Suggested HWB Experiences & Outcomes

  • I am beginning to understand that nutritional needs change at different stages of life, for example the role of breastfeeding in infant nutrition. HWB 1-32a
  • I am learning about where living things come from and about how they grow, develop and are nurtured. HWB 1-50a
  • I am able to show an awareness of the tasks required to look after a baby. HWB 1-51a

Suggested Learning Intentions

  • To recognise that people have different nutritional needs throughout their lives.
  • To understand that all life forms need nurtured and cared for.

Suggested Success Criteria (I can...)

  • Compare at least two different kinds of foods people need at different stages of their lives. HWB 1-32a
  • Consider and discuss facts around how living things are nurtured as they grow and develop.   HWB 1-50a
  • Identify an increasing number of plant and animal life cycles. HWB 1-50a
  • Identify some of the basic things needed to help look after a baby eg washing and feeding. HWB 1-51a

Suggested Learning Experiences

  • Record a food diary and discuss the foods they eat over a day/week.
  • Use a ‘Reality clock’ which is a circle divided up into 12 segments, each segment relates to one or two hours. Encourage the children to record anything they eat or drink over this period of time.
  • Investigate different amounts of food that people need at different stages of their lives eg, baby, toddler, child, teenager, adult, elderly.  Consider why these needs change.
  • Draw pictures/make a wall display of what they looked like as a baby/toddler.  Write about what they could do at that age/stage compared to what they can do now.
  • Compare the foods they ate as a baby/toddler to the kinds of foods they should eat now with reference to the 5 main food groups of the Eatwell guide.
  • Research information on human breast milk. Consider the various aspects like: the components of the milk, that the milk is specifically designed for only human babies, how the milk changes and is adapted to meet all of a baby’s needs eg thicker when it is cold and watery when it is hot.
  • Consider how other animals’ milk is specifically designed to feed their young.
  • Investigate the functions of the different kinds of teeth and engage in a range of activities to promote good oral hygiene.
  • Think about why a baby’s first teeth are called ’milk teeth’ and why they are different from the permanent teeth.
  • Make a display of essential items a baby needs to be healthy. Divide this into what is essential to have and what is a luxury or a want.
  • Create a day map of what a baby may need and when it may need it. Think about why a baby cannot wait and how they try to get attention to have their needs met.
  • Investigate and discuss the contents of the baby box delivered to new mums across Scotland.
  • Share photos/images that chart their development from baby to child.
  • Investigate ‘foods which help us to grow and repair’ –meat, fish and alternatives/milk and dairy.
  • Investigate ‘foods that give us energy’ – bread, cereals and potatoes.
  • Visit to a working farm/nature centre.
  • Organise ‘Clyde in the Classroom’ for children to tend to the needs of other animals.