Suggested HWB Experiences & Outcomes
- By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a
- By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices. HWB 2-36a
Suggested Learning Intentions
- To apply knowledge and understanding of the Eatwell Guide to evaluate own food and drink choices.
- To understand nutritional and other information from food labels to determine healthy and less healthy food choices.
Suggested Success Criteria (I can...)
- Record and reflect on my own and others’ food and drink choices. HWB 2-30a
- Give examples of at least three ways to make healthier food choices. HWB 2-30a
- Examine the main nutritional information that is displayed on food labels and use this to make healthy food choices. HWB 2-36a
- Explain the importance of reading and understanding food labels. HWB 2-36a
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.
- Consolidate prior knowledge and understanding of the Eatwell Guide– Brainstorm what is meant by a ‘balanced diet.’
- Devise a range of meals and menus using the Eatwell Guide, ensuring that they depict a balance of foods from the 5 main food groups.
- Record a food diary and analyse own foods eaten over a week and compare with the balance of foods as depicted by the Eatwell Guide.
- Identify ways in which they can modify/improve their food choices by selecting/discussing healthier food options.
- Using picture cards/magazines/real food, investigate composite food dishes (foods comprising more than one food group) eg, shepherd’s pie, lasagne, pizza –classify these foods into the different food groups.
- Select and prepare ingredients to create a composite dish that includes foods from more than one group. Identify the main food groups included in the dish. Three recipes children can use .
- Halloumi Traybake, Pitta Pizzas, Stuffed Peppers
- Encourage children to bring in a range of food packaging from home and investigate the nutritional information on each.
- Construct a way of categorising the different foods and/or information contained in food labels eg, foods high/low in salt (sodium)/sugar/fat etc. Discuss the importance of having nutritional information displayed on food packaging.
- Investigate the recommended daily intake of sugar/fat/salt/calories for a child/adult.
- Compare similar foods. Investigate which one has more fibre, fat, sugar, salt, calories. Discuss/debate which one is the healthier option. Consider the validity and reliability of nutritional information eg, foods that claim to have ‘no added sugars’ – but actually have high levels of fat.
- Investigate food labels on a range of convenience foods – these foods often have high salt content – research the health implications of too much salt in the diet eg, high blood pressure. Debate/discuss reasons for and against convenience foods.
- Investigate traffic light food labeling – discuss the pros and cons of this type of food labeling.
- Design own food product to include a food label showing nutritional information. Apply a range of marketing techniques to promote product to peers.
- Investigate food preparation methods that add less fat to food and use unsaturated fats and oils to replace solid saturated fats.
- Explain the effects that sugar has on teeth and different ways to reduce the impact of that eg keeping sugary snacks to meal times and regular visits to the dentist.
- Consider what the impact would be on the teeth of drinking only milk and water.
- If any child loses a tooth in the class, ask if they would be willing to give it up for an experiment. Place the tooth into a jar of fizzy juice and record the results over several days.
Suggested Cross-Curricular Links
- MNU 2-07a - Investigate servings and portion sizes – calculate amount of actual sugar / fat / salt / calories per serving.
- Create a shopping list / plan meals for a day or select food from a shopping list that would take account of recommended daily allowances.
- EXA 2-13a - Role-play effective peer resistance and negotiation skills to reduce exposure to unhealthy food choices.
Suggested Word Bank
- Eatwell Guide
- balanced diet
- food groups
- food labelling
- fats (saturated/unsaturated)
- recommended allowances
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (Second Level)
- Healthy E/O Bundle with UNCRC links
- Pupil Learning Log and Benchmarks shf
- Annual Progression Planners ( Second Level)
- Personalised Year Planner (Second Level)
- Topic Specific Planners ( Second Level)