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

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.
  • 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. If you are making up weaning food with the children, it only needs to be mashed and not pureed.
  • 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.
  • Think about why a baby’s first teeth are called ’milk teeth’ and why they are different from the permanent teeth.
  • Discuss why babies need to start getting their teeth brushed as soon as the first tooth appears.
  • 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.
  • Think about the people who will help parents to support their child's health eg dentist, health visitor.
  • 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.