What do we do next with Healthy Food?

About this guide.

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

Suggested HWB Experiences & Outcomes

HWB 1-30a

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

Suggested Learning Intentions

  • To recognise that we need to eat a wide variety of food to keep our bodies healthy.
  • To demonstrate learning through everyday choices and discussions.

Suggested Success Criteria (I Can…)

HWB 1-30a

Explain the importance of a balanced diet as depicted by the Eatwell guide.

HWB 1-30a

Give examples of foods from each of the 5 main food groups.

HWB 1-30a

Explain the functions of foods from each of the 5 main food groups.

HWB 1-30a

Select and prepare foods for a healthy, balanced meal/snack, with some support.

Suggested Learning Experiences

  • Introduce children to Eatwell guide – use large image or floor mat (if available) and discuss what they see – different colours to represent different food groups; different sizes of sections to represent foods we should eat ‘lots of’ and ‘less of’.
  • Sorting and matching activities using real/pretend food and drink to reinforce different food groups.
  • Make a wall display of an Eatwell guide from magazine images of foods for each of the five food groups.
  • Discuss the importance of eating a ‘balance of foods’ from each section of the Eatwell guide.
  • Collaborative learning – split class into 5 groups and each group to find out information about one food group and share their findings with rest of class – this should include types and functions of foods from each group.
  • Create a healthy lunch box, trying to use foods from all 5 food groups. Choose from a selection of breads, sandwich fillings, pasta/rice/cous cous, salad or vegetable items, fruit, drinks etc. Children could work in groups to make the different items. Invite other pupils to come in and taste the different items available and give feedback.
  • Distinguish between healthy and less healthy foods that could be included in the lunch box.
  • Plan a healthy meal using all 5 food groups – work collaboratively – let children take the meal suggestions home to let an adult review them.
  • As children’s milk teeth become loose and fall out, this is an excellent opportunity to look at the functions different teeth perform in relation to eating different foods. Collaborative learning –  split the class into 5 groups and each group can find out information about the 5 different teeth they have in their mouths.
    Incisors, Canines, Molars, Premolars , Wisdom Teeth
    They can share their findings with the rest of the class – this should include what important functions each tooth has and how to take care of both teeth and gums.

Suggested Cross-Curricular Links

MNU 1-11a

Investigate portion sizing, estimating the amount of different foods to place on the plate

LIT 1-25a

Record a food diary for a week, listing breakfast, lunch, dinner/tea and snacks including drinks – use this information to explore ways in which they can ensure they have a balance of foods in their diet.

TCH 1-03b

Access information from various electronic sources to support, reinforce and/or extend learning of food groups eg, www.foodafactoflife.org.uk

LIT 1-28aLIT 1-29b

Personal writing –share opinions about their favourite meal and why they like it – collate into a class book of ‘Favourite Meals.’

SCN 1-12a

Investigate the main functions of different food groups and their effects on different parts of the body.

Suggested Word Bank

  • Healthy
  • Lots
  • Less
  • Teeth
  • Bones
  • Choose
  • Fruit
  • Vegetables
  • Nutritious
  • Eatwell Guide
  • Balanced
  • Diet
  • Food
  • Groups
  • Evaluate
  • Incisors
  • Canines
  • Molars
  • Premolars
  • Wisdom Teeth