Healthy Eating: 8-11 years

Transcription

1 Teachers Guide (revised 2011) Healthy Eating: 8-11 years Contents Welcome 2 Key Facts 2 Using Food a fact of life 3 Downloadable resources 5 Key Fact Planners 6 Curriculum links 19 The Food a fact of life resources 20 Sources of further information 27

2 Welcome This guide will help you plan a series of successful lessons exploring healthy eating for children aged 8-11 years. The messages and concepts for this module are derived from the eatwell plate the UK healthy eating model. Key Facts The key messages and concepts are delivered through 5 Key Facts: 1. Around the world people choose and combine different foods to make meals and snacks. The total amount and range of foods eaten is called the diet. 2. A healthy diet is made up from a variety and balance of different foods and drinks, as depicted in the eatwell plate. 3. To be active and healthy, food is needed to provide energy for the body. 4. A variety of food is needed in the diet because different foods contain the different substances that are needed for health. These are nutrients, water and fibre. 5. Being active and looking after yourself are important for health. Why Key Facts? The 5 Key Facts have been developed to provide a comprehensive and progressive approach to teaching the topic of healthy eating. It provides a framework to build upon, ensuring that consistent and up-to-date messages are delivered in school. Using this framework, children will be gradually introduced to the concepts that food provides energy and nutrients; have a wider appreciation of different foods and diets; understand the important of balance and variety in the diet; that food provides energy for the body and that it is some of the nutrients in food that provide energy. Overall, this approach will ensure that children can apply healthy eating to their own lives now and in the future. It is recommended that each Key Fact is taught in order to ensure that there is a clear progression in learning and understanding of fundamental concepts. The Key Facts provide an excellent base for creating your own lessons. Uses in school Food a fact of life provides a comprehensive framework for teaching children about fundamental food and nutrition facts. The activities and resources provided are mapped explicitly to the different curricular requirements around the UK. See page 19 for details. In addition, the materials support healthy schools initiatives throughout the UK, e.g. Healthy Schools Programme, Active Kids Get Cooking, 5 A DAY. 2

3 Using Food a fact of life As described, the teaching and learning about food and nutrition for 8-11 year old children is divided into 5 Key Facts. For each Key Fact, the following is provided: Learning objectives; Classroom activities, e.g. investigations, research, ICT, cooking; Useful resources, e.g. links to downloadable posters, PowerPoint presentations and worksheets (which can be laminated for future use); Sources of further information. Pages 6 to 18 show how each Key Fact can be taught in your school. These planners highlight the most appropriate resources to use most of which can be downloaded from the Food a fact of life website. The Key Fact planners and downloadable resources are designed to be flexible and allow you, the professional, to dip-in and use what you feel is best for your school and the children you teach. Feel free to use the Key Fact planners in detail or only use the PowerPoint presentations the choice is yours. Food a fact of life fully supports and exploits the appropriate use of ICT in teaching and learning, using a range of interactive activities to enable children to learn about fundamental food and nutrition concepts, as well as PowerPoint presentations that can be used directly in the classroom. However, the Key Fact planners also promote and encourage hands-on practical work with food, suggesting different tasting, handling and cooking activities for children. 3

4 Key Fact and Learning Objectives Overview Key Fact Learning objectives 1. Around the world people choose and combine different foods to make meals and snacks. The total amount and range of foods eaten is called the diet. 2. A healthy diet is made up from a variety and balance of different foods and drinks, as depicted in the eatwell plate. 3. To be active and healthy, food is needed to provide energy for the body. 4. A variety of food is needed in the diet because different foods contain the different substances that are needed for health. These are nutrients, water and fibre. 5. Being active and looking after yourself are important for health. To understand that a range of factors determine what is eaten throughout the world. Diets vary between individuals for reasons such as availability, preference, resources, time, culture and religion. To understand that a variety and balance of food and drink is needed in a healthy diet. To understand that different diets may comprise similar ingredients combined in different ways. To be able to identify and classify unfamiliar and composite dishes according to the 5 groups depicted in the eatwell plate. To understand the different proportions of the model in relation to their own diet. To use the eatwell plate when devising meals and menus for themselves and others. To understand that different types of food provide different amounts of energy. To understand that different amounts of food, known as portions, provide different amounts of energy. To understand that different amounts of energy are needed by the body for different activities. To recognise that energy requirements vary between individuals. To understand that to be healthy, energy balance should be achieved (over a period of time). To understand that all food and drink provides nutrients. To understand that energy is provided by the nutrients carbohydrate, fat and protein. To understand that other nutrients include vitamins and minerals, which are needed to keep the body healthy. To understand that some foods also provide fibre. This is not digested by the body. To recognise that the amount of energy and nutrients provided by food depends on the portion eaten. To understand the functions of different nutrients. To recognise the nutrients provided by each section of the eatwell plate. To understand that we should all be physically active throughout the day. To understand that to keep teeth healthy, everyone should brush their teeth twice a day. To understand that keeping hands clean and wearing an apron when cooking are important for hygiene. To understand that we all need to keep well hydrated throughout the day. 4

5 Downloadable Resources For each Key Fact, a number of downloable resources have been developed for use in the classroom. The resources include: Worksheets: photocopiable masters that can be used by children for a variety of different activities. Cards: photographs of different types of foods that can be printed (perhaps in colour) and laminated. These are ideal for sorting tasks. PowerPoint presentations: if you have an interactive whiteboard, these can be used to introduce many of the Key Facts. They also include a number of questions and tasks these could be completed by the class. The presentations could also be printed for an attractive display. All PowerPoint presentations can be customised, allowing you to tailor them to the needs of your children. Recipes: a series of recipes has been supplied to encourage more practical work with food. Interactive activities: Unmuddle the meals ask sets children the challenge to disassemble composite dishes (main meals) into their basic ingredients, and link these to the eatwell plate food groups. In Alisha and Ronnie, children must help plan a healthy balanced diet for the day. These activities have been developed for use on interactive whiteboards (for class/group work) or on stand-alone computers (for individual work). See pages for details. Two interactive activities have also been provided for children aged 5-7 years. The activities involve sorting foods into the eatwell plate and creating a Healthy Lunchbox. See pages for details. These may be useful for recapping. It would be useful to download the resources in advance, as you might like to laminate some for the future, e.g. nutrient cards, or save others onto CD-ROM, e.g. PowerPoint presentations. Key Fact planners describe the different resources available and give examples of how they may be used. A summary of all the resources provided can be found on pages

6 Key Fact Planners How to use the planners The planners provide guidance for teaching about different food and nutrition concepts in school. Each Key Fact planner is divided into 3 columns, these being: Learning objectives Activity Resources Learning objectives These highlight the main learning objectives for each Key Fact. In essence, these are core competences for what children should know and understand at this age. Activity This is the main part of the planner. It details how you, the teacher, can introduce concepts, organise tasks and question children s understanding. The text highlights appropriate questions that could be asked, as well as the most appropriate resources to use. These are only suggestions, and should be used in conjunction with tried and tested methods you currently use. Resources Different Food a fact of life resources are highlighted for use. The name and type of the resource is provided, along with a number. This is unique for each resource. For example: What is it made from? Worksheet 154 Around the world PowerPoint 150 Energy Cards 152 Details about each resource can be found on pages All the resources can be found in the Healthy eating module on the Food a fact of life website. In each Key Fact area, you will find a copy of the planner as well as the downloadable resources. 6

7 Key Fact 1: Around the world people choose and combine different foods to make meals and snacks. The total amount and range of foods eaten is called the diet. Learning objectives Activity Resources a) To understand that a range of factors determine what is eaten throughout the world. Diets vary between individuals for reasons such as availability, preference, resources, time, culture and religion. b) To understand that a variety and balance of food and drink is needed in a healthy diet. Start the lesson with a question: Why do we eat different types of food? This could be a class brainstorming session or group work. Put the children s answers on the board. Use the Around the world PowerPoint as an introduction. Ask the children to investigate the different foods eaten by other class members by carrying out a survey. Use the What do you eat? Worksheet. This could be carried out a table at a time with the children noting which foods most of them eat, compared with more unusual foods. Present this information as a class wall chart. Working in pairs, get the children to find out the food preferences of different groups, e.g. vegetarians, Hindus, Jews. The Food and Religion Worksheet provides basic background information about different religious food preferences. Ask the children to present their information as a poster or talk to the class. They could use library books or the internet. Ask the children to look at foods from different countries and cultures. Use the photographs from the World food Cards. Which foods do they recognise? Which foods are unfamiliar? Ask them to create a food map of the world. Use the photographs from the World food Cards, provide recipe books or allow the children to use the internet for research. Old cookery magazines or photocopies of foods could also be used. Children could draw their own maps or stick images onto the World map Worksheet. Remind the children that we all need a variety of different foods to be healthy. Around the world PowerPoint 150 What do you eat? Worksheet 150 Food and Religion Worksheet 151 World food Cards 150 World map Worksheet 152 7

8 c) To understand that different diets may comprise similar ingredients combined in different ways. Plenary Further activities Use the World food Cards to look at a range of different foods from around the world. Ask the children whether they can identify countries that share common food, e.g. cereals, potatoes, meat, milk, fruit. Children should be able to suggest that although there are many different types of food dishes, many are made from the same basic ingredients. Recap with children We all eat different types of food. The type depends on a number of factors. What are these? People who follow different religions may eat different types of food. We all need a balance and variety of food, no matter where we live in the world. Although there are many different types of food, many dishes are made from the same basic ingredients, e.g. rice, potatoes, milk, meat, fruit and vegetables. Arrange a cooking activity which reflects a country or a particular religion. Module link: Cooking Ask whether any parents, carers or friends of the school, could talk to the children about food from other countries, cultures or religions. Arrange a tasting session looking at foods that children may not have tasted before. For example, a range of different breads representing different counties could be used. World food Cards 150 Cooking org.uk 8

9 Key Fact 2: A healthy diet is made up from a variety and balance of different foods and drinks, as depicted in the eatwell plate. Leaning objectives Activity Resources a) To be able to identify and classify unfamiliar and composite dishes according to the 5 groups depicted in the eatwell plate. Refresh the children s knowledge of the eatwell plate. Use Eatwell plate PowerPoint presentation or poster to help. Review its 5 food groups. You could use the Make a balanced plate Interactive activity from the 5-7 section of the site as a lesson starter activity. Either using photographs of food, or real items, ask children to identify and group unfamiliar foods into the 5 food groups. You may want them to use clip-art or cuttings from magazines or the Food Cards. You could stick images on to The Eatwell plate Worksheet. If you have time/resources, organise a tasting session for the children with familiar/unfamiliar foods. You could have a range of different breads, cheeses, fruit or vegetables. Module link: Cooking 5-8, Key Fact 3. Guidance on setting up a tasting session (Guide 200). Eatwell plate PowerPoint 151 Eatwell plate Poster 150 Make a balanced plate Interactive activity Food Cards 100 The eatwell plate Worksheet 153 Food, chopping board, knife, tray Cooking org.uk Using the Composite food Cards, look more closely at composite dishes, e.g. lasagne, shepherd s pie. These are recipes/dishes that comprise more than one food group. Ask children to place the different components of dishes into the 5 food groups, e.g. pizza = base, meat, vegetables and cheese or shepherd s pie = potato, meat and vegetables. You could also use photographs, magazines or recipe books. Children can use one of the What is it made from? Worksheets to record their work. You could use the Unmuddle the Meals Interactive activity to introduce composite dishes or as a reinforcement activity. Composite food Cards 151 What is it made from? Worksheets 154 Unmuddle the Meals Interactive activity 9

10 b) To understand the different proportions of the model in relation to their own diet. c) To use the eatwell plate when devising meals and menus for themselves and others. Show that the eatwell plate can be seen as a pie-chart indicating the proportion of different foods that make up a diet over a period of time. Use The eatwell plate Poster or PowerPoint to demonstrate. Ask children to keep a record of what they eat/drink for 1-2 days. Using the Food diary Worksheet, ask the children to count up the foods they ate from each group. They may need to use the Eatwell food list Worksheet to help. How does the proportion of foods eaten compare to the eatwell plate? Should they be eating more/less from different groups? Extension: Ask the children to calculate the percentages for the food they have eaten using the My own eatwell plate Worksheet or they can draw their own pie chart using Excel, Eatwell percentage Worksheet. Demonstrate, and then allow children to use, the Alisha and Ronnie Interactive activity from the 8-11 section of the site to introduce this activity. This allows children to plan a diet for a day for either Alisha or Ronnie. Get the children to work in pairs to devise a chart/menu showing food and drink for a day that meets the proportions shown in the eatwell plate. You could provide images and recipe books for inspiration. Provide children with the Meal planner Worksheet and the Eatwell food list Worksheet. The eatwell plate Poster 150 Eatwell plate PowerPoint 151 Food diary Worksheet 155 Eatwell food list Worksheet 156 My own eatwell plate Worksheet 157 Eatwell percentage Worksheet (Excel)158 Alisha and Ronnie interactive activity Meal planner Worksheet 159 Eatwell food list Worksheet

11 Plenary Recap with children There are 5 main food groups in the eatwell plate. Further activities Main meal dishes are sometimes made from 2 or more of these food groups. The eatwell plate shows us the proportions of different food groups we should eat, e.g. we should all eat more fruit and vegetables and bread, rice, potatoes, pasta and other starchy foods. Make some dishes to demonstrate the different food groups, e.g. sandwiches, smoothies, biscuits, scones. For lots of great recipes, look on the Cooking and Food and farming modules of the website: oflife.org.uk Produce a large display of the eatwell plate in the school entrance. 11

12 Key Fact 3: To be active and healthy, food is needed to provide energy for the body. Leaning objectives Activity Resources a) To understand that different types of food provide different amounts of energy. Use the Energy Cards to introduce the concept that different types of foods provide different amounts of energy. You may wish to use the Energy PowerPoint for this Key Fact. Energy Cards 152 Energy PowerPoint 152 b) To understand that different amounts of food, known as portions, provide different amounts of energy. c) To understand that different amounts of energy are needed by the body for different activities. d) To recognise that energy requirements vary between individuals. Ask the children to rank the Energy Cards in order of energy provided per 100g. Which foods provide the most energy? Which provide the least? Use the How do we get energy? Poster to show the portion sizes for a range of food, all providing 400kJ of energy. Ask the children: Which food has the largest portion by weight to provide 400kJ of energy? Which is the smallest? How does this compare with the ranking activity (see a)? Use the Energy and portions Worksheet (Excel) to model the affect of changing portion size on the energy provided. Use the How do we use energy? Poster to find out the energy requirements of different activities. Ask the children to keep an activity diary for 1 day. Use the Activity diary Worksheet. Calculate the energy used for 1 day. Present this as a class bar chart. Investigate the energy needs of different people. Ask children to write down the reasons why different people might use different amounts of energy. Prompts include: age, job and health. Use the Energy needs worksheet or the Energy PowerPoint. How do we get energy? Poster 151 Energy and portions Worksheet (Excel)160 How do we use energy? Poster 152 Activity diary Worksheet 161 Energy chart Worksheet 162 How do we use energy? Poster 152 Energy needs Worksheet 163 Energy PowerPoint

13 e) To understand that to be healthy, energy balance should be achieved (over a period of time). Plenary Introduce the concept of energy balance to the children. We get energy (in) from food and we use energy doing different types of activity (out). Over time: If we consume more energy than we use, we will gain weight; If we consume less energy than we use, we will lose weight; If we have energy balance (consuming and using the same amount of energy), our weight will stay the same. You could explain this concept like a seesaw on the board. Recap with children Food provides energy in different amounts. Different amounts of the same food, known as portions, provide different amounts of energy. Different types of activity need more/less energy than others, e.g. sleeping and running. Further activities Different people need more/less energy. Get the children to look through different types of food packaging or labelling, making a display of the different amounts of energy provided. 13

14 Key Fact 4: A variety of food is needed in the diet because different foods contain the different substances that are needed for health. These are nutrients, water and fibre. Leaning objectives Activity Resources a) To understand that all food and drink provide nutrients. Use the Nutrients PowerPoint presentation to introduce this Key Fact, learning objectives a-g. b) To understand that energy is provided by the nutrients carbohydrate, fat and protein. c) To understand that other nutrients include vitamins and minerals, which are needed to keep the body healthy. d) To understand that some foods also provide fibre. This is not digested by the body. Ask the children to rank the Nutrient Cards for foods providing the most/least protein, fat and carbohydrate. Compare the amount of energy provided by different nutrients using the Nutrient cards. Is there an association? (For example, margarine provides 81.6g fat and 3039kJ energy per 100g, compared with a tomato that provides 0.3g fat and 73kJ per 100g.) Use the Nutrient Cards to identify those foods that provide: calcium; iron; vitamin C. Are there any groups of foods that supply similar nutrients? Which foods provide the most/least? Use the Nutrient Cards to identify those foods that provide fibre. Which provide the most fibre? Which provide the least? Nutrients PowerPoint 153 Nutrient Cards 153 Nutrient Cards 153 Nutrient Cards 153 e) To recognise that the amount of energy and nutrients provided by food depends on the portion eaten. Ask the children to compare the energy and nutrients provided by foods per 100g and per portion size. What do they notice? Does portion size affect the amount of energy and nutrients provided? Use the Nutrients and portions Worksheet (Excel) to model the effect of changing portion size on the nutrients provided. Nutrient Cards 153 Nutrients and portions Worksheet (Excel)

15 f) To understand the functions of different nutrients. g) To recognise the nutrients provided by each section of the eatwell plate. Plenary Introduce the functions of the different nutrients. Ask the children to design a poster to show the functions of the nutrients. You may wish to use the Nutrients PowerPoint. Organise a cooking session, which highlights different nutrients. For example, the children could make: a range of sandwiches, using different breads and fillings, e.g. ham, egg, fish, beef, hummus; different fruit smoothies, e.g. strawberry, banana, milk and yogurt; salads for a party, e.g. potato, rice or pasta. Review the eatwell plate. Identify the main nutrients provided by each food group. You may wish to use the Nutrients PowerPoint. Use the Nutrient cards to identify which foods belong to each group. Ask the children to complete the Eatwell plate and nutrients worksheet to test their understanding. Recap with children All foods provide nutrients. Energy is provided by the nutrients carbohydrate, fat and protein. Other nutrients include vitamins and minerals. The amount of energy and nutrients provided by food depends on its size, known as a portion. Different nutrients have different functions in the body to keep us healthy. Nutrients PowerPoint 153 Recipe cards Sandwich wrap Smoothie Cous cous For more great recipes, look on the Cooking and Food and farming modules of the website: oflife.org.uk Nutrients PowerPoint 153 Nutrient Cards 153 Eatwell plate and nutrients Worksheet 165 Further activities 15

16 Get children to write a healthy eating report for the school newsletter or website. They could also write recipes or produce a storyboard about healthy eating in a day. Get older children to produce a PowerPoint presentation about the nutrients provided by food. 16

17 Key Fact 5: Being active and looking after yourself are important for health. Learning objectives Activity Resources a) To understand that we should all be physically active throughout the day. Tell the children that it is recommended that they should be physically active for 60 minutes everyday. Use the Being healthy PowerPoint to help. Introduce the children to the 3 different types of physical activity: active living, e.g. walking, gardening; active recreation, e.g. play, dance, cycling; organised sport, e.g. school sport, competitions. Being healthy PowerPoint 154 Ask the children to use the Being active Worksheet to keep an activity diary, looking at the 3 different types of activity. Being active Worksheet 166 b) To understand that to keep teeth healthy, everyone should brush their teeth twice a day. Get the children to compare their activity charts with each other. How could they improve? What steps could be taken? Create a class activity chart on the wall. Discuss the concept of looking after teeth with the children. Ask: Who brushes their teeth twice a day? Who has visited the dentist recently? Use the discussion to make the following points: We all need to brush our teeth twice a day, with fluoride toothpaste. A pea-sized amount should be on the brush. Sticky foods, or those containing a lot of sugar should not be eaten too frequently throughout the day. Sugar containing foods and drinks could be eaten as part of main meals, rather than throughout the day. Being healthy PowerPoint

18 c) To understand that keeping hands clean and wearing an apron when cooking are important for hygiene. d) To understand that we all need to keep well hydrated throughout the day. Plenary Further activities Explain to children that when we handle or cook with food, it is important that we are clean and hygienic. Ask the children: When cooking or handling food, what do you need to consider? Where should the food be kept? Do you need to wear any special clothes? Get the children to complete the Hygiene worksheet to test their knowledge. Explain to the children that it is very important that they drink regularly throughout the day. We are encouraged to drink 6-8 cups a day of lots of different types of fluid. Ask the children: How much do they drink in a day? What is their favourite type of drink? Do they have a drink at lunchtime? Explain to the children that when the weather is hot, or they have been active, they will need to drink more. Good choices include water, milk and fruit juice. Recap with children We all need to be more physically active. We all need to look after our teeth. We all need to keep clean and hygienic when cooking or handling food. We all need to drink regularly throughout the day. Organise a Nutrition Olympics event in your school. Get everyone involved! To take part in different events, children must first answer a nutrition question correctly. Then they can take part in different fun games and activities, e.g. watermelon weight lifting! What other games can the children devise? You could also organise a healthy picnic with parents/carers at the same time. Being healthy PowerPoint 154 Hygiene Worksheet 167 Being healthy PowerPoint

19 Curriculum links This chart shows the main curriculum links to different subjects throughout the UK. There are also lots of other opportunities in school for cross-curricular links, including geography, history, art and design, health education, numeracy and literacy. Food a fact of life also supports the appropriate use of ICT. Key Fact 1 Key Fact 2 Key Fact 3 Key Fact 4 Key Fact 5 Sc2 2b England Wales Scotland Northern Ireland 1.1, 2.3 Design and Technology 1c, 2a, 2d, 2f, 3a PSHE 2i, 4b, 3a Sc2 2b Sc3 2a, 2b Design and Technology 1c, 2a, 2d, 2f, 3a PSHE 5d Sc2 2b PSHE 3a Sc2 1a Sc2 2b PSHE 3a Sc2 2h Sc2 2a Sc2 5f PSHE 3a, 3b, 5d Design and Technology 3.1, 3.2, 3.3, 3.6 PSE Attitudes and values: value and celebrate cultural differences 2.3 Design and Technology 3.1, 3.2, 3.3, 3.6 PSE Skills: Developing decision making 2.2 PSE Attitudes and values: have respect for their bodies 1.1, 2.2, 2.3 PSE Attitudes and values: have respect for their bodies 2.1 PSE Knowledge and understanding: physical aspects hygiene and safety Healthy and wellbeing Food and health: Food and the consumer Technologies: Food and textile contexts Healthy and wellbeing Food and health: Nutrition Technologies: Food and textile contexts Biological systems Healthy and wellbeing Physical activity and health Food and health: Nutrition Biological systems Healthy and wellbeing Food and health: Nutrition Biological systems Healthy and wellbeing Physical activity and health Food and health: Nutrition Biological systems and Technology Planning: c,e Carrying out and making: b, g Interpreting and evaluating: c, f Ourselves: a, c Change: b and Technology Planning: c,e Carrying out and making: b, g Interpreting and evaluating: c, f Ourselves: a, c Change: b and Technology Ourselves: a, c and Technology Ourselves: a, c and Technology Ourselves: c 19

20 The Food a fact of life Resources The chart below summarises all the downloadable resources to support the teaching of the Key Facts for children aged 8-11 years. Suggestions for use are also provided. Resource Type Key C Cards IA Interactive activity P Poster PP - PowerPoint R Recipe card WS - Worksheet Key Fact 1 2 Type No. Title Description PP 150 Around the world This presentation introduces children to food from around the world and to the concept of food preferences. C 150 World Food Cards These cards provide 10 photographs of foods from around the world. A useful resource to act as a starter for discussion or for a display. WS 150 What do you eat? A simple worksheet for children to record the most and least popular foods eaten by other children in their class. WS 151 Food and Religion A basic information sheet showing the types of foods eaten by some religious groups. WS 152 World map An outline of the world map. PP 151 Eatwell plate The presentation recaps information about the eatwell plate and introduces the concept of composite dishes. It also shows the proportion of the Balance of Good Health food groups. P 150 Eatwell plate A bright poster showing the eatwell plate. Useful for reference. C 100 Food Cards A set of cards which show a food and its name. It is a good idea to laminate these to prolong life. C 151 Composite Foods A set of 8 photographs showing composite dishes. Useful for discussion purposes or displays. WS 153 The eatwell plate A blank version of the eatwell plate. This allows children to place food items in the correct place to test their understanding of the different groups. This sheet should be enlarged WS 154 What is it made from? to A3. 3 x worksheets sheet for children to record the different food groups that comprise food dishes. Choose the worksheet most appropriate for children the children in your class or the time you have available. WS 155 Food diary A basic sheet for children to record the food and drink they eat during one day. WS 156 Eatwell food list A list of foods and drinks that feature in the 5 food groups. Use for a display or to act as a discussion point. WS 157 My own eatwell plate A sheet for the more able. This asks children to work out the percentage of foods from their diet into food groups. 20

21 WS 158 Eatwell percentage This Excel sheet displays the percentage of food groups in a chart form. WS 159 Meal planner A chart for children to devise healthy, balanced meals for a day. IA Make a balanced plate In this activity, children have to drag randomly presented foods into the correct food groups. IA Unmuddle the meals An interactive activity that shows how composite dishes fit into the eatwell plate. IA Alisha and Ronnie An interactive activity that allows children to plan a balanced diet for a day. 3 4 PP 152 Energy This presentation introduces the concept of energy, portions sizes and uses. It has a number of simple questions. C 152 Energy Cards A series of cards that show the energy provided by 16 foods. Useful for introducing the concept of energy and ranking activities. Useful for displays. P P WS 151 How do we get energy? 152 How do we use energy? 160 Energy and portions A bright poster which shows the different amounts of foods needed to provide 400kJ of energy. A bright poster which shows the time taken by different activities to use 400kJ of energy, e.g. walking, running and sleeping. A fun Excel template for modelling the energy provided by different amounts of food. Useful for display on an interactive whiteboard. WS 161 Activity diary A diary that children can use to record different activities in one day. WS 162 Energy chart A chart that shows the amount of energy used by different activities in 15 minutes. WS 163 Energy needs A chart showing the energy needs of people over a number of age groups. Useful for showing that different people need different amounts of energy throughout life. PP 153 Nutrients A presentation introducing the concept that food provides energy and nutrients. It also reviews the sources and functions of different nutrients. C 153 Nutrient Cards A series of cards that show the energy and nutrients provided by 20 foods per 100g. The cards also show the average portion size for each food. WS WS 164 Nutrients and portions 165 Eatwell plate nutrients An Excel template useful for modelling the effect of different portion sizes on energy and nutrients. A worksheet which asks children to map the main nutrients to the 5 food groups in the eatwell plate. R Sandwich wrap A recipe for a sandwich wrap. R Smoothie A recipe for a smoothie. 21

22 R Cous cous A recipe for a cous cous salad. 5 PP 154 Being healthy A presentation which gets children to think about activity, tooth health, hygiene and fluid intake. WS 166 Being active A diary sheet to record different forms of activity over one day. WS 167 Hygiene A worksheet which asks children to think about the different hygiene rules needed when cooking. 22

23 Interactive Activities Unmuddle the Meals This activity reintroduces children to the eatwell plate and its 5 food groups. The aim of the activity is for children to drag the different foods that make up a composite dish into the correct food groups. A number of different composite dishes are randomly presented each time. The children are presented with 4 meal occasions, i.e. breakfast, playtime, lunch and dinner. Through using this activity children will recognise the different composite dishes, and its ingredients, and be reminded of the 5 food groups. It also shows how the food for one-day, i.e. a diet, can be balanced and varied, plus adheres to the eatwell plate. It is suggested that you demonstrate this activity to the whole class at first. Ask children to participate, becoming active learners. If you have not explain composite dishes, you may wish to use this activity. Alternatively, go to page 9 for suggested lesson support activities. Children then use the activity in small groups or individually. The plate and the menu for the day can be printed out at the end of the activity useful for displays. 23

24 Alisha and Ronnie Alisha and Ronnie sets children the challenge of planning a healthy balanced diet for a day. For breakfast, playtime, lunch and dinner, drag the foods and drop them onto Alisha s or Ronnie s tray. You can also drag foods off the tray if you change your mind. The concept is to plan a balance diet for a day in relation to the eatwell plate messages. Children can click on Check my plate to find out whether what they have planned is balanced and receive feedback. They can also compare their choices to the eatwell plate. It will show the portions of different food groups they have selected and from this visually see whether they need more or less of certain foods from different food groups. Children can also print all the meals for the day, as well as the feedback. It is suggested that you demonstrate this activity to the whole class at first. Ask children to participate, becoming active learners. Children can then individually help Alisha or Ronnie plan a healthy balanced diet. 24

25 Make a balanced plate This activity introduces children to the eatwell plate and its 5 food groups. The aim of the activity is for children to drag the different foods into the correct food groups. A number of different foods are randomly presented each time. Through using this activity children will recognise the different foods and become aware of the different food groups. It is suggested that you demonstrate this activity to the whole class at first. Ask children to participate, becoming active learners. Children then use the activity in small groups or individually. The balanced plate can be printed out at the end of the activity useful for displays. 25

26 Make a healthier lunchbox This activity asks children to plan a healthy lunchbox, based on the proportions suggested from the eatwell plate, i.e. we need for have plenty of fruit and vegetables and starchy foods, e.g. bread, rice, potatoes, pasta. Through a series of stages, children are asked to make different selections for their lunchbox. Firstly, children decide on the type of bread for their sandwich. Then they are asked whether they would like a filling, e.g. cheese, egg, ham, tuna, hummus. In addition, they are asked whether they would like to add a salad item. Next, children are given the opportunity to add up to 2 extra items to their lunchbox. Items include yogurt, fruit, vegetables, cheese. This is where children must try to decide what would ensure that their lunchbox has variety and is balanced. Crisps and a cake are also provided. This is to make the teaching point that although these foods are not bad, a lunchbox needs to have balance, i.e. a lunchbox comprising of just cakes and crisps is not balanced. Lastly, children need to decide whether to include a drink. Options include water, milk or fruit juice. Simple feedback is provided to the children on their choices. There are no right or wrong answers. However, the feedback encourages children to have a variety of different foods and to make sure that their lunchbox is balanced. It would be a good idea to work through this activity with the children before they use it individually. The lunchbox can be printed out at the end useful for displays. 26

27 Sources of further information British Nutrition Foundation HGCA Horticultural Development Council DairyCo Potato Council Meat and Education Other useful links Active Kids Get Cooking Association for Education Dairy Council Design and Technology Association Farming and Countryside Education Farms for Schools Flour and Grain Education Programme Focus on Food Food in Schools Foodforum Growing Schools School Milk Seafish The Growing Schools Garden The Foundation is grateful for financial support from the British Potato Council, Home Grown Cereals Authority, Horticultural Development Council, Meat and Education and Milk Development Council British Nutrition Foundation High Holborn House High Holborn London WC1V 6RQ Tel: Web: 27