Level 1: Healthy Eating Unit Plan

Transcription

1 Level 1: Healthy Eating Unit Plan Purpose: To investigate what the students and school community can do at school to promote healthy eating. Curriculum Level(s) 1 Curriculum Areas Incorporated Achievement Objectives Relevant to the activity, including possible links Specific Learning Outcomes. Students will be able to: English Literacy Processes and strategies Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas. Listening, reading, and viewing Recognise that texts are shaped for different purposes and audiences. Speaking, writing, and presenting Recognise how to shape texts for a purpose and an audience. use sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts use processing and some comprehension strategies with some confidence develop the ability to think critically about texts, begin to monitor, self-evaluate, and describe progress show an awareness of the connections between oral, written, and visual language when creating text seek feedback and make changes to texts become reflective about the production of own texts. Mathematics and Statistics Statistics In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to: Statistical investigation Conduct investigations using the statistical enquiry cycle: posing and answering questions gathering, sorting and counting, and displaying category data discussing the results. plan a survey conduct a survey pose and answer questions gather, sort, count, and display category data discuss the results gather and clean data interpret statements made by others from statistical investigations and probability activities. Statistical literacy Interpret statements made by others from statistical investigations and probability activities. Health and Physical Education Health Healthy communities and environments Rights, responsibilities, and laws; People and the environment Take individual and collective action to contribute to environments that can be enjoyed by all. take individual action to contribute to environments that can be enjoyed by all take collective action to contribute to environments that can be enjoyed by all. The Arts Drama Developing practical knowledge Explore the elements of role, focus, action, tension, time, and space through dramatic play. sustain a role, remain focused in the healthy food drama. 1 Level 1: Healthy Eating

2 Links to Curriculum To be encouraged, modelled and explored. (NZC p9 11). What aspects of the values does this activity explore, encourage or model. Vision What we want for our young people. Principles Beliefs about what is important. Values Expressed in thought and actions. Key competencies Which of the key competencies (NZC p12 13) are used in the activity? Specific examples rather than just thinking, what type of thinking? Pedagogical approaches Based on the HPS Inquiry Model. All units follow this process. Aspects of effective pedagogy (NZC p34 36) are highlighted in the activity. Confident Connected Actively involved Lifelong learners Assessment High expectations Treaty of Waitangi Cultural diversity Inclusion Learning to learn Community engagement Coherence Future focus Excellence Innovation, inquiry and curiosity Diversity Equity Community and participation Ecological sustainability Integrity Thinking e.g. planning and, reflecting Using language, symbols and texts e.g. collecting, interpreting and presenting data Managing self e.g. preparing a survey on time, making good use of resources Relating to others e.g. carrying out interviews Participating and contributing e.g. contributing constructively to pair and group work, making a presentation Creating a supportive learning environment Encouraging reflective thought and action Enhancing the relevance of new learning Facilitating shared learning Making connections to prior learning Providing sufficient opportunities to learn E-learning Engaging Māori/ Pasifika students and their communities educationalleaders. govt.nz/leadingchange/maorieducation-success/ Podcast-Professor- Russell-Bishop National Standards Assessment Literacy After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). In writing, students will create texts as they learn in a range of contexts across the New Zealand Curriculum within level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Numeracy After one year at school, students will be achieving at early level 1 in the mathematics and statistics learning area of The New Zealand Curriculum. In contexts that require them to solve problems or model situations, students will be able to investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/or counting category data. Planned Assessments: This may be formative or summative. 2 Level 1: Healthy Eating

3 Literacy At the conclusion of the unit of work, students will have demonstrated an ability to read, respond to and think critically about fiction and non-fiction texts at the green level of Ready to Read. Numeracy Investigate questions by using the statistical enquiry cycle (with support), gathering, displaying and/or counting category data. Spotlight on: Inquiry-based learning, e-learning Links The Heart Foundation 5+ A Day Diabetes Projects Trust Ministry of Health TKI Healthy Food and Nutrition Food and Beverage Classification System for Years Learning Media: Curriculum in Action. Healthy People Eat Healthy Food: Food and Nutrition: Years Level 1: Healthy Eating

4 Unit Plan: Lesson Sequence Resources Structure Assessment Lesson 1 Needs Analysis What things help us do well at school/work? What can we do better? Students survey Self Peers (4) Family (4) Identify most popular things Class, collect, analyse, prioritise Resource 1 Healthy Choices Resource 2 Healthy Choices Images Resource 3 Food, Fruit and Vegetables Introduction Big Picture Needs Analysis Prepare Download Resource 1 Healthy Choices and Resource 2 Healthy Choices Images. Enlarge to A3 size. Cut up the images. Download Resource 3 Food, Fruit and Vegetables. Enlarge to A3 size. Make 2 copies. Cut up images of food fruit and vegetables. Name each item on a big strip of paper and glue an image onto each item with its name. Connect The purpose of today s lesson is to think about and understand what things help us do well at school. We will be sorting and displaying images today and finding out the names of things. Brainstorm with the students what makes them do well at school. Write their responses on large strips of paper. Encourage the students to list as many things as possible. Keep these for the end of the lesson. Activate Place Resource 1 Healthy Choices on the table. Show the students the Resource 2 Healthy Choices Images one by one. Can they identify each image? Name the image e.g. orange. Can we name and sort them into two piles? 1. Things that help us do well at school pile or 2. Things that won t help us do well at school pile? What do they notice about the images? (There are lots of images of food.) Are there some things we re not sure about? Demonstrate Thinking about the importance of eating healthy food Ask the students to select the images from Resource 3 Food Fruit and Vegetables and put them under the correct heading on the template. Discuss their choices. Hold up the names of each item on the strips of paper and say the names of each item aloud. Explain what the type of food each is. Can they read the names? Consolidate Recap for the students the items they sorted and displayed as being important to doing well at school at the beginning of the lesson. Do some things seem to be more important than others now? Why would that be? 4 Level 1: Healthy Eating

5 Resources Structure Assessment Lesson 2 Resource 2 Healthy Choices Images Resource 4 Tally Sheet Resource 5 What is My Name? Big Picture Analysis Prepare Copy Resource 4 Tally Sheet onto an A3 size piece of paper. Make new copies of Resource 2 Healthy Choices Images and cut them up. Copy Resource 5 What is My Name? enough for one for each student. Connect Remind the students of their good work in the previous lesson when they were thinking about what things can help us to do well at school. Look at the strips of paper with the titles on them and read them aloud together. Activate The purpose of today s lesson is to gather, sort and display items in a new way and to confirm our understanding of the new words. We can refine our choice of what things help us to do better at school. Use Resource 4 Tally Sheet to collate the healthy choices where number 1 is most important and number 8 is least important. Students choose an image and put it on Resource 4 Tally Sheet. Tally the results on the board and communicate the results of the tally to the students. Demonstrate Do the students think that we eat healthy food at school? What does the result of this activity tell us? We now need to confirm what we have learned. Some foods that we eat are what we might call everyday foods they are good for us on a daily basis. Some are more special foods that we might call treats or sometimes foods. When they look at Resource 2 Healthy Choices Images, are there any foods that could be sometimes foods? Which ones do they think might be everyday foods? Confirm their understanding. They can use the strips of paper with the names on them to help them fill in Resource 5 What is My Name? Students are assisted to fill in Resource 5 What is My Name? which confirms their understanding. Consolidate Confirm the students understanding by marking Resource 5 What is My Name? with them, rewarding them for their correct answers. 5 Level 1: Healthy Eating

6 Resources Structure Assessment Lesson 3 Pictures of various types of food including fruit, vegetables, meat, milk, breads, eggs, beans Eating for Healthy Children Aged 2 to 12 from www. healthed.govt.nz/resources/ eatingforhealthychildrenaged2to12t. aspx or order hardcopies from 5+ A Day Primary School Resource 2010 from cms-resources/primary-20school- 20Resource pdf 5+ A Day Posters from co.nz/5aday.html?mode- display&parent-id-2014&content-id- 2046&id-2046&section-id Resource 6 Healthy Food Questions What is Healthy Eating? Research Prepare Download a copy of the Eating for Healthy Children Aged 2 to 12 for teacher background information. Download a copy of the 5+ A Day Primary School Resource. 20Resource pdf Order 5+ A Day Posters and display them around the room with titles of fruit and vegetables under them. Connect Last lesson we worked out how we could decide what foods are healthy or unhealthy for us as everyday foods. List three that you can remember are healthy for us. Activate The purpose of today s lesson is to investigate more about what makes foods healthy or unhealthy to eat. Where can we look for information? Sources students may identify for their research include: the internet, picture books, posters, e.g. 5+ A Day, a simple dictionary, asking the teacher, asking a peer an older student. Demonstrate Divide the students into groups using available resources. They research in a group and bring their findings back to the class. Students individually complete the Resource 6 Healthy Food Questions template. In addition, each student needs to answer the question: How can we decide what is healthy food? They individually complete the statement: Healthy food is food that Students write the statement with assistance individually on their own sheets. In a group, they do a think/pair/ share to come up with one group statement. Consolidate Give the students feedback on their research efforts. Write down the new group statements. Formative 6 Level 1: Healthy Eating

7 Resources Structure Assessment Lesson 4 Students collated group statements 5+ A Day Posters (from lesson 3) Fruit and food samples What is Healthy Eating? (Food Survey and Food Introduction) Prepare Collate the group statements Healthy food is food that on strips of paper. The students healthy food statements are displayed on the walls of the classroom. The 5+ A Day Posters are on the wall with their food titles. Teacher provides a variety of fruit and vegetable samples. (Check for allergies before beginning the activity avoid foods like peanuts.) Connect How can we find out what healthy food is? Bus stop activity. Students tour the work displayed on the wall and read aloud the statements. Teacher sums up the student perspective. Activate The purpose of the lesson is to increase our knowledge about fruit and vegetables. Using the 5+ A Day Posters, conduct a survey and collate answers on the board. Which are the most popular fruit and vegetables? Which are the least popular? Which fruits and vegetables are the students most familiar with? Which are they least familiar with? Demonstrate Volunteer students are blindfolded they feel, smell and guess what each whole fruit and vegetable is. Some do a taste test and report on whether or not the food is sweet, sour or bitter. Students report on the texture is it smooth, rough or slimy? Class favourite foods are identified and everyone is able to try new foods. Ask the class how often they eat fruit. How can we ensure that students can have plenty of fruit and vegetables to eat at school? Brainstorm ideas on the board. Consolidate Sum up for the class what they have suggested as a theoretical solution to the problem. The class will do more investigation first. Lesson 5 Pictures of various types of food including fruit, vegetables, meat, milk, breads, eggs, beans. Eating for Healthy Children Aged 2 to 12 (from lesson 3) 5+ A Day Primary School Resource 2010 (from lesson 3) 5+ A Day Posters (from lesson 3) Resource 7 Lunchbox Contents What is Healthy Eating? Prepare Download a copy of the Eating for Healthy Children resource for teacher background information. Download a copy of the 5+ A Day Primary School Resource Have 5+ A Day Posters displayed around the room with titles of foods under them. Make available copies of Resource 7 Lunchbox Contents. Activate The purpose of the lesson is to find out more about our own likes and dislikes. The students complete Resource 7 Lunchbox Contents with support. Students look at the 5+ A Day logo which foods can they highlight in their lunchbox list that would be 5+ A Day foods? Demonstrate Students read closely with the support of the teacher. Teacher uses an A3 size or projected version of Resource 7 Lunchbox Contents to find out what the class profile is by asking students to volunteer answers to questions. Teacher collates examples and numbers of students who support each answer/example. 7 Level 1: Healthy Eating

8 Resources Structure Assessment Lesson 6 Resource 8 Healthy Food Shop Sheet 5+ A Day Posters (from lesson 3) An empty shopping bag or basket Prepare Download Resource 8 Healthy Food Shop Sheet and make copies. The 5+ A Day Posters on the wall of the fruit and vegetables become the supermarket display. Connect The teacher is in role as the parent/grandparent who is out of their depth shopping in a big centre. (Suggest they use a neutral name that fits their own (real) cultural background, e.g. Mrs Lee, Mrs Smith, Mrs Patel.) There is no need to dress differently or act. The signifier is the empty shopping basket. The teacher tells the students they will be in role as people working in the supermarket. They decide on the name of the supermarket. They will become the staff in the supermarket. Students adopt a vegetable or other food sections of the supermarket, e.g. meat, fish, milk, cheese, cereals, breads, yoghurt. They will become experts in their sections. See list on Resource 8 Healthy Food Shop Sheet. Activate The purpose of the lesson is to investigate how food choices affect the body and impact on our health. Demonstrate The teacher and the students arrange the room to represent a supermarket using the 5+ A Day Posters and the other fresh food sections in the supermarket. Students individually make a badge becoming experts on a type of foods e.g. Tom Head of Banana Section. Using the internet, they research the food value of their chosen or given food and fill out Resource 8 Healthy Food Shop Sheet. They also find out about foods of the world id=2013&content_id=2257&id=2257&section_id The teacher checks that the students have filled out their sheets correctly. The students read their filled-in sheets in a group to three other students. The teacher in role enrols the students in the drama by telling them that Mr/ Mrs X has a foreign child who is the same age as themselves coming to stay and that he/she is worried about what to feed them. The food has to be culturally appropriate, healthy and nutritious. How will he/she know if it s good enough? Can the food experts help? The teacher identifies which country the student is coming from and then tours the sections of the supermarket and interviews each head of section and their assistants about the likely food value of a chosen food and how it will impact positively or negatively on our health. Will the food be recognisable to the foreign student? Is the food for everyday, sometimes or occasional use and will it satisfy the need for the food to be nutritious and appropriate for the child visitor? Why? Why not? The teacher in role is uncertain about the food value of items and needs to be reassured. The teacher in role may make mistakes and ask other heads of section whether or not she/he is making the right purchasing decision. The students in role fill her shopping basket/ bag. The teacher comes out of role and asks the students to become themselves. They change the room back into a classroom together. Formative 8 Level 1: Healthy Eating

9 Resources Structure Assessment Lesson 7 Consolidate On the whiteboard, make a list of all the goods that were purchased with a reason why related to food value and the human body, e.g. good for The students check their understanding of the food value and need for the body to have certain foods to be healthy, referring to the following websites: Cool Kids Cooking coolkidscooking.com/recipes. php?recipe=17 Food and Beverage Classification System for Years 1 13 User Guide from resourc es/foodandbeverageclassification syste2.aspx Ingredients (Heart Tick examples, 5+ A Day examples) Resource 9 Graphic Organisers Choosing Healthy Options Food Labelling, Tick Programme, Food and Nutrition Guidelines Prepare Choose a recipe from the Cool Kids Cooking website. Write the recipe on the whiteboard. Order a copy of the Food and Beverage Classification System for Years 1 13 User Guide or download from the site. Bring the relevant ingredients to the classroom and provide a means of making the meal. Write down the contents of Mr/ Mrs X s shopping basket on the whiteboard. Have the real food samples in front of the students. Have some packages with the Heart Tick on them (e.g. spreads or oils) and some 5+ A Day items. Write on the whiteboard: Mr/Mrs X warmly invites the heads of section and their assistants from Y Shop to come to Mr/Mrs X s home at (time) today to help him/her with the meal for the visitor. Students locate their head of section badges and their filled out Resource 8 Healthy Food Shop Sheet (from lesson 6). Connect The teacher in role establishes the place in the room where the experts will be invited to come to. Activate Today s lesson is about investigating and understanding how food labelling can help us to make healthy food choices. The teacher in role moves to the prepared area and invites the heads of section to visit. The teacher in role asks for advice about the food items he/she has chosen and about the meaning of the labelling. Demonstrate The food is prepared and shared with the heads of section and their assistants. Everyone gets a taste of the food. The recipe is examined. Origins of foods are discussed. The packaging is discussed. He/she is puzzled by the Heart Tick on the packaging what does it mean? Can the heads of section and their assistants advise? Food value is discussed. Quantities are discussed. The heads of section and their assistants are consulted. Mr/Mrs X thanks the heads of section and their assistants for helping him/her with their problem. They move out of the drama. Consolidate Students visit the Cool Kids Cooking website. Students use a simple diagram to draw and total the number and quantities of the food ingredients in the dish (refer to Resource 9 Graphic Organisers). Ask the students to provide suggestions about one thing they have learned about food labelling or the Tick Programme or the Heart Tick. The teacher writes their item on a sticky label and posts it on a chart under the appropriate heading. 9 Level 1: Healthy Eating

10 Resources Structure Assessment Lesson 8 Chart with sticky labels Narrowing the Focus Developing Hypotheses Prepare On the whiteboard, write the big question: What can we do better at school to make sure we eat healthy food? Connect Ask students to reread the notes they have stuck on the chart re food labelling or the Tick Programme or the Heart Tick and affirm their learning. Activate The purpose of today s lesson is to look at a big question: What can we do better at school to make sure we eat healthy food? Do the students think there is a problem in the school for some people around healthy eating? Demonstrate Brainstorm possible answers to the big question on the board. The answers are our class hypotheses. They can be written: Our class believes that we could Consolidate Select three answers to the big question that the class wants to test on their friends, family and other members of the school community. Lesson 9 Resource 10 Healthy Eating Survey Planning Sheet Planning and Design of Survey Prepare Make available copies of Resource 12 Healthy Eating Survey Planning Sheet. Connect Explain that students will see how far they have come in their understanding of approaches to healthy eating. Activate In this lesson, we will plan our final survey to give to class members, people in the school community and family and friends. Reread the proposed answers to the big question on the board. How can we turn these answers into questions we will put in our survey? What do we expect the interviewee to do, e.g. give us yes/no answers to indicate support? Demonstrate Encourage the students to offer their questions orally so that the teacher can write them on the board. They fill out Resource 12 Healthy Eating Survey Planning Sheet. They create three corresponding questions to ask the people who will be surveyed and write them on their sheets. This will be the survey. Every class member has the same information. Create a new sheet with the class to record /collate the information. They construct their own collation sheet. Decide as a class who will be interviewed, how many, when and where, e.g. Each student interviews 2 adults and 2 students who are older than the student conducting the survey. Consolidate Students trial the questions on a class mate and receive feedback from the teacher on interviewing techniques. 10 Level 1: Healthy Eating

11 Resources Structure Assessment Lesson 10 Surveys and collation sheets (from lesson 9) Conducting Survey Interviews Prepare Assist students to make copies of their survey and collation sheets (from lesson 9). Connect Students and teacher identify and agree on an appropriate list of students and family members or adults to be interviewed see lesson 9 above. Activate The purpose of this lesson is to conduct the survey interviews and begin transferring the results to the new collation sheet. Establish ground rules for interviewing with the class. Students are reminded of protocols for face-to-face interviews. The need for the researcher to interview and record rather than expect the interviewee to fill in the sheet is emphasised. Another class may be identified in the school with whom this class can reciprocate. Demonstrate Students practise their introductory remarks in pairs. Students conduct interviews with other students from another class. (This may take 2 lessons.) Consolidate Students collate responses on their collation sheets and identify the best way to display the findings. Students display as a class findings from their survey, e.g. in a bar graph and identify: expected results surprises significant trends reasons for the results what do we currently do? How do the results match up with what research says we should be doing as individuals, class, school, family and community? 11 Level 1: Healthy Eating

12 Resources Structure Assessment Lesson 11 Surveys and collation sheets (from lesson 9) Lesson 12 Data show Success criteria Analysis of Data Prepare Students locate their survey and their collation sheets. Connect Ask students about the experience of conducting the interviews. What reaction did they get? What did they find out? Activate The purpose of the lesson is to compare results and transfer individual data into class data and then translate this into a statistical format. Students collate the findings from their individual survey into a class table/graph of collective results. Types of presentation include a bar graph, a histogram, a line graph or a pie chart. Demonstrate Class identifies how they are going to analyse and collate the collective data in order to show a summary. The class identifies patterns, gap between what we do and what research says we should be doing. The students transfer information from the class results onto a class PowerPoint. Recommendations: What actions could the students/adults/ family/teachers/board take to ensure that students eat healthy food? Consolidate Students publish the results of their individual statistical work to add to their portfolio to present for interpretation and final comment and assessment. Presentation of Findings to the School Community Prepare Set up a data show so that the groups can present their class PowerPoint display to students they interviewed. Students prepare to present their PowerPoint displays showing the results of the survey and recommendations for change. All have a role to play in the presentation. Teacher can provide feedback on quality of delivery, presentation of findings, recommended actions. Connect Begin the presentations. Activate The purpose of the lesson is to share the results of our findings as a class into our investigation of healthy eating in our school community and to make recommendations as a result. Record the recommendations made by each group on the whiteboard as the students present. Demonstrate Presentations. Ask the surveyed group: If we as a school community were to make one change to the way we currently do things in relation to the promotion of healthy eating, what would it be and why? Surveyed members vote for one recommended action. Consolidate Inform the students that their next job will be to advocate for change around the promotion of healthy eating to a variety of groups. Students brainstorm the most effective way that they could do this. Class votes for two forums. Summative 12 Level 1: Healthy Eating

13 Resources Structure Assessment Lesson 13 Student data Preparation of Final Presentation Prepare Final presentation and forum. Connect Inform the students about arrangements that have been made for them to present their findings. Activate The purpose of the lesson is for the students to prepare a final report in the form appropriate to the forum, e.g. letter to the Board of Trustees, PowerPoint for the teachers and senior managers. Students work in groups to prepare a section of the class final report to be formally presented in one forum. The final report includes their original hypotheses, statistical data they have collected that supports the action idea, key findings and recommendations for change in the school community. If appropriate, students nominate spokespeople to represent various aspects of the work and to answer questions. Demonstrate Students contribute to the final report Consolidate Students describe how they could ensure the recommended actions happen. Lesson 14 Laptop and data show Copies of final report Success criteria Final Presentation Prepare Students are ready present to a forum. Copies of the final report are made available in hard copy to relevant personnel. Connect Introduce the students to the group and the individuals who will speak on behalf of the class. Activate The purpose of the lesson is for the students to present their PowerPoint display to the forum. The forum is student led. Demonstrate The forum members are invited to ask questions and respond to the action idea. Consolidate Closing remarks and summing up. Feedback is received. Students collate their individual reports and PowerPoint displays to hand in for marking. They self-assess their work and make changes if necessary. Recommendation is actioned. Summative 13 Level 1: Healthy Eating

14 Resources Structure Assessment Lesson 15 Presentation reports PowerPoint displays Reflection and Evaluation of Progress Prepare Recommendation is agreed to be actioned. Share as a class. Has our action resulted in our community eating healthy and nutritious food? How do we know? Connect Ask students to individually reflect on the process of presenting to members of the school community and agreement to action their recommendation. What were the highlights? Feedback from the community? What steps have been taken to put their recommended actions in place? Students speak individually use a talking stick. Activate The purpose of the lesson is for the students to reflect on their learning, monitor progress of their action and the next steps. Demonstrate Student reflection on the feedback, quality of the final presentation and the likely impact and timeframe for action/ class follow-up. Students predict further progress of actions and expected outcomes. How will they measure the progress and how will they know if the expected outcomes have been achieved? How can they ensure the changes are sustained? (This leads to a second cycle.) Consolidate Students write the questions above on large sticky note pads and attach to a poster on the wall titled Healthy Eating and Nutrition Project Outcomes. Class will monitor progress of issue and identify which predicted action comes to fruition and why. This could form the basis of a new inquiry cycle. They report progress to the school community. Summative 14 Level 1: Healthy Eating

15 Resource 1 Healthy Choices THINGS THAT HELP US DO WELL AT SCHOOL THINGS THAT WON T HELP US DO WELL AT SCHOOL 15 Level 1: Healthy Eating

16 Resource 2 Healthy Choices Images 16 Level 1: Healthy Eating

17 17 Level 1: Healthy Eating

18 Resource 3 Food, Fruit and Vegetables 18 Level 1: Healthy Eating

19 Fruit Vegetable Bread Drink Cereal Meat & Eggs Cake Biscuit Treats 19 Level 1: Healthy Eating

20 Resource 4 Tally Sheet Level 1: Healthy Eating

21 Resource 5 What is My Name? What is my name? What type of food am I? O I am a F Am I a food for eating every day or a sometimes food? What is my name? What type of food am I? C I am a V Am I a food for eating every day or a sometimes food? What is my name? What type of food am I? M I am a D Am I a food for eating every day or a sometimes food? What is my name? P Am I a food for eating every day or a sometimes food? What is my name? What type of food am I? A I am a F Am I a food for eating every day or a sometimes food? What is my name? What type of food am I? P I am a V Am I a food for eating every day or a sometimes food? What is my name? What type of food am I? S I am a F Am I a food for eating every day or a sometimes food? 21 Level 1: Healthy Eating

22 What is my name? What type of food am I? Am I a food for eating every day or a sometimes food? B I am made from wholemeal flour which comes from wheat. What is my name? What type of food am I? Am I a food for eating every day or a sometimes food? C I am made from butter, flour, eggs, milk, icing sugar, sugar and cocoa. What is my name? What type of food am I? Am I a food for eating every day or a sometimes food? R I am a type of B What is my name? H D What type of food am I? Am I a food for eating every day or a sometimes food? I am made from M and B 22 Level 1: Healthy Eating

23 Resource 6 Healthy Food Questions Name 1. The name of the food I am asking about is called 2. This type of food is called a 3. This food grows where? in the ground/on trees/on a plant? 4. This food is good to eat with 5. The colour of this food is? 6. This food is best eaten cooked or raw or both? 7. I think this food is an everyday sort of food to eat because 8. Healthy food is food that 23 Level 1: Healthy Eating

24 Resource 7 Lunchbox Contents Tick the items that you like to find in your lunchbox and fill in examples. What I like best Large pieces of fruit Cut-up pieces of fruit Raw vegetables Sandwiches with in them Yoghurt (flavour) Rice with Filled bread roll with in it Fruit juice (flavour) Water or milk? 24 Level 1: Healthy Eating

25 Resource 8 Healthy Food Shop Sheet 1. My name is 2. Our shop s name is 3. I am head of the section of our shop. 4. The food I know about first came from (country) 5. The food I know about is called 6. The food I know about is (choose one) a) A fruit b) A vegetable c) A meat d) A fish e) A bread f) A drink g) Milk h) A cheese i) A sauce j) A spread k) A pasta l) A breakfast cereal 7. The colour of the food I know about when it is fresh is 8. The texture of the food I know about when it is fresh is (hard/soft?) 9. This food is grown in (what country?) 10. The food is in season in (spring, summer, autumn, winter) 11. The food I know about is good for you because 12. A good reason for children to eat this food would be 13. This type of food can be eaten or drunk by children for a) Breakfast b) A snack c) Lunch d) Dinner 14. Here is a picture of the type of food I know about 25 Level 1: Healthy Eating

26 Resource 9 Graphic Organisers Name Used for Diagram Simple web Records central parts of a topic, concept or situation. Fishbone Records possible causes of a given effect Matrix Cross references information, helping in drawing conclusions Concept map More complex simple webbing, e.g spider, cycle and concept layer Venn diagram To show similarities and differences between two or more things Text Text Flow chart To show the steps/stages we pass through as we reach a solution or arrive at a suitable end point Consequence wheel A useful tool for recording thinking when we ask What if.. questions Winner Mind map To show thinking using words, colours, pictures and lines To friends and family 26 Level 1: Healthy Eating

27 Resource 10 Healthy Eating Survey Planning Sheet My name Areas we need to check Our big question is Our proposed answers are Response What can we do better at school to make sure we eat healthy food? 1. That we could Tick when done 2. That we could 3. That we could I am going to survey these three people I am going to ask them these three questions I am going to record my results by Level 1: Healthy Eating