Learning about different healthy or religious dietary requirements and planning a meal taking them into account.
This activity requires food cards. Contact us to find out more about how to get food cards for your school.
Curriculum for Excellence
HWB 2-29a - I enjoy eating a diversity of foods in a range of social situations.
HWB 2-30a - By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan.
HWB 2-32a - I understand that people at different life stages have differing nutritional needs and that some people may eat or avoid certain foods.
HWB 2-34a - Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion.
HWB 2-36a - By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices.
SCN 2-12a - By investigating some body systems and potential problems which they may develop, I can make informed decisions to help me maintain my health and wellbeing.
SOC 2-16a - I can explain how the needs of a group in my local community are supported.
SOC 2-16c - I can discuss issues of the diversity of cultures, values and customs in our society.
RME2-06c - I can describe and reflect upon practices and traditions of world religions.
- Food Cards*
- Information sheet on different dietary requirements
- Meal planning sheet
- Food packaging samples showing allergy information and ingredients
- Selection of foods that meet different dietary requirements
- Teacher's notes on food allergies
*If your school does not have a set of Food Cards, please request them from us at firstname.lastname@example.org.
- Prepare space for displaying food packing and food substitutions for pupils to taste.
Science – Body systems and cells
Social Studies – People in society, economy & business
RME – Practices and traditions
DO – Can pupils identify suitable foods for specified dietary requirements?
WRITE – Is the planned meal suitable for the given diet?
Consider CfE Benchmarks, for example:
- Identifies factors that may influence food choice, for example, religious, cultural, geographical, ethical factors.
- Suggest why people might avoid certain foods, for example religion, culture, allergies, medical reasons.
- Using dietary requirements information sheet, ask pupils to read about different dietary requirements that come from health, culture or religious reasons.
- Spread food cards out over table or on the wall.
- Pupils choose foods which meet the dietary requirements of each group mentioned on the factsheet.
- Discuss suitable food substitutions which could be made for the different requirements – e.g. use of soya mince for vegetarians.
- If selection of foods are available, pupils could experience blind tasting of different substitutions and compare tastes – e.g. soya mince instead of beef.
- Pupils use meal planner to plan meals for a day for a particular dietary requirement.
Symbolic representation of dietary requirements matched already to foods, so pupils just need to find foods with appropriate symbols.
Pupils could interview family member/friend/peer about their experiences living with a certain dietary restriction e.g. gluten free, dairy free.