Session 11

Leaders' Guide

Guidance on setting up and running the 12 food-based sessions.

Session 1

Super smoothie

Session 2

Tasty toast

Session 3

Delicious dips and dippers

Session 4

Scrummy scones

Session 5

Perfect plant salad

Session 6

Picturesque pizza

Session 7

Fabulous fruit salad

Session 8

Great green soup

Session 9

Pleasing pasta

Session 10

Brilliant bread

Session 11

Fantastic fish

Session 12

Splendid sandwich

Fantastic fish

Session overview
The aim of this session is to help children understand that are lots of different types of fish which can be used to make a variety of dishes.  The main activity, ‘Have a go', involves learning how to prepare a simple dish called ‘seaside salad' based on a prawn cocktail.  The ‘Consolidate' activity involves children ‘fishing' to catch fish for different dishes. 

Listen and respond
Before the session, print a copy of the Fish dish cards, Labels sheet and either the Fish photographs or Fish illustrations (based on which you feel is most appropriate for your children).  Cut out the six fish dishes, four fish images and the labels. You may wish to laminate these for durability.  If children will be undertaking the ‘Consolidate' activity, see the ‘Consolidate' activity for information about the resources needed. Explain to the children that they will be learning about fish. Question the children:

  • What dishes made from fish have you eaten? (i.e. main meals)
  • Have you eaten any of these fish dishes?
    (Show the Fish dish cards - fish cakes, fish fingers, paella, mackerel pâté, prawn cocktail, tuna sandwich.)
  • What is your favourite fish dish?
  • Do you know any of the names of the different types of fish used to make these meals? For example, cod, prawns, mackerel or salmon. 

Show the four fish images - salmon, cod, mackerel and prawn.  Show the fish one at a time.

  • Ask the children to describe what the fish looks like, e.g. colour, shape.
  • Ask the children if they can name the fish.
  • Tell children the name of the fish and match the correct label to each one.
  • Ask the children if they can name a dish made with each fish.  They can look at the Fish dish cards images to help. Note: fish fingers are most commonly made from white fish such as cod.  In this case, the fish fingers are made from salmon.

Explain that fish is prepared before it is eaten.  Usually, the head, tail, skin and bones are removed, although sometimes fish is cooked whole.  Point to the fish images and show the part of the fish we usually eat (the middle area).

Explain that fish is good for us and we should try to eat it twice a week.  It helps us to grow.  Some fish are oily and this is good for our heart.  Oily fish is darker in colour, like salmon and mackerel.  We should try to eat one type of oily fish each week and one other type of fish, such as white fish or shellfish. 

Have a go
Prepare the seaside salad ingredients according to the recipe.  Organise the children into groups of four.  Each group can take turns to work with an adult to make a ‘Splendid seaside salad'.  Remember to ensure the children have followed all the steps to make sure they are ready to cook, e.g. apron on, hands washed (refer to Session 1 Super smoothie for details). Remember, you should check with parents/carers if children have any intolerances, allergies or religious/cultural reasons for not being able to handle or eat the ingredients you intent to use.  Allow the children to mix, divide and spoon the mixture into the lettuce leaves.

This activity is for four children.  You will need:

  • 4 x Fish dish game boards (there are two on a sheet)
  • 2 x sets of Fish photographs (or illustrations) with the fish cut out so there are eight fish in total
  • 8 x paperclips
  • 16 x counters
  • A ruler, string and a magnet - to create a fishing rod
  • A bucket or similar container

Attach a paperclip to each fish.  Create a fishing rod by attaching string to a ruler, stick or a similar object which can be used as a rod.  Tie the magnet to the end of the string.  Place the eight fish into the container, e.g. bucket.  Give each child a board.  The aim of the activity is for the children to take it in turns to ‘go fishing' by dangling the rod into the container to try and ‘catch' a fish.  Once they have caught a fish, they must name it and say which dish on the board they can make with the fish.  If they are correct, they can cover the dish with a counter.  If they are wrong, the dish cannot be covered.  The fish must then be returned to the container. If children catch more than one fish at a time, they may choose one from those caught and return the rest. The first to catch the correct fish to make all the dishes on their board is the winner.

At home
Make a copy of the ‘At home' sheet for each of the children.  Explain to the children that next time they go food shopping with an adult they can search for the fish to make different dishes.

Pre 3
Play the fishing game from the ‘Consolidate' activity but omit the part where children match the fish to the dish.  Simply allow the children to ‘catch' the fish and teach them what each one is called.  Task them to catch a particular fish, e.g. try and catch a mackerel.
Make different fish based dishes for snacks and meal times (e.g. mackerel pâté on toast, seaside salad) and discuss what they are made from and how they taste.

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