Suggested HWB Experiences & Outcomes

  • I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 2-15a
  • I can explain the links between the energy I use while being physically active, the food I eat, and my health and wellbeing. HWB 2-28a

Suggested Learning Intentions

  • To know that different foods provide different amounts of energy.
  • To know that different activities use up different amounts of energy.
  • To understand that we need to balance our energy intake (food) with our energy expenditure (activity) to maintain a healthy weight.

Suggested Success Criteria (I can...)

  • Compare the amount of energy provided by different types of food. HWB 2-28a
  • Investigate how I can help myself and others to achieve the correct energy balance of food intake and exercise. HWB 2-28a
  • Explain some of the longer term effects of poor energy balance on health and wellbeing eg, weight gain. HWB 2-15a

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.
  • The aim of the following activities is to support children to understand the importance of eating the correct sorts of foods in the correct proportions as well as balancing this with adequate amounts of physical activity.
  • Recap on prior learning from Early and First Level on why we need energy as well as reinforcing understanding of healthy and less healthy energy giving foods ie, energy from bread, cereals etc, rather than sugary snacks.
  • Investigate the energy needs of different people. Ask children to write down the reasons why different people might need different amounts of energy. Prompts include: age, size, gender, and physical activity. They should understand that young children have a very high energy requirement in relation to their size and that in later years, we require fewer calories from food but the nutritional value is still important.
  • Investigate the energy content in a range of foods by looking at a range of food labels (measured in kilojoules or kilocalories). Compile a chart of highest to lowest energy giving foods – discuss those foods and drinks that surprised them by the very high / low energy content. Sort and match foods from highest to lowest energy content and / or healthy and less healthy energy giving foods.
  • Investigate the current daily energy recommendations for boys / girls; men / women in the U.K. In groups/pairs, consider reasons for differences in figures.
  • Match the recommended daily calorie intake with pictures of a toddler, teenager, pregnant woman and an older person.
  • Ask children to estimate how much one serving of food actually looks like (e.g. dry pasta) by pouring into a bowl, and compare to the actual serving size shown on the packaging by placing the two side by side- is there a difference?
  • Collaborative Learning – in small groups consider the short and long-term effects of poor energy balance on health and wellbeing – this could be categorised into physical, mental and social effects.
  • Evaluate the foods on offer in  a fast food establishment and discuss how effectively they contribute to promoting a healthy diet.
  • Invite a dietitian/health professional in to talk to children about the benefits of healthy eating and physical activity and how to achieve the correct balance of both.