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
- 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.
- 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 - www.child-smile.org.uk).
Suggested Cross-Curricular Links
- SCN 1-02a – explore where cereals, pasta, comes from – wheat plant – research process of wheat to bread (the grain chain)
- SCN 1-03a – find out what wheat plants need in order to group and develop. Observe and record growth of own wheat plants in class. See: http://www.grainchain.com/topics/growing-our-food-1
- LIT1-28a / LIT1-29a – functional / persuasive writing – design posters to promote breakfast being the most important meal of the day/to convey information about food being the main source of energy eg, Food for Fuel.
- TCH 1-11a - In groups, use problem-solving strategies to create a brand new breakfast cereal – include packaging design, advertising slant eg, rap, jingle.
Suggested Word Bank
- Eatwell Guide
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (First Level)
- Experiences & Outcomes Tracking
- Pupil Learning Log and Benchmarks fatf
- Annual Progression Planner ( First Level)
- Topic Specific Planners (First Level)
- Lifestyle Ready Reckoner - Assessment Tool
- Active E/O Bundle ( Rights Respecting Schools)