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

Eatwell Guide

  • 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

Food Labelling

  • 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.