Food Hygiene Worksheets For Kids Level 1


The objective is to identify the presence of germs on food.
– Pieces of fruit: lemons, oranges, cherries, peaches, etc. (Avoid apples as they don’t easily go mouldy.)
– Damp cotton wool.
– Airtight transparent plastic bags.

Time : 30 minutes + observation over 3 days.

– Ask the children to drop pieces of fruit in the playground.
– Put the dirty fruit in a plastic bag together with the damp cotton wool.
– Prepare a control bag with uncontaminated fruit.*
– Put the bags in a dark, warm place.
– Follow the progress of the fruit over 3 days.
– Discuss the results.
– Highlight: what are moulds?
Moulds are patches of fungus.
– Conclude: we must not eat mouldy food, because it is no longer edible.

* Remember: fruit is easily contaminated by our hands or a knife. Choose a whole fruit and wash and dry it carefully.



Food Hygiene Worksheets   1-1

Food Hygiene Worksheets 1-1












Enable the child to visualize those areas in a kitchen where germs spread.

Material : Sheet 1

Time : 45 minutes.

– Give a sheet to each child and talk it through, relating the pictures to their own experiences :

Where are we ?

What is the little girl’s name ?

Is the kitchen clean ?

If we look more closely, what can we see ?
– Do the exercise : the children hunt the Buurkis.
– The exercise can be personalized by asking the children to colour the image.
– Put up some differing results and talk about them together.
– Go over again the various areas where germs spread, drawing attention to those which were not obvious.
– Pinpoint hygiene habits for the various areas by doing the last exercise.

Put the chicken away in the refrigerator / close the refrigerator door / clean the cooking utensils / do the washing-up / put the lid on the rubbish bin / close the lid on the pot of jam / wash her hands.



Food Hygiene Worksheets   1-2

Food Hygiene Worksheets 1-2












– Understand the importance of water in everyday life.
– Distinguish between drinking and non-drinking water.

Material: Sheet 2

Time : 30 minutes

The exercise can be done individually, in small groups or all together.
– Ask the pupils when/how we use water at home.
– Do the exercises.
– Emphasize that not all water is safe to drink.
– Be careful not to keep bottled water too long. After a few days it is no longer good to drink.




– Learn how germs spread.
– Introduce the concept of “useful” germs.

– Two jars of milk.
– Yoghurt culture (alternatively, some whole-milk yoghurt).
– Bain-marie.

Time: 60 minutes

– Set up the experiment :

Put bacterial culture in one of jars (the other will be the control jar).

Place the two jars in the bain-marie.

– Observe the results with the children.
– Conclude with explaining that germs spread better in damp, warm conditions. Spend time on the idea of beneficial micro-organisms (yeast, yoghurt culture, penicillin, etc.).


Food Hygiene Worksheets   1-3

Food Hygiene Worksheets 1-3











– Get to know why we use a refrigerator.
– Learn some methods of preventing the spread of germs.

Material: Sheet 3

Time : 45 minutes

The exercise can be done individually, in small groups or all together.
– Question the children on the use of a refrigerator (explain the different shelves and temperatures).
– Do the exercise.
– Find out why it is necessary to protect fresh food from germs by applying simple hygiene rules:

Always wash hands before and after touching food.

Keep to storage temperature recommendations.

Do not let different unwrapped foods touch each other.


Top   + 6°C : eggs
Refrigerator   + 4°C : butter, chicken, cheese
  + 3°C : pastries, cold meats
  + 2°C : fish, crab
  + 8°C : carrots, leeks, lettuce
Bottom   – 18°C : ice cream, frozen meat

*It isn’t necessary to keep eggs in the refrigerator. Supermarkets, for instance, don’t keep them in chilled displays.




– Understand that different foods need different treatments.

– Food labels.
– Glue.

Time: 60 minutes.

– A week before, ask the children to collect food labels from home.
– Assemble all the labels, grouping them by type of food: dairy products, fresh food, meat and fish, non-perishable items, long-life products.
– Read out to the class one label from each group.
– Explain differences of storage times and methods.
– Distribute labels to small groups of children. They should stick them on a sheet of paper in ascending order of use-by date.
– Conclude by emphasizing that food should not be eaten once the use-by date has passed.



– Find optimum food hygiene practices for different ways of eating food.

– Packaging, catalogues, etc. with pictures of food.
– Large sheet of paper or board.
– Glue.
– Felt pens, markers.

Time : 60 minutes.

The exercise can be done in small teams or collectively.
– A week before, ask the children to find pictures of food they like to eat.
– Tell the children that there are germs on all food, and how cooking (or not) destroys (or not) most germs.
– List the types of food that the children know and are illustrated in the pictures they brought.
– Let the children choose ten favourites.
– Group them according to how the food is treated. For each type of food, pupils should consider the following aspects:

Where is this particular food found ? (In a shop, in the garden, etc.)

Where should it be kept ? (In a dry cupboard, in the refrigerator, somewhere else.)

Is it eaten raw or cooked ?

– Find out optimum hygiene practices for preparing each type of food.
– List these in a table by type of food (eaten raw / cooked / as is).

Raw Cooked
1.Wash my hands.
2. Make sure the work surface is clean.
 3. Take the food out of the refrigerator / cupboard.  3. Take the food out of the refrigerator / cupboard.
 4. Wash the food.  4. Some foods need to be washed.
 5. Prepare the food.  5. Cook the food.
 6. Eat it immediately.  6. Wash the cooking utensils after each use.
7. Clean the area where I cooked / ate.

– Make sure the name of the chosen food is stated on each list.
– Ensure the pupils make their own suggestions for good food hygiene. Guide and correct them if necessary.
– Make a poster from the different listings, sticking food pictures on it and asking pupils to write the food hygiene practices highlighted in the exercise.



Food Hygiene Worksheets   1-4

Food Hygiene Worksheets 1-4












– Discover different eating habits and family customs in the world.
– Discover hygiene rules for mealtimes.

Material: Sheet 4

Time : 45 minutes.

– Ask the children to describe a mealtime at home.
– Point out what they eat with.
– Find out that there are many ways of eating (with knife, fork and spoon, with hands or with chopsticks) depending on country, continent and family customs.
– Explain that whichever way we eat, we must observe an essential hygiene rule: wash our hands before eating.
– Discover together the correct way to wash our hands (see Personal Hygiene).
– Read the text and do the exercise.

– Milk / knife / hands / plate / chopsticks.
– Revealed word : meals.




– Consolidate food hygiene knowledge.
– Promote with the class and all the school daily awareness of the importance of food hygiene.

– Large poster.
– Felt pens, paint, scissors, glue.
– Magazines to cut out.

Time : 1 hour.

– Question the children about what happens at home (Do their parents have a dishwasher ? Who does the cooking, Mum or Dad ? Are the children in the habit of washing their hands before every meal ? etc.).
– All together, revise subjects treated in food hygiene lessons:

The presence of germs on food and in the kitchen.

Storage (arrangement in the refrigerator, protection from damp, food labels, etc.).

Eating (raw foods, cooked foods, basic hygiene habits, etc.).

– Emphasize important parts of everyday practice.
– Draw up the food hygiene charter (e.g. 1. Always wash hands before eating).
– Mount it on the poster and illustrate with a drawing or cutouts.
– Hang up in the classroom or in the school.
– Regularly check with the children if they observe the charter (leaving the canteen or after playtime, etc.).




– Apply food hygiene principles while actually cooking.
– Revise the alphabet.

– Sheet 5
– 125g ground almonds.
– 2 egg whites, unbeaten.
– 125g caster sugar.
– 125g flour.
– Template of alphabet letters for each group.
– Aluminium foil.
– Blunt knives.

– Prepare paper letters.
– Mix ingredients and leave dough to rest in the refrigerator for at least an hour.
– Sprinkle a little flour on the table. Roll out the dough to about 3 mm thickness.
– Place the letters on the dough and cut round them with a knife.
– Add icing if you like (mix 125g icing sugar with an egg white until smooth, apply with a brush, leave half an hour to set).
The children can use the letters to write their names !

A two-part activity over 2 days :
– Preparation (cut out letters + mixing the dough) : 1 hour.
– Making biscuits : 1 hour.

– Divide the class in groups of 4 to 5.
– Prepare the alphabet letters.
– Go together to wash hands.
– Share out the tasks for making the recipe.
– Emphasize the importance of cleaning utensils between each stage and at the end.
– This recipe could provide an opportunity for meeting parents and other pupils at a tea organised by the children.



Understand the need for a varied diet.

– Board or large sheet of paper on which teacher draws a locomotive and 6 wagons.
– Each wagon represents a food family.
– Felt pens, glue.

Time : 20-30 minutes over a week.

– For a week, draw an illustration of the canteen menu.
– Compare food eaten each day. List what’s eaten at every meal (bread, water, etc.) and possible substitutions between meat, fish, eggs.
– From what the pupils eat every day, list the main food families:
– Meat, eggs, fish.
– Milk, cheese, cream.

Fruit and vegetables.

Fats (butter, oil, margarine).

Bread, sugar, pastries, dried vegetables.


– Suggest to the children that the food families are the wagons: the locomotive represents the body. It must be fuelled each day with the contents of each wagon (different types of food).
– The pupils play at loading the trains each time they eat: after canteen meals, after tea, after eating a sweet, etc. Remind the children that too many sweet things cause tooth decay and obesity.
– Each child imagines a meal with his favourite food. All together compare his menu with the food train.
– Point out what is missing / what is too much. The children could suggest choosing something more suitable.




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