1 biology nutrition michel lafont, david wilgenbus english translation : bertrand coidon (centre...

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BiologyNutrition

Michel LAFONT, David WILGENBUSEnglish translation : Bertrand COIDON (Centre Départemental de Documentation Pédagogique du TARN, Midi Pyrénées, France)

Beijing, January 2010

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« It is necessary to eat in order to live- but it is not necessary to live in order to

eat. »

A proverb by Cicero, Roman statesman and author (106 – 43 BC)

« Once you have got used to it, being a slave is a state you cannot even feel any more. »

Plato, Greek philosopher (428 – 346 BC)

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You are about to see three different pictures.

Look at them.

Then you will have to express the feelings they have aroused in you.

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What do these pictures make you think of ?

Other documents will follow. Have a close look at them.

Answers picked up.

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A video – a commercial for Mc Donald’s :

A fast-food restaurant that is even smarter than Mc Donald’s !

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Do these documents inform us of anything ?

What are the questions they confront you with ?

What subject-matter are they about ?

Answers picked up.

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Some answers that are commonly given :

• Being fat – or plump – is something that has always been represented in art.

• Problems linked with overweight, obesity.• Risks ensueing from these conditions.

• Various forms of nutritional imbalance.• The impact advertising has on nutritional habits.• …

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What mental representations do you have concerning overweight and obesity ?

To me, a person is overweight when…

To me, a person is obese when…

Answers picked up.

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How is obesity to be defined ? The World Health Organization’s definition of obesity depends on the Body Mass Index. The BMI is obtained by dividing a person’s weight (in kilos) by their square height (in metres). Thus, for a 1.60-metre tall woman whose weight is 55 kg, her BMI is 55 / (2.56) = 21.48. The World Health Organization has adopted the following classification :

Normal build BMI : from 18.5 to 24.9

Slight overweight or « plumpness » BMI : from 25 to 29.9

Slight obesity BMI : from 30 to 34.5

Severe obesity BMI : from 35 to 39.9

Very severe obesity BMI superior to 40

It is to be noted that BMI does not provide any data concerning fat tissues.

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Everybody can calculate what their BMI is :

Systematization, on an individual basis, using an Excel sheet if necessary :

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What do you think are the causes of overweight and obesity ?

Answers picked up and classified.

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Some common answers :

• The quality of food taken : too much sugar or too many lipids.• The quantity of food taken : too much food compared with what the body needs.• The way food is taken : an erratic way of eating with a lot of nibbling out of meal times…• The influence of omnipresent advertising for highly caloric food.• Lack of knowledge concerning the calories everyday food contains.• Social factors : social background, education, living place.• Genetic factors.• Psychological factors : depressive tendencies, abnormal habits in the way of eating.

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A few currant answers – concerning children especially :

• The influence of omnipresent advertising for highly caloric food.• Having a sedentary way of life ; lack of physical activity – much time spent watching TV or using a computer ; the use of cars...• The fact that children do not know what their real physiological needs are.• The fact that pupils do not know how important water is to keep healthy or how this can be ensured.• The fact that little is known about what normal growth means and implies from a physiological point of view.• A poor awareness of what overweight can imply.• Not being able to prepare balanced meals.

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What do you think can be done so that children do not get either overweight or obese ?

Answers picked up.

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A few currant answers :

• Be sure to have quality food : cut down on food containing too much sugar or lipids.• Be aware of what your own physiological needs are according to what your activities have been.• Be careful about the quantity of food you eat : make sure it is proportionate to what your body needs.• Pay attention to the way you have your meals : no skipping of meals, no nibbling between meals, remedy any eating disorders in order to get rid of them…• See to it you do not have too sedentary a way of life : spend more time having physical activity and less time on TV or computers…• Be able to decipher and understand commercials.• …

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Just a few remarks before we go on with our work.

In what follows, we intentionally decided not to have children be forced to be in situations that would imply having to weigh – or tell about their weight – in public.

They will be offered the opportunity – and will be encouraged to do so – at school or out of school, either on their own or with the help of an adult (teacher, parents, doctor…) to gain access to the information and devices that will tell them what their weight and BMI are.

Getting aware of these issues should in no way result in any child feeling guilty or ostracized by the group, as the child may already suffer from some complexes.

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Besides, it is necessary to be remembered that not only teachers but everybody who takes part in the work should feel concerned :

- people in charge of menus at school.- parents.- sports trainers.

and, out of school :

- food industries.- restaurant keepers.- legislators…

An unhelped child would not be able to tackle the challenge.

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And the word « kilocalorie » will be used throughout this document to make it easier to make comparisons with products you can find in shops.

Despite the word « calorie » not being part of the International System of Units, it is still very much employed in the field of dietetics – and is to be found on a lot of food packages.

Such a « calorie » - symbol : Cal -, which among others nutritionists refer to, equals a kilocalorie – symbol : Kcal – that is 1,000 calories or 4,186 joules.For example : a man needs 2,500 Kcal a day, a litre of oil amounts to 8,200 Kcal and an apple is 100 Kcal.

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In order to make it possible for pupils to get skills in this field, we shall suggest a series of 9 sessions that will come after this first meeting session.

But before that, let’s try and find out what objectives are to be reached in the following fields :

• teaching how to eat properly.• teaching how to be a forewarned consumer.• teaching how to deal with hygiene issues.

Answers picked up.

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Teaching how to eat properly :

• Be aware of what your energetic needs are in relation to your activity.• Adapt your eating-habits – quantity and quality – to your own needs.• Identify weight and obesity-related problems.• Present the notion of eating varied food.• Get aware of fat and sugar being hidden in food.• Emphasize the importance of eating fruits and vegetables. • Identify, name and taste fruits and vegetables. • Learn how to drink water properly. •…

A few current answers :

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Teaching how to be a forewarned consumer :

• Be conscious of your own eating-habits.• Cut down on fat and sugar.• Identify direct* and indirect** uses of sugar and fat.• Be able to analyse a commercial for food.• Be able to find out what an industrial product is made of.• …


* Direct : quantities a consumer adds himself .** Indirect : quantities used by the food industry, in canteens and by the pharmaceutical industry to make food or medicine.

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Teaching how to deal with hygiene issues :

• Name the different meals of a day and say how important they are in relation to what they bring you . • Get pupils to think about nibbling. • Discover recipes including mainly fruits and vegetables.• Learn how to cook in a balanced and varied way.• Prevent cavities from appearing – by eating less sugar and brushing your teeth.• …


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Other subjects can be associated to that action :

A - Maths :• Know how to read a diagram.• Know how to treat data, insert them into diagrams, show them in curves or histograms.• Know how to use devices to measure weight or countenance.

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• Study the proportion of ingredients in food.• Know your own weight and be able to locate it on a growth curve.• Use an Excel sheet.• …

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B – Language skills :• Reading.• Writing.• Speaking.

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C – Behaviour, attitudes :

• How to become a forewarned consumer :- Becoming aware of the role played by commercials.

Be able to read what is on packages, tell apart what is related to advertising from what contains real nutritional information.

Adapt your consuming habits to what corresponds to your real needs.

- Becoming a moderate consumer of anything that includes fat and sugar : consuming various products which are legally sold is possible provided it is done moderately.

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•To be convinced that caloric balance is essential - between what is taken in and what is spent – and endeavour to have as much physical activity as possible. Two kinds of physical activity are to be distinguished :

- « Visible » physical activity : when you do exercises you have voluntarily planned in advance.

- « Hidden » physical activity : what you do in everyday life – walking up stairs, carrying various weights, walking, gardening, housework, keeping a certain position…

• To learn that eating implies doing so in a conscious manner, have pleasure in eating food instead of « gobbling it up ».

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D - History :

• Shifting from nomadic to sedentary life - which entails different needs and habits in the way people feed.• The advent of mechanization in transports, building, agriculture,industry – which implies less physical exertion for man.

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E - In science in other fields :

• Studying the different possible methods used to preserve food : baking, pasteurizing, preserving, bottling, drying, freeze-drying, dehydration, smoking, cold, freezing, salting - meat, fish, vegetables… fruit jam, using alcohol, honey, vinegar, oil, brine, fat…, use of preservatives. …

Studying digestion – chewing, role of saliva...

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• Identifying ingredients in a product : • using evaporation (soda / sugar), • adding other products (emulsion showing the presence of fat), • contact with some other material (fat paper), • trying to dissolve (oil/water), decant.• using reagents.• using more sophisticated processes when possible (chromatography…).• …

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Suggesting some other sessions on the same theme.

Sessions 2 & 3

Accepted hypothesis : the quality of food absorbed can generate

overweight when it is sweet, fat, unbalanced, with no fibres…

Sessions 4 & 5

Accepted hypothesis : the quantity of food absorbed can generate

overweight when more is ingested than necessary to the body’s needs.

Sessions 6 & 7

Accepted hypothesis :

• Be aware of your own physiological needs compared to the activities you

have.• See to it that you do not have more than necessary : learn to adapt.

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Session 8Accepted hypothesis : • Children do not know what their real physiological needs are.• They do not know what normal growth is.• They do not know what overweight means and can entail.

Session 9 Accepted hypothesis :• Children do not know how much water they physiologically need every day.• Children do not know about the importance of water – or how to answer this need.

Session 10 Accepted hypothesis :• Children cannot identify or know about the origin, nature and function of food in general.• Children cannot cook a meal any more – choosing the right staples… -, if they have ever been able to do so .

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Sessions 2 & 3

Aims :

• Write down what and how pupils are used to eating and get them to become

aware of their habits.• Identify the kind of food they have and the category that food belongs to.• Check whether some food is natural or a mixture and, in the latter case, be

able to identify its components by using different tests – reading, the five

senses…• Realize how difficult it is to get precise landmarks by studying a few Chinese

or French dishes, or industrial dishes…• Realize how important the influence of advertising is in the way we see food.

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Accepted hypothesis : getting overweight – or not – depends on the quality of food.

Checking about the hypothesis by inquiring into the way each pupil sees food – and eats :

Case 1 : Classifying different items according to your tastes ( I like vs. I don’t like ).

NB :Pupils are not supposed to know about alimentary groups and classification at this stage of the experiment.Besides getting them to make lists of what they like and dislike, it is necessary to get them to realize that they what they like is very typical of their age group – eg. fat and sweet products.

Case 2 : Write down an example of one of your favourite menus for each meal of the day.

S2&3

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Example of answers given by pupils and classified in a chart. Count precisely what the results are for your class using a similar chart and display what items are most commonly had by focusing on the total column.

A chart of everyday alimentary habits for the class

Aliments Petit déjeuner

Déjeuner Collation du goûter

Dîner Total

Lait chocolaté 4 1 5

Pâtes préparées 3 2 5

Beignets de poisson 1 1 2

Crème glacée 1 1

Fruit 5 4 2 11

Légumes vapeur 2 2

Thé sucré 1 1 2

Café sucré 2 1 3

Poulet, frites 6 2 8

Salade 4 2 6

Steak frites 5 4 9

Pizza 4 3 7

Produit lacté 4 2 2 8

0

S2&3

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Accepted hypothesis : getting overweight – or not- depends on the quality of food you have.

Checking about the hypothesis by looking up for information on the nature of food :

Case 3 : Identify food items according to the nutritional groups they belong to.Check whether they are normally had on their own (plain) or elaborately cooked (along with fat or sweet products).

S2&3

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Start classifying items by using charts similar to the following ones :S2&3

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Case 4 : What groups do the following items belong to ?Show your class the following photos.

C2&3

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Checking about the hypothesis by having experiments.

Case 5 : How can ingredients be identified in complex items (more or less elaborate cooking) ?Let’s try to be imaginative and work out some methods.

Answers picked up and compared.


C2&3

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A few current answers that can lead to experiments :

• by using your senses (eyesight, taste, smell, touch). • by reading the information :

- on labels,

- on the recipe collected or observed.• by comparing stains on a leaf of paper after you have put various food stuffs

on it (translucent or opaque paper).• evaporation (sodawater + sugar).• association with other products (emulsion that makes fat visible).• by using reagents : test of Molisch (for sugar).• by cooling (fat becomes solid).• decantation and solubility test (oil/water), • using more elaborate techniques if possible (chromatography…).

S2&3

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Checking about the hypothesis by looking up for information or by asking an expert (cook, dietetician, nutritionist…).

The following sessions will lead to identifying the various categories items belong to :

• by reading the different ingredients they are made of,• by looking for the original recipes concerning the final product,• by using some devices.


S2&3

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Session 6 : Is it possible to determine what categories the following French dishes belong to ?Disclosure of the following photos.

S2&3

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Recipes can be helpful.S2&3

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Session 7 : Is it possible to determine what categories the following Chinese dishes belong to ?Disclosure of the following photos.

S2&3

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Recipes can be helpful.S2&3

北京烤鴨

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Session 8 : Is each meal of that day a balanced one ? To get to know it, find out what group each item belongs to and check whether all groups are represented in a balanced way.

S2&3

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Session 9 : Are the meals of that day balanced ones ? To get to know that, find out what groups they belong to and check whether all groups are represented in a balanced way ?

S2&3

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Study of the hypothesis by examining ads and commercials for food taking these factors into account.

• Becoming aware of what advertising is (its nature and function) :

• its nature : professional activity whose aim is to induce people to buy goods or services ; • its means : written texts ; advertisements...

• Reading labels on goods and being able to :• Identify their components (including those we do not know : artificial products, additives…).• Identify best-before dates.

• Differenciating advertising « information » from real ingredients included in the product (along with proportions).

Accepted hypothesis: being overweight – or not – depends on the quality of food.

S2&3

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Session 10 : Do commercials provide me with any information about the products I am about to buy ?Showing some commercials for Mc Donald’s, Pizza Hut. What feelings, emotions… do these commercials hinge on ?

S2&3

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Session 10 : Do these commercials provide me with any information about what I am going to have ?Showing some commercials for Mc Donald’s, Pizza Hut. What feelings, emotions… do they hinge on ?

S2&3

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Session 11 : Is it possible to determine what groups these fast-food dishes belong to ?

S2&3

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Sessions 2 & 3

First conclusions :

Food products can be classified into different groups according to the nature of their components. It is not by eating a bit from each group that perfect balance will be reached.We should learn how to :

• get some help to decide what we should eat.• analyse different menus and be able to rationalize them to reach equilibrium.• identify the various components of food (including those we do not know : artificial products, synthetical additives…).• get the information I am looking for from a commercial or an ad.• not to be censorious : no food is intrinsically unhealthy ; only a balanced way of eating can bring well-being and healthiness .

S2&3

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Sessions 4 & 5

Aims :• Assessing how much you usually eat every day.• Becoming familiar with your body’s reactions after physical activity and evaluating what it really needs.• Getting to know about morphological types and taking differences into account. • Differentiating physical activity from inactivity.• Stressing the link that exists between physical activity and burning calories.

S4&5

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Accepted hypotheses : Overweight can be generated by• the quantity of food absorbed • a sedentary way of life and a lack of physical activity - time spent watching TV, using computers, travelling by car…

Checking about the hypotheses by assessing the caloric intakes corresponding to dishes you have on a regular basis.

Situation 1 : Take up the list of session 2 concerning daily habits.Get pupils to realize that they tend to have unvaried food, especially food containing much fat and sugar.

Use the devices the different groups have chosen. You can now provide a document about caloric intakes .

S4&5

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Accepted hypotheses : Getting overweight – or not – depends on the quality of food.• a sedentary way of life and lack of physical activity – time spent watching TV, using computers, travelling by car…

Situation 2 : Assess how much is taken in on a daily basis. To start with, quantities are referred to using simple vocabulary.Examples :

• Glasses for drinks• Lumps for sugar• Slices for bread• « Shares » for pizzas• Cones or sticks for ice-cream• Figures and numbers for fruits, …

Units of measure will be introduced with pupils who are more advanced in mathematics.

S4&5

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Accepted hypothesis : being overweight – or not – depends on the quantity of food absorbed.

Check about this hypothesis by looking up for information about caloric needs.

Situation 3 : Pupils have physical activities outdoors (running, flexions, rope-skipping, etc…) and can see that such activities generate a difference in the way the body works :

• you feel hot, • your breath gets faster, • your heart beats faster, • your face flushes, • you are thirsty, • you perspire, • …

S4&5

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By observing and measuring, they can see what differences physical activity entails.In the playground, in a stadium, pupils will walk or run for some precise time ; then they will establish how many steps they have had. They will write down their answers in a chart similar to the one below.By doing so, they will become aware that effort can have different effects on different people. On the other hand, they will observe that progressing is possible after they have taken part in several sessions.

S4&5

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Sessions 4 & 5

First conclusions :

• A balanced diet is necessary to have a healthy diet. • There are different types of morphologies, which generates differences that must be taken into account. • Differentiating physical activity from inactivity . • Stressing the link that exists between physical activity and burning calories.

•.

S4&5

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Sessions 6 & 7

Aims :• Knowing how much energy is burnt related to the activities had.• Knowing about energetic intakes corresponding to food products frequently had.• Knowing how much is needed in proportion to how much will be spent.• Knowing what consequences having too high energetic intakes can entail.

S6&7

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Accepted hypotheses :

• Be aware of your own physiological needs in relation to the activities you have.• Get to know how many calories common food products include.• Be cautious about the quantity* of food absorbed : adapt quantities to what your body needs.

* ie : volume or weight or energetic value.

S6&7

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S6&7

Checking about hypotheses by starting to inquire about spending calories :

Situation 1 : Using the charts of the previous session, classify activities according to what you think are their respective energetic values.

Examine the following document.

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S6&7

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S6&7Checking about hypotheses by starting inquiring into spending calories :

Situation 2 : Find out what a schollboy’s – or girl’s – energetic needs are – in kilocalories.Disclose the following chart and ask your pupils to comment on it.

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S6&7Checking about hypotheses by starting to work on energetic intakes :

Situation 3 : : Looking for calories. Using both a sheet like the one entitled Food products (sheet : Caloric intakes) and the following chart, find out the corresponding number of calories taken for each dish or food product - approximately.

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S6&7

The expected answers were written in green. The results the pupils give can vary on a small scale provided final proportions are similar to what you suggested originally – about 3900 Kcal .

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S6&7

Checking about hypotheses by reading a message of education to health :

Situation 4 : : Watch carefully the two following videos and say what your conclusions are concerning hidden sugar or fat.

Answers picked up and compared.

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S6&7

Checking about hypotheses using a problem situation.

What was shown before has to be taken into account (spending calories and energetic intakes) : a problem situation

Situation 5 : : Let’s imagine the following situation.

Scientists’evaluation of what a 10 to12 year-old needs is about 2000 Kcal a day for normal physical activity (a 20 minutes’walk to go to school and back home, playing in the playground, 1 hour of « light » sport activities).In the menu that was studied before, we have seen that that child.

Was this intake of calories insufficient, correct or excessive to provide for his/her daily needs in calories ?

Expected answer : caloric intake had an excess of about 1900 Kcal.

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S6&7

Situation 6 : : After examining the problem situation :

Knowing that 1 kg of human fat will store about 8,000 Kcal , let’s calculate how many days it will take this child to produce 1 kg of human fat ?

Expected answer : slightly more than 4 days.

How much fat will he have produced in a week’s time ?

Expected answer : in a week’s time, he will have produced :1900 X 7 = 13 300 Kcal13 300 / 8000 = about 1,6 kg of fat.

What are possible solutions for this child not to produce so much fat ?

Expected answers :- Cut down intakes of fat- Spend more calories.

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S6&7

Checking about hypotheses using a problem situation and systematizing with an electronic device.

Situation 7 : in order to answer the following questions, pupils will be able to use the chart which shows caloric spending or the excel sheet.

A child whose weight is 40 kg had the following activitieslast week :

• tennis : 1 hour• cycling : 2 hours• football (identical to basket-ball) : 2 hours• walking (3 km/h) to go to school : 1 hour.

How many calories did he spend having these activities?

Expected answer :264 + (238 X 2) + 666 + 116 = 1 522 Kcal

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S6&7Continuation of situation 8 : How many calories will he spend if he has these activities for a whole day ?

Expected answer :1 522 X 52 = 79 144 Kcal

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Sessions 6 & 7

First conclusions :

• Any activity entails spending calories .• Most food products provide your body with calories, some more than others.• The calories you spend daily should be followed by proportional intakes.• Exagerated caloric intakes generate too much fat. It is necessary to be aware of what really corresponds to your needs.• Do not ban any legal products provided you know how to limit yourself to reasonable quantities.

S6&7

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Session 8S8

Aims :

• Learning how to monitor your own weight evolution by using appropriate means.• Becoming aware that weight is the only parametre of growth you can have an action on.• Knowing about normal growth (optimal curves, minimal to maximal limits).• Understanding and being able to use the information in your health record.• Being able to represent energetic values in a chart – using curves and diagrams.

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S8


• Lack of knowledge physiological norms in groth.• Children’s lack of knowledge about their real physiological needs.• Lack ok knowledge about what a growth curve is.• Children’s lack of awareness concerning overweight and its possible consequences.

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S8

Checking about hypotheses by using an appropriate device.

Situation 1 : : By learning how to read your health record.

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S8Knowing how to read growth curves and build progression.

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S8

Checking about a hypothesis by using a problem situation.

Situation 2 : : By looking into a growth curve, you can get to know how to use it. Some information about how to read one :

Poids (en kg).

Evolution du poids de Max (exprimé en kg).

Age de Max : 8 ans et demi et son poids : 35 kg environ.

Age (en années).

Zone « idéale » d’évolution de la masse corporelle.

Minimum et le maximum à ne pas atteindre.

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S8

Max has just used his health record. You can answer the following questions if you take a close look at the document :How old is Max ? Was Max a plump baby when he was born ?Max nearly got overweight twice . How old was he on these two occasions ?What is Max’s weight today ?Is he in the minimal limit, maximal limit, or is his weight ideal ?

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S8

First conclusions :

• Being able to scrutinize your own body evolution on a regular basis by using appropriate devices means you are able to master your own growth.• The only parametre that can be changed is weight.• Norms concerning growth imply an optimal curve and minimal and maximal limits that should not be reached.• Your heath record is an essential device to memorize and monitor physiological changes.

Session 8

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Session 9

Aims :• Learning how to determine how much water you need in relation to how much you spend.• Knowing how much water is included in food products.• Knowing how to choose the most efficient drink energetically. • Knowing that thirst’s function is to alert you but not to regulate anything. It indicates low hydration in your body.

S9

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S9


• Children are not aware of how much water they need.• Children are not aware of the importance of water for the human body or how they can provide for its needs.• Children tend to choose drinks they fancy rather than need.

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S9

Checking about hypotheses by looking up for information.

Situation 1 : : Why do we need water ?

Answers picked up.

Using documents to prove or disprove hypotheses.

Before his birth, man goes through an « aquatic » period : he bathes in amniotic fluid.

A three-days’old embryo is 97 % water and a six-months’old fœtus is 94 % water.

Water is 75 % of the total weight of a toddler but only 65 % of an adult.

We are made of water from head to toe : our blood contains 83 %, our skeleton 22%, our muscles 76%, and our brain 75%.

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S9

Checking up about hypotheses by looking up for information and using some device to calculate.

Situation 2 : : Let’s determine how much water there is in our body either by calculating or by using an excel sheet.

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S9Checking up about hypotheses by looking up for information.

Situation 3 : : How does water leave our body ? When ? With what consequences ?

Answers picked up.

Using documents to prove or disprove hypotheses.

Water : a vital elementThe human body constantly eliminates water. A man loses about 2 litres of water a day :

• 0,5 litre through perspiration,• 0,5 litre through breath, • about 1 litre through urine and faeces.

A man must drink about 2 litres a day for compensation. Food and drinks bring water. When you feel thirsty, it means dehydration has started :If he loses 2 % of his water, man feels like drinking. If he loses 10 %, he hallucinates and his skin shrinks.If he loses 15 %, he dies.When totally deprived of water, he cannot live for more than 2 or 3 days ; if he drinks water but does not eat anything, he can survive for 40 days provided he does not have to make any effort.

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S9


Situation 4 : : Every day, man must provide for his need for water. How can the quantity of water lost be renewed ? Name different food products which you think bring water to man.

Answers picked up.

Use documents to prove or disprove hypotheses.

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S9Situation 5 : :Classify these food products according to the water they will bring you if had in similar proportions.

Pick up answers and have the group classify the items from the richest in water to the poorest.

Butter, carrots, chocolate, water, cheese, fresh fruit, dried fruit, oil, milk, eggs, bread, cooked pasta or rice, fish, potatoes, sodas, tomatoes, meat, yoghurts.

Using documents to prove or disprove what has been suggested.

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S9

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S9Situation 6 : : In the following list, which drinks are the best water providers ? Which ones will give you the impression of having your fill ?

Pick up answers and have the group classify.

Water, whole milk, half-skimmed milk, skimmed milk, broth (with meat), plain tea or herb tea, tea with a little sugar, tea with a lot of sugar, sodas, light sodas.

Use documents to prove or disprove suggestions.

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S9

First conclusions :

• The human body is composed of 2/3 of water.• It constantly eliminates water. I must drink about 2 litres of water a day. • What I eat and drink bring me the water I need.• I must avoid having drinks that are too rich in calories.• Water is the only drink that you can have during and between meals.• Thirst is a signal your body uses to « warn » that it is becoming dehydrated. That is the reason why it is not good for you not to drink until you are thirsty.

Session 9

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Session 10S10

Aims :

• Identify food products, know where they come from, know about their nature and function.• Produce food or understand how it is produced.• Be able to cook a balanced meal.• Be able to cook a balanced dish.• Be aware of how important it is to eat fruit and vegetables.

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S10


• Children can identify few products and do not know where these products come from or what their nature and function is.• Chidren cannot – or no longer can – cook a meal – choose products...• Children are reluctant to accept tasting food products they do not know - others than those that contain sugar – or to eat some products – vegetables…

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S10

Having an experiment to check about hypotheses.

Situation 1 : : Observe and taste various kinds of fruit and vegetables. The children will learn how to identify and draw them. By doing so, they will improve their sensory aptitudes.

Situation 2 : Recognize and identify food products using only one of your senses – smell, eyesight, touch, hearing, taste – at a time.

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S10Having an experiment to check about hypotheses.

Situation 3 : : Using raw food products and others that have been cooked – more or less elaborately - , the children will be asked to recognize and identify various tastes and textures, define them - sweet, salty, acid, bitter, mild, spicy, soft, sticky, granular, fibrous, cracking, firm, flabby, viscous, unctuous...

Situation 4 : : Create a garden in the school. Cultivate some fruit or vegetables, herbs… See how they grow.

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S10Visiting a place to check about hypotheses.

Situation 5 : : visit some food-producing facilities or places : a farm, a garden. Determine the origin of the various products ( egg / hen , milk / cow , fruit / plant ), what successive processes they go through from natural to manufactured product, study packaging.

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Situation 6 : : Study food products according to the moments when they are produced – take seasons into account.

Situation 7 : Study the history of nutrition through the ages, focusing on breeding, agriculture, preservation.

Situation 8 : Check where food products come from and pay special attention to local productions.

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Address experts to check about hypotheses.

Situation 9 : Take part in any educational experiments about food and taste : broaden your horizon and mind by exploring new tastes.

Situation 10 : At the school canteen or at home with parents, learn how to :• have a balanced menu, • make a dish corresponding to your energetic needs.

Situation 11 : Make sure you differenciate packaging from what it contains.

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To conclude.

We now know :

• identify the main components in our food.• recognize food products by using the five senses.• recognize and identify tastes in food products whether they are raw or more or less elaborately cooked.• cultivate some fruit and vegetables. Observe and study how they grow.• determine where most of the food products we use come from.• study packaging, the conditioning of the product it contains, the various processes it goes through from natural to marketed state.

Séance 10

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« The one who truly experiences the taste of what he is eating can’t ever be a glutton ;

the one who doesn’t cannot but be".

Henry David Thoreau(American writer)

"Celui qui distingue la vraie saveur de ce qu'il mange ne sera jamais un glouton ; celui qui ne le fait pas ne peut pas être autre chose".

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Thank you for your attention.

1 biology nutrition michel lafont, david wilgenbus english translation : bertrand coidon (centre...

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