eg

healthier, fresher & lighter, pre-prepared, packaging, advertising (using same techniques as fast food)

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Learning Task Three: The right price

1. Explain - The average Australian family spends one out of every three dollars of their food budget on meals purchased away from home. These meals are not only often high in fat, salt and sugar and therefore put people at an increased increase of chronic disease but it can also be very expensive.

2. Divide the class into three groups and ask them to choose a team name. 3. Write these team names on the board. 4. Explain they will be playing a game called the right price. 5. A common takeaway product or healthy food product will be written on the board and

each group will take it in turn to guess the price per 100g. 6. The team which gets the closest, without going over, wins a point which is marked on

the board. Each team will have 20 seconds for discussion before giving their answer. 7. Examples of food products that may be selected include:

Take away product Cost per serve Healthier version

Cost per serve

Chunky chips $2.50 Homemade baked chips $0.60

Chicken nuggets $5 Homemade chicken nuggets $2.00

Takeaway pizza

$10 delivered $6 pick up

Homemade pizza with pineapple, mushrooms, basil & reduced fat cheese

$3.25

Large takeaway burger $7.50 Homemade burger $3.65

Takeaway creamy pasta $12.90 Homemade creamy pasta $3.20

Noodle stir-fry $9 Homemade noodle stir-fry $3.40

*Prices obtained from https://livelighter.com.au/Assets/resource/booklet/FINAL-‐Takeaway-‐booklet.pdf

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Getting Food Fast

Learning Task Four: Getting food fast/ The cost of fast food – Assessment Task

1. Select the activity sheet that suits the needs of your subject area.

HPE – Getting food fast or D&T – The cost of fast food

2. Distribute a copy of the activity sheet to each student.

3. Each student picks a common takeaway food product of their choice and completes the activity sheet individually using the internet where required.

4. In pairs and then as a class, discuss student findings.

5. These activities can be used as an assessment, using the assessment guides provided, or used as a classroom activity.

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Reflective Key Messages Learning Task Five: Last one standing

1. This learning task can be conducted at the end of the unit to summarise the knowledge gained.

2. Ask students to stand up. Explain that you will ask a series of True and False questions, related to what they have learnt. Students answer the question by placing either their hands on their heads for True or tails (bottoms) for False.

3. Sample questions you may wish to ask include: (correct answer in red) • Fast food meals are cheaper per serve than homemade alternatives? T/F • Lack of nutrition education is one factor that is contributing to Australia’s obesity

epidemic? T/F • Saturated fats are considered a healthier fat option? T/F • Having 25g of sugar per 100g of product is an acceptable amount of sugar? T/F • Obesity increases your risk of chronic lifestyle diseases? T/F • Fast food outlets contribute a large portion of waste to our global waste problem?

T/F • Salt is normally listed as sodium on nutritional panels of packaged foods? T/F

4. Any students who answer the questions incorrectly need to sit down. Those

remaining continue to the next round. Repeat questions until there is the “Last One Standing”.

** Extension – You could get students to create a bank of True/False questions to use in the quiz.

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Additional activities Classroom

o Watch the documentary Super-Size Me by Morgan Spurlock. This documentary follows a 30-day period during which Spurlock only ate McDonald’s food. The film documents both Spurlock’s physical and psychological wellbeing during this time and explores the fast food industry’s corporate influence.

o For Design and Technologies Learning Area, students can complete a design task using the knowledge gained from this unit. They can design and produce a healthy fast food item, eg a Healthier Pasta Dish or Healthier Pizza and compare the cost, nutrient value and convenience to that of a take away food item.

Whole school o Display the maps created in Learning Task Two in a common area of the school. o Include information relating adult and children’s consumption of fast food in the

school newsletter. Provide some cheap and easy healthier alternative recipes.

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Getting Food Fast

Suggested assessment tasks

Health and Physical Education*

o Using Getting fast food Activity sheet, students work individually to evaluate a fast food menu item of their choice and compare it to a healthier option. Encourage students to examine the reasons for the healthier choice. Students are assessed on their ability to research nutritional information to make informed choices.

Design and Technologies** o Using The cost of fast food Activity sheet. Students work individually to evaluate a

fast food menu item of their choice and compare it to a healthier option, compare the cost verse home-made food items and discuss the environmental impact of the production of fast foods.

Refer to the Sample Assessment Task document links below for full tasks and marking keys.

*Year-8-Getting-Food-Fast-HPE-Sample-Assessment Task

**Year-8-Getting-Food-Fast-D&T-Sample-Assessment-Task

Assessments

www.refreshedschools.health.wa.gov.au www.facebook.com/refreshedschools

A guide to running a debate Resource sheet.

1. Nominate a chairperson. This person is responsible for introducing the topic at the start of the debate and for introducing each speaker before they speak.

2. Nominate a timekeeper. This person is responsible for timing

each speaker.

3. The first speaker of the affirmative team presents arguments in support of the statement (5-10 minutes)

4. The first speaker of the opposing team presents arguments against the statement (5-

10minutes)

5. The second speaker of the affirmative team presents further arguments in support of the statement, identifies areas of conflict and answers questions that may have raised by the opposition (5-10minutes)

6. The second speaker of the opposing team presents further arguments in support of

the statement, identifies areas of conflict and answers questions that may have raised by the previous affirmative speaker (5-10minutes)

7. A short recess to prepare rebuttals (5 minutes)

8. The opposing team begins with the rebuttal, attempting to defend their arguments

and to defeat the affirmative arguments (3-5 minutes)

9. Rebuttal by the affirmative team (3-5 minutes)

10. Each team gets a second rebuttal for closing statements with the affirmative team have the last opportunity to speak (3-5 minutes). The teacher and the remainder of the class decide which team presented the present arguments.


Getting food fast Activity sheet

Name ____________________________________________ Date _________

1. Choose a common takeaway food product that you like to eat.

________________________________________________________________

2. Use credible health information websites, (Most fast food outlets now have this information on their online menus) to determine the nutritional content of this product per 100g.

Fat

/100g

Saturated Fat

/100g

Sugar

/100g

Sodium

/100g

3. For a food product to be considered healthy, it needs to meet the following nutrition requirements:

Fat: Less than 10g/100g Saturated Fat: Less than 3g/100g Sugar: Less than 15g/100g Sodium: Less than 400mg/100g

Would you consider your food product a healthy takeaway choice? YES / NO

4. What could a healthier meal choice be?

______________________________________________

5. Explain how your healthier meal choice better suits the nutrition requirements of a healthy meal (as listed above).

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


6. Research suggests that eating fast foods regularly can impact your health and wellbeing. Identify and explain three impacts fast foods can have on your health and/or wellbeing.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Sam is out with friends and it’s nearly lunchtime. They decide to eat out.

What factors do you think could influence Sam’s food choices? Justify your response with relevant examples.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


The cost of fast food Activity sheet

Name ________________________________________________ Date _________ 1. Choose a common takeaway food product that you like to eat and research how much this product would usually cost per serve? Product __________________________________________________________________

Cost per serve? ____________________________________________________________ (You may need to pick a specific fast food outlet or product brand to get the cost from their menu.)

2. Use information websites, (many fast food outlets now have this information on their online menus) to determine what the nutritional content of this product is per 100g?

Fat

/100g Saturated Fat

/100g Sugar

/100g Sodium

/100g

3. For a food product to be considered healthy, it needs to meet the following nutrition requirements: Fat: Less than 10g/100g Saturated Fat: Less than 3g/100g Sugar: Less than 15g/100g Sodium: Less than 400mg/100g Would you consider your food product a healthy takeaway choice? YES / NO

4. Research and find a recipe that would be a healthier alternative to this fast food item.

Recipe title: ______________________________________________

5. Record the ingredients in this recipe in the table in Q6.


6a. Calculate and record the cost of each ingredient and the total cost of the recipe using the formulas above. Hint: You can search Coles or Woolworths online shopping to get ingredient costs.

Ingredient Quantity you will use

Cost and quantity unit of the item when purchased

Calculate the cost per item/quantity

Calculate the cost for the quantity used

Total cost

e.g- Rice 150g $3.20/1kg $3.20 ÷1000= 0.0032

0.0032 x 150 $0.48

TOTAL

How to cost a recipe Cost of item

X Number of

units used in the

recipe

=

Total cost of the ingredient in this

recipe Size of a unit of the item (weight or quantity)

How to calculate the cost per serve

÷

The number of serves as per recipe

=

Total cost of one serve Total cost of all

the ingredients


6b. How many does this recipe serve? ________________________

6c. Calculate the Total Cost per Serve ________________________

7. Which food item is more cost effective? Explain the reasons why there is a cost difference between fresh food prepared at home and food from a fast food outlet? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________ Q8. How does the consumption of this takeaway food product impact on the environment?

Explain your answer. Consider the production process of creating this product as well as local and global effects.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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