This section contains 7 sets of BNF Food Cards for pupils aged 5 to 16 years. Simply download the file, print-out (in colour), cut and laminate.
Last reviewed: 08/10/2012
Next review date: 08/10/2015
Alphabet Food Cards
The pdf file below contains an A-Z set of 44 cards of food related illustrations with the complete word.
The flash cards may be used to:
* construct a food alphabet;
* devise food chains;
* assist in language work;
* classification work, e.g. plants and animals, solids and liquids.
Food Safety Cards
The pdf file below contains 9 flash cards of related illustrations with key questions from the BNF food safety poster (see Poster section in Teacher Centre).
A variety of food is needed in the diet because different foods contain different substances that are needed for health. These substances are nutrients (some of which provide energy, i.e. protein, carbohydrate and fat), water and fibre.
BNF Food Cards show the amount of energy and nutrients provided by 100g of 10 familiar foods. These can be printed in colour (A5 size), laminated and used for:
- Introducing the concept that foods provide energy (in different amounts);
- Showing that different foods provide different amounts of energy and nutrients;
- Highlighting the concept that protein, carbohydrate and fat provide energy in different amounts (this is why 100g of different foods provide different amounts of energy, due to the relative amount of these 3 nutrients);
- Comparing the energy and nutrients provided by different foods per 100g;
- Ranking the food cards in order of energy (or a nutrient) provided per 100g;
- Considering how much food weighs 100g and whether this amount would usually be eaten as a serving;
- Calculating the energy and nutrients provided by different portion sizes.
The BNF Meal Cards are a resource that can be used in many ways within lessons. A few examples are included below to get you started. To begin, simply download the cards following the instructions provided and laminate them for longevity.
The meal cards are grouped into 2 sets:
Set 1. A series of meals labelled with large bold font.
Set 2. A series of unlabelled meals with blank boxes.
1. Comparing meals
Show the pupils photographs 1 and 2 from Set 1.
- Photograph 1 - Thin based cheese and tomato pizza with chips and garlic bread;
- Photograph 2 - Thick based vegetable pizza with less cheese, a baked potato and a side salad.
Encourage the pupils to discuss the ways in which the meals in the photographs have changed. How has the balance been modified?
Useful prompts may include:
- Different ways to reduce the fat content;
- Discuss ways of reducing the amount of fat provided by foods that are sources of protein and calcium, e.g. cheese.
- Discuss ways of increasing fruit and vegetables through ingredient choice, e.g. addition of vegetables to dishes.
Photograph 2 - the changes:
- The pizza has less cheese, so is lower in fat, and has more vegetables, which contribute to the 5-a-day message.
- The pizza has a thicker base, providing more carbohydrate - making it more filling.
- The garlic bread, which may be high in fat, has been replaced by a salad. The side salad increases the amount of vegetables provided.
- The baked potato is lower in fat than chips, unless lots of butter is added.
- Salad has more fibre than garlic bread.
2. Balancing meals
Using Set 1, encourage pupils to describe changes that could be made to the meals to bring them in line with healthy eating guidelines, based on the eatwell plate. (All photographs may be used, except number 2.)
Discuss a few examples with the whole class. Ask for feedback from the class, allowing pupils to talk about the changes they have made to the meals in the photographs and the benefits the changes may have. For example, Photograph 8:
Baked potato, cake and chocolate milkshake
Suggestions to changes may include:
- Substituting the cake for fruit salad and a scoop of yogurt or low fat icecream increases the calcium content and decreases the fat content;
- Adding a side salad increases the number of servings of fruit and vegetables;
- A chocolate milkshake is a good source of calcium and protein, however using skimmed or semi-skimmed milk will decrease the fat content.
3. Where does food come from?
Using Set 1, discuss the foods used to make the meals. For example, see Photograph 5 Full English Breakfast. Using this meal as a prompt, discuss the following:
- Where do eggs come from?
- Where does bread come from? How is it made?
- How do mushrooms grow?
- Are mushrooms a plant or an animal?
- Where do sausages come from? How are they made?
- What animal provides bacon?
- Which foods come from plants? Which foods come from animals?
4. Cooking methods
Using Set 1, as part of a science lesson, discuss the methods of cooking or heat transfer involved.
5. Complete the meal
Using Set 2, to aid literacy, pupils could fill in the correct words in the blank boxes (supportive words have been provided).
6. Supporting Pupils with Special Educational Needs
Sets 1 and 2 could be used with pupils to develop vocabulary, further their food and nutrition knowledge and review cooking skills.
Shifting the Balance
The pdf files below contain photographs of the meals featured on the BNF poster, Shifting the Balance. The cards can be used as a starter activity to engage pupils into healthy eating and nutrition principles quickly, provide a quick instant display or act as a stimulus for design work, e.g. lower fat product development. Each file contains 8 A4 colour photo cards.
Using the photographs, encourage pupils to describe changes that could be made to the meals to bring them in line with healthy eating guidelines, based on the eatwell plate.
Discuss a few examples with the whole class. Ask for feedback from the class, allowing pupils to talk about the changes they have made to the meals in the photographs and the benefits the changes may have. Some pupils could conduct nutritional analysis work.
These six cards give details of the food functions for everyday products. Aetate, Bind, Bulk, Glaze, Set and Thicken are covered.