Curriculum for Excellence
HWB 0-30a - Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow and keep healthy.
HWB 0-32a - I know that people need different kinds of food to keep them healthy.
HWB 1-30a - By investigating the range of foods available I can discuss how they contribute to a healthy diet.
HWB 0-23a - I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules.
HWB 0-25a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
HWB 0-25a - I am enjoying daily opportunities to participate in different kinds of energetic play, both outdoors and indoors.
Learning intentions / Success criteria
- The names of the 5 food groups in the Eatwell Guide, knowledge around hydration and foods high in fat, salt or sugar.
- Examples of foods from each food group and those high in fat, salt or sugar.
- It is important to eat foods from the 5 different food groups.
- Some foods keep us more healthy than others.
- Choose suitable selection of food cards – cards with a single food to start with (e.g. apple), increasing the challenge with cards that have foods from different food groups on them (e.g. Spaghetti Bolognese).
- Label each corner of the room along with the centre or other suitable space with each of the 5 food groups, foods high in fat, salt or sugar and hydration.
- Use the Eatwell Guide floor mat and cards in a similar way.
- Use the Interactive Eatwell Guide.
- Introduce the Eatwell Guide and the 5 food groups.
- Play the interactive Eatwell Guide as a class and talk about each food and which group it should go in.
- Divide pupils into teams.
- Each team has an equal number of cards they must sort into the correct food group.
- Each person in the team takes turns to take the next card from their pile and place it in the correct area, with each team racing against each other, coming back to a central point to collect the next card.
- Once all cards have been placed, allow pupils to walk round the different areas and look at what has been placed there.
- Walk round as a class, choosing a few cards from each area and asking the group that placed it there why they chose that group.
- Ask pupils if there is any card they would change, and why.
- Using the Interactive Eatwell Guide – in teams or individually using tablets or on a desk top computer, set a time (e.g. 2 minutes) and see how many foods each team has placed in the correct group.
DO – Do pupils place food cards in correct area?
SAY – Can pupils give appropriate justification for where they place food?
Consider CfE Benchmarks, for example:
- Recognise and name the main food groups in the Eatwell Guide; Sorts a selection of foods into the food groups.
HWB – PE – Cooperation and competition
Allow team members to consult each other as to where each card should be placed.
Pupils could use meal cards and decide which food groups are included in the meal. They could then place the card in the group which the largest part of the meal comes from.