Food Safety Habits

Overview

In this lesson, students learn and practise simple hygiene and safety rules for food preparation. They apply the rules through role-play, linking cleanliness to keeping food safe.

Learning intentions

• WALT identify key hygiene habits for preparing food safely (especially washing hands and using clean tools).
• WALT explain, using simple reasons, why we keep food and tools clean.
• WALT follow class routines safely during a pretend food-prep activity.
• WALT practise cooperation and communication when working in a small group role-play.

Success criteria

• I can wash my hands properly before food prep.
• I can use clean utensils and keep them separate from dirty ones.
• I can keep my hair/hands away from food while we pretend to cook or prepare food.
• I can describe one reason hygiene helps keep food safe.

Curriculum links

• Te Mātaiaho Science — Biological Science / Digestive system (Practices): Designing and carrying out investigations using models or experiments to interpret how processes work; here, we use a “model” role-play to practise scientific thinking about hygiene and safe food handling.
• NZ Curriculum Science (Health-related practice in Science contexts): Students apply safe procedures and work responsibly with materials.
• Key competencies: Managing self (safe routines), Relating to others (team role-play), Communicating (explaining hygiene rules).

Lesson structure (30 minutes)

1. 0–5 min · Hook (safety picture talk). Teacher shows 2–3 simple scenario cards (e.g., “washed hands,” “touched face then touched food,” “clean utensils in use”). Students turn-and-talk: “Which is safe? Why?”

2. 5–10 min · Direct teach (hygiene micro-steps). Teacher introduces 3–4 clear habits with a quick chant (e.g., “Hands clean, tools clean, food stays safe”). Students repeat the steps and point to the matching poster in the room:

• Wash hands with soap and water (after toileting, before touching food).
• Keep utensils clean; don’t use the same utensil for “dirty” and “clean.”
• Tie back hair / keep hands away from face while preparing.
• Wipe spills and keep the workspace tidy (pretend or real).

3. 10–18 min · Role-play practice (Station 1: Hand hygiene). Teacher sets up a “washing station” role-play: a pretend sink area, paper towels, and soap bottle prop. Students in pairs rotate:

• Student A pretends to wash hands using the class handwashing sequence.
• Student B is the “hygiene coach,” using a simple checklist: “Did you wash? Did you dry? Are your hands clean now?” Teacher circulates and gives immediate feedback using short phrases.

4. 18–25 min · Role-play practice (Station 2: Clean tools & safe handling). Teacher sets up two pretend food-prep trays: one “clean tools” tray and one “dirty tools” tray (use clearly different colours/bags). Students role-play:

• Choose a clean utensil to “stir” or “spread” (with toy food or plain materials like playdough/uncooked cereal).
• Practise “stop and clean” when the teacher says “Dirty hands!” (students freeze, reset to the clean utensil, and continue). Students share one sentence back to the group: “Because we used a clean utensil, the food stays safe.”

5. 25–30 min · Quick class check (exit role). Teacher holds up a final card and asks each student to complete one of these sentence frames:

• “Before we make food, we ____.”
• “We use a ____ utensil for clean food.” Students place their name on a “Safe Habits” chart under the matching answer.

Resources

• Scenario picture cards (2–3 simple hygiene/safety examples)
• Handwashing sequence poster (short, visual steps)
• Pretend sink area (or wash kit), paper towel props, soap bottle prop
• Two sets of utensils/toy utensils (clean vs dirty), plus clearly labelled trays/bags
• Toy food or safe materials for pretend prep (playdough, paper “food,” or dry cereal)
• “Hygiene coach” checklist (very simple: 3 ticks maximum)
• Safe Habits chart with sentence-frame cards

Assessment

• Teacher observation during role-play using a simple checklist: handwashing practised, clean utensil chosen, safe behaviour followed.
• Listening to student explanations during turn-and-talk and the “because” sentence (“hygiene helps food stay safe”).
• Exit role sentence frame responses to confirm understanding of at least one hygiene rule.

Differentiation

• Support: Provide sentence starters (“Before we…”, “We use a…”) and visual cue cards at stations.
• Support for students needing movement: Allow the role-play to include actions (wash, dry, pick utensil) rather than only talking.
• Extension: Ask one extra question to students ready to explain: “What could happen if we didn’t wash hands?” (accept simple answers).
• EAL/SEN: Use picture-only checklists and rehearsed phrases; pair students deliberately (coach + actor roles rotate).