Food Hygiene Worksheets For Kids Level 3












– Be aware that there are germs in food.
– List food most susceptible to contamination.
– Find out which people are most susceptible to food germs.

– Poster or large sheet of paper.
– Felt pens, glue.
– Rough book.

Time : 1 hour.

– The exercise can be done collectively or individually, in 5 stages.
– The objective is to make a poster showing 5 themes :

Which germs in food ?

Which food at risk ?

What are the risks ?

Which people at risk ?

Which bad food hygiene practices ?
– Beforehand, write the title of each theme on the poster.
– Work on each theme in order.
– When pupils find an answer for a theme, they write it on the poster.
– Start by asking the children to look in the dictionary for definitions of micro-organisms present in food which could cause food poisoning.
– The children can work in small groups, each group taking one type of germ :

Bacteria (salmonella, colon bacilli, listeria, campylobacter, etc.).

Fungus (moulds, yeasts, etc.).

Parasites (tapeworms, flukes, etc.).

Viruses (rotavirus, vibro-cholera, etc.).
– Ask the children which food they think is most likely to get contaminated. Be sure to include fresh food, particularly raw meat and dairy products.
– Each time a food is found, a child adds it to the poster.
– Ask the children if they know how dangerous bad food hygiene is. Mention food poisoning and its symptoms (vomiting, stomach ache, fever, diarrhoea, etc.), allergies (exotic food, milk, eggs, shellfish, etc.), diseases (e.g. mad cow disease) and death. Point out some statistics on cases of food poisoning needing hospital treatment.
– Put on the poster all the symptoms contributed by the children (if correct). When discussing allergies, the teacher could ask those pupils allergic to certain food to write or draw the food on the poster.
– Question the children on people at risk. You should include: babies, pregnant women, older people, sick people. Write the answers on the poster.
– Question the children on what they think causes food poisoning :

Germs in food (mad cow).

Poor storage conditions (refrigerator, damp, heat, etc.).

Incorrect preparation (inadequate washing of food, hands, cooking utensils, inadequate cooking, etc.).

Eating spoiled food.

Refreezing defrosted food.
– Hang the poster in full view of the class.


Understand the idea of “useful” germs.

Material: Sheet 1

Time : 30 minutes.

– Do the exercise.
– Emphasize what mould is, and a basic food hygiene rule :

Mould is a type of fungus.

If a food has gone mouldy, it should not be eaten.

Not all moulds are dangerous to health.

1. Wine / 2. Yoghurts / 3. Vinegar / 4. Beer / 5. Bread / 6. Roquefort / 7. Penicillin.



– Discover how yeast makes cakes rise.

– Measuring jug.
– Flour.
– Sachet of yeast.
– Warm water.
– Watch or clock.
– Thermometer (optional).

Time : 15 minutes + observation.

– Put the flour in the measuring jug, add enough warm water to form a soft dough, then add the yeast and mix.
– Put the jug in a warm place (20°C to 25°C). You could also put it in a salad bowl containing water at the correct temperature.
– Regularly observe how the dough rises, and get the children to draw charts (hours/level of dough).
– Go over the conditions for dough to rise :

Correct quantities of flour and yeast.

Temperature between 22°C and 25°C.

Time taken to rise.
– Talk about other ways carbon dioxide is produced :

Breathing (exchange of oxygen and carbon dioxide in the lungs).

Plants (at night).

Volcanoes (extremely polluting).

Fermentation of fruit (grapes, apples) and plants (hops) to make wine, cider, beer, etc.

Fire (danger of defective heating appliances).

– Be aware of the microbiological risk in drinking water in the countryside.
– Know efficient hygiene practices to protect drinking water from germs.


-Sheet 2
– Large sheet of paper or poster.
– Felt pens, paint, glue, scissors.
– Magazines to cut out.

Time : 1 hour 30 minutes.

– Question the children on what they know about water: its use in everyday life, how it can harm our bodies or do them good, world needs, shortages, pollution, rainfall, etc.
– Read the text on the sheet.
– Answer the questions.
– Question the pupils on the use of water for hygiene purposes (personal, food, in the home etc.). Answer the question: When do we need water? Establish that we constantly need water.
– Underline that water is part of a balanced diet. Our bodies are 60% water, which is lost every day in perspiration and going to the toilet (2.5 litres/day). This has to be replaced, but not just with any water: it must be drinkable, i.e. not harmful.
– Review with the children which water is safe to drink (tap water, bottled water) and which is not (water on the train, in the swimming pool, rivers, fountains, streams, etc.).
– Compose the drinking water charter.
– Draw it up in two parts :

A short introduction setting out all the occasions we use water (in town, at home, when we’re thirsty, after sport, etc.).

A statement showing how the children take care which water they drink. The pupils explain how to be a good water drinker and alert those around them on good water hygiene practices (e.g. keep drinking water in the fridge in a closed bottle, don’t let water get stale, wash the water jug after every use, renew ice cubes regularly).
– Illustrate the charter with drawings and collages.
– Hang the charter in the school to encourage awareness among other pupils.

– Mosquito eggs, frog spawn, slug eggs.
– August.
– Eggs from Grandma’s chickens.
– Mosquito / Netoon / cicada / tap / egg.
– Household pollution, industrial pollution, etc.




– Find out how domestic water is processed.

Time : Variable.

– Get the children to research the treatment of drinking water (library, Internet or at home).
– The next week, pool the answers and correct them.
– Emphasize that water is a rare and valuable asset, and we should treat it with care.
– Show how town water is purified: screening / decanting / biological filtration through sand / disinfecting with ozone / biological filtration through granulated activated carbon / final disinfecting / storage / tap.
– Be aware of the microbiological risk in drinking water in the countryside.


– Find out how germs are destroyed by high temperature by looking at canning and pasteurization.
– Make the children aware of the important role of canning/pasteurization today by asking the pupils how food is managed in their families.

Material : Sheet 3

Time : 45 minutes.

– Ask the pupils to write a short biography of Nicolas Appert and his discovery: a method of rendering food microbiologically safe, without destroying its nutritional value, by sterilizing it with heat (about 3 seconds at 121°C) in sealed jars or cans.
– Point out that most long-life products rely on a similar process.
– Do the exercise.
– Afterwards, ask the pupils to count the types of food they have eaten in a week, and that heating to a high temperature made safe from germs.
– The teacher could do the same for pasteurized food.
– Collect the replies.
– All together, conclude :

That canning and pasteurization are part of everyday life, almost without our realizing it.

That the longer a food is cooked at high temperature, the more germs are destroyed.

– All are preserved by canning, except: minced beef / frozen salmon / loaf of bread / slice of ham /pineapple / stuffed tomatoes.

– 1. Plastic / tin / aluminium / glass.
– 2. Food for extended storage
– 3. The original flavour of milk / the nutritional value of milk.




– Know the reason for storing food at low temperature.
– Learn the principle of the cold chain and what are the risks if it is broken.

– Sheet 4
– Coloured pencils.

Time : 30 minutes

– Question the children on the purpose of a refrigerator.
– Do the exercises on the sheet.
– List the ingredients they will need.
– Conclude by summing up 4 essentials :

Temperature varies from one shelf to another inside a refrigerator, and each type of food should be stored where conditions suit it best.

Defrosted food should never be refrozen.

The refrigerator should be cleaned regularly like any other kitchen appliance.

Unwrapped foods should not touch each other, because of the risk of contamination.
– Extend the exercise by describing the cold chain and underline the risks if it is broken. Ensure the children understand the link between producer (growing and harvesting fresh produce, etc.), manufacturer (washing, selection, preparation and storage in refrigerated and aseptic conditions, etc.) and consumer (appropriate storage in the refrigerator).


– Know how to read a food label.
– Be aware that length and place of storage differ according to the type of food.

Time : Variable.

– The exercise is done in 2 stages : individually then all together.
– Beforehand, ask the children each to bring clean packaging from food eaten at home.
– Begin by pointing out that all information about the food should appear on the wrapper.
– Go through this information with the pupils, then write the data on the blackboard. Be sure to include :



Name and address of manufacturer or distributor.

How the food is sold (cut / whole / sliced / filleted / crumbs / frozen, etc.).

Best before date (sell-by, eat-by, use-by…).

Origin or source.

List of ingredients.

Net weight.

Method of preparation or suggested preparation.

Nutritional value, if any.
– The children should each write down the information found on the packaging.
– Individually, they should answer the following 3 questions :

Where should my food be stored ?

Is it fresh or long-life ?

After which date should I not eat it ? Why ?
– Some of the children can present their results to the class. Be sure to include different types of food (dairy product / fresh food / meat and fish / non-perishable food, etc.).
– All together, for each food type, establish :

Recommended storage place.

Recommended storage method.

Storage times for different types of food.

– Conclude by emphasizing that food that is out of date should not be eaten.

– Be aware of the role of cooking in food preparation.

Material: Sheet 5

Time : 30 minutes.

– The activity can be done individually or collectively.
– Ask the children about food preparation methods they know (in a salad, cooked, backed, boiled, etc.).
– Do the exercise.
– Finish by stressing that we should follow preparation recommendations on food labels, particularly cooking times.

– 1000 bacteria.
– Does not eliminate all microbiological risk.
– Staphylococcus / listeriosis.
– The less a food is cooked, the higher the risk / The longer a food is cooked at high temperature, the lower the risk.
– Is not a good way to destroy micro-organisms.
Electromagnetic radiation heats water molecules, but leaves colder areas which allow germs to survive.




– Get to know some typically French food.
– Know whereabouts in France they come from.

– Map of France.
– Drawings or photos of food featured in the exercise.

Time : 45 minutes.

– Ask the children about dishes they know (choucroute, pancakes, etc.).
– Introduce regional specialities :

Brittany = Artichoke.

Normandy = Camembert.

Aquitaine = Wine.

Auvergne = Cattle.

Provence = Olives.

Central France = Cereals.

Corsica = Chestnut.

Alsace = Choucroute.

North of France = Beetroot.

– The teacher can bring some specialities for the children to taste.
– With the children, try to find information linking specialities to individual regions.
– The teacher can divide the class in small groups, each to work on one speciality and make a presentation to the rest of the class.
– Once a speciality has been linked to a region, a pupil places an illustration of it on the map of France.
– Conclude by emphasizing that although we should keep hygiene in mind when eating fresh produce, there is definitely no reason to be afraid of trying the wonderful variety of French regional food!
– The activity can be extended by investigating specialities of other countries, and different ways of eating.



– Investigate food hygiene habits of people around you with a survey “How do you eat ?”.
– Be aware of good and bad habits.

Time :
– Preparation : 30 minutes
– Investigation : variable.

– Working together before and after the investigation.
– In class, pupils find out :

Different categories of people for whom food hygiene is particularly important (babies, pregnant women, old or ill people).

Categories of food hygiene (food storage, preparation and eating).

– Define the pupils’ goal, i.e. finding out if people they survey are aware of good food hygiene rules!
– Pupils select who to question e.g. classmates during playtime, family, neighbours and acquaintances. Ask each child to find 3 people from among the following: children, adolescents, adults, older people, pregnant women, etc. The children then write their names in their class books.
– Together, read the hygiene questionnaire. It is recommended to re-key the questionnaire in a simple layout, and give out 3 copies to each pupil. Here are some suggested questions :

Personal details

Top of Form

1. Sex :


2. How old are you ?

Under 13 (child)
Between 13 and 18 (adolescent)
Between 18 and 60 (adult)
Over 60 (older person)

3. What is your job ?_________________________
Food and germs

4. Have you ever had food poisoning ?


Symptoms : __________________________________________________________________________________________

5. What do you usually drink :

Tap water ?
Bottled water ?
Never drink water ?

6. In your opinion, germs in food are :

All harmful ?
Nearly all harmful ?

Food storage

7. How many canned foods have you used during the last three days from each of these categories ?

Number Number
– vegetables – cartons of soup
– mushrooms – tinned sauces
– fruit – cream desserts
– cooked dishes – fish

8. How often do you clean your refrigerator:

Regularly ?
Every 6 months ?
Once a year ?
Hardly ever ?

9. How do you sort food in your refrigerator :

By best storage temperature ?
By type ?
Wherever there’s space ?

10. What do you do when food is out of date :

Smell the food to check if it’s still all right ?
Taste the food to check if it’s still all right ?
Eat it if it still looks all right ?
Always throw the food away ?
Food preparation

11. Before eating or preparing food, do you wash your hands :

Always ?
Quite often ?
Often forget ?
Never ?
12. Do you clean work surfaces and cooking utensils :
Before cooking ?
After cooking ?
Between each recipe ?
13. Do you cook food :
Just as you like it ?
Following recommended cooking times on the pack ?

Bottom of Form

– Now the survey itself: the children each question 3 people.
– Analysis of results in class, tabulated by food hygiene category :

Chart the survey results for each food hygiene category.

Colour the most frequent answers in each category.

Compare the categories.

– Examination of the most frequent answers allows comparison of habits according to the category of person, and a review of dos and don’ts.
– The data may be further processed on computer.
– From the survey results, the pupils can prepare a poster making other children aware of basic food hygiene (along the principle of one piece of advice for each bad habit). Hang the poster in the school.



– Apply food and cooking hygiene practices while actually cooking.

– 150g flour / 4 eggs.
– 8 cl oil / 15 cl milk.
– 180g pitted green olives.
– 250g ham / 150g grated cheese.
– Sachet of yeast.
– Salt, pepper.
– Heat the oven (mark 6, 180°C).
– Make a well in the flour, and add eggs, oil and milk.
– Mix to a smooth dough.
– Work in the yeast and grated cheese. Salt and pepper lightly.
– Cut ham into cubes. Mix in with dough and olives.
– Place in a well buttered cake tin.
– Put in oven and cook for at least one hour.
– Take out of oven and remove cake from tin.
– Leave to cool before cutting.

Time : 1 hour.

– Divide the class into small groups.
– Make sure each child checks that the work surface is clean, and all wash their hands with warm water and soap and dries them
– Emphasize the importance of washing 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.
13 – Quiz

– Measure the quantity of germs in food and the speed at which they spread.
– Consolidate food hygiene knowledge.
Material : Pupil’s sheet no. 6.

Time: 20 minutes each game.

– Hand out the sheet, read the introduction and discuss it.
– Find the answers collectively or individually.
– Go over hygiene topics previously discussed, as well as optimum cooking hygiene practices, drawing if appropriate a parallel with personal hygiene (pictures).

1. Diarrhoea, fever and vomiting.
2. No. Cheese (Roquefort), medicine (penicillin).
3. Pork, to kill any tapeworms.
4. France.
5. No. It could be polluted by substances or germs present in soil.
6. Older people, sick people, babies and pregnant women.
7. No. Some are not even killed by freezing. But they spread much more slowly.
8. Parasites.
9. No, not always.



– Demonstrate that food hygiene is also about what we eat.
– Understand the need to eat some of everything.

Material: Sheet 7 and 8

Time : 30 minutes.

– First read the sheet with the class.
– Question the children on each food family. Ask them to find examples of food from the families.
– Do the exercises.
– All together conclude that food hygiene is also about a balanced diet. Underline the role of food and nutrients.
– Vitamins.
– Protides.
– Glucides.
– Water.
– Mineral salts.
– Lipids.


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