What do we do next to fuel our bodies?

About this Guide

This First Level guide will help you to create activities around the wellbeing indicator of Active using the Food and Health section of the Health and Wellbeing curriculum.

Suggested HWB Experiences & Outcomes

HWB 1-28a

I understand that my body needs energy to function and that this comes from the food I eat. I am exploring how physical activity contributes to my health and wellbeing.

HWB 1-30a

By investigating the range of foods available I can discuss how they contribute to a healthy diet.

Suggested Learning Intentions

  • To know that food provides the energy they need to grow, learn and be active.
  • To understand the difference between more healthy and less healthy energy-giving foods.

Suggested Success Criteria (I Can…)

HWB 1-28a

Identify foods which are considered  energy-giving foods.

Describe how I can help myself and others to achieve the correct daily balance of energy-giving foods.

HWB 1-30a

Explain why energy from food is important.

Understand why it is important to drink enough water.

Suggested Learning Experiences

  • Discuss/illustrate how they feel after eating – a snack; a meal; nothing. Explain why they feel like this.
  • Discuss why we need to eat food regularly – to give us energy to play and learn.
  • Consider times when they need more/less energy from food eg more energy to exercise, less energy when sleeping.
  • Create a collage of energy giving foods- separate into carbohydrates (slow-release) and sugary foods (fast release) foods.
  • Consider times in their day when they eat these kinds of foods – carbohydrates eg, breakfast; sugary foods eg. snack time. Discuss reasons why – it fills them up and keeps them going until next meal, gives them energy.
  • Think about how much water they drink in a day and the impact this has on their ability to concentrate and stay alert.
  • Record the energy-giving foods they have eaten over a day/week. Consider if they have the correct balance of energy-giving foods eg, bread, cereals
  • Make a healthy snack/breakfast using breads, cereals. eg this is a recipe for energy balls
  • Discuss the kinds of snacks children eat at interval. Consider ways to encourage peers to avoid or reduce intake of sugary snacks.
  • Investigate favourite snacks of the pupils in the class. Create a graph/wall display of results.
  • Evaluate results – do most children select healthier energy-giving snacks, or less healthier energy-giving snacks?
  • Organise/plan a whole school healthy snack week to encourage children to bring in healthier snacks eg, fruit, cereal bars – points could be awarded for the class with the most healthy snacks over a week.
  • Create posters to encourage children to eat more healthy snacks at playtime and display these around the school.
  • Consider the long-term effects of eating sugary snacks on health – weight gain, tooth decay etc (opportunity to take part in childsmile programme – www.child-smile.org.uk).

Suggested Cross-Curricular Links

SCN 1-02a

Explore where cereals, pasta, comes from – wheat plant – research process of wheat to bread (the grain chain).

SCN 1-03a

Find out what wheat plants need in order to group and develop. Observe and record growth of own wheat plants in class.

LIT1-28aLIT1-29a

Functional / persuasive writing – design posters to promote breakfast being the most important meal of the day/to convey information about food being the main source of energy eg, Food for Fuel.

TCH 1-11a

In groups, use problem-solving strategies to create a brand new breakfast cereal – include packaging design, advertising slant eg, rap, jingle.

Suggested Word Bank

  • Energy
  •  Fuel
  •  Active
  •  Carbohydrates
  •  Starch
  •  Cereal
  •  Potatoes
  •  Bread
  •  Rice
  •  Pasta
  •  Wheat
  •  Eatwell Guide
  •  Healthy
  •  Breakfast
  •  Long-Term
  •  Effects
  •  Exercise
  •  Slow/Fast
  •  Release
  •  Snacks