Suggested HWB Experiences & Outcomes

  • I understand that my body needs energy to function and that this comes from the food I eat. I am exploring how physical activity contributes to my health and wellbeing. HWB 1-28a
  • By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

Suggested Learning Intentions

  • To know that food provides the energy they need to grow, learn and be active.
  • To understand the difference between more healthy and less healthy energy-giving foods.

Suggested Success Criteria (I can...)

  • Explain why energy from food is important. HWB 1-30a
  • Identify foods which are considered  energy-giving foods. HWB 1-28a
  • Describe how I can help myself and others to achieve the correct daily balance of energy-giving foods.HWB 1-28a
  • Understand why it is important to drink enough water. HWB 1-30a

Suggested Learning Experiences

The European Food Safety Authority has stated there is no evidence that food is a source of coronavirus (COVID-19) and it is very unlikely that it can be transmitted through the consumption of food. However, practical food activities including food sharing, tasting, preparation and cooking are probably going to be quite difficult to manage in a classroom setting during this initial period as children return to school. Fortunately there are still plenty of other relevant activities providing challenge and enjoyment for the children, including finding out about things they may have tried to cook at home.
  • Discuss/illustrate how they feel after eating – a snack; a meal; nothing. Explain why they feel like this.
  • Discuss why we need to eat food regularly – to give us energy to play and learn.
  • Consider times when they need more/less energy from food eg more energy to exercise, less energy when sleeping.
  • Create a collage of energy giving foods- separate into carbohydrates (slow-release) and sugary foods (fast release) foods.
  • Consider times in their day when they eat these kinds of foods - carbohydrates eg, breakfast; sugary foods eg. snack time. Discuss reasons why – it fills them up and keeps them going until next meal, gives them energy.
  • Think about how much water they drink in a day and the impact this has on their ability to concentrate and stay alert.
  • Record the energy-giving foods they have eaten over a day/week. Consider if they have the correct balance of energy-giving foods eg, bread, cereals
  • Make a healthy snack/breakfast using breads, cereals. eg this is a recipe for Energy Balls.
  • Discuss the kinds of snacks children eat at interval. Consider ways to encourage peers to avoid or reduce intake of sugary snacks.
  • Investigate favourite snacks of the pupils in the class. Create a graph/wall display of results. Evaluate results – do most children select healthier energy-giving snacks, or less healthier energy-giving snacks?
  • Organise/plan a whole school healthy snack week to encourage children to bring in healthier snacks eg, fruit, cereal bars – points could be awarded for the class with the most healthy snacks over a week.
  • Create posters to encourage children to eat more healthy snacks at playtime and display these around the school.
  • Consider the long-term effects of eating sugary snacks on health – weight gain, tooth decay etc (opportunity to take part in childsmile programme -