Healthy Eating: 8-11 years - Food - a fact of life – a fact of life provides a comprehensive framework for teaching children about fundamental food and nutrition facts. The activities

© Food – a fact of life 2011

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.


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.


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.

� 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.

2. A healthy diet is made

up from a variety and

balance of different foods

and drinks, as depicted in

the eatwell plate.

� 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.

3. To be active and

healthy, food is needed to

provide energy for the

body.

� 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).

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.

� 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.

5. Being active and

looking after yourself are

important for health.

� 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.


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 23-24 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 25-26 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 20-

22.


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 20-22.

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.


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.

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.

Around the world

PowerPoint 150

What do you eat?

Worksheet 150

Food and Religion

Worksheet 151

b) To understand

that a variety and

balance of food

and drink is needed

in a healthy diet.

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.

World food Cards

150

World map

Worksheet 152


8

c) To understand

that different diets

may comprise

similar ingredients

combined in

different ways.

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.

World food Cards 150

Plenary

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.

Further activities

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.

Cooking

www.foodafactoflife.

org.uk


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).

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.

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

www.foodafactoflife.

org.uk

Composite food

Cards 151

What is it made

from? Worksheets

154

Unmuddle the Meals

Interactive activity


10

b) To understand the

different proportions

of the model in

relation to their own

diet.

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.

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

c) To use the eatwell

plate when devising

meals and menus for

themselves and

others.

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.

Alisha and Ronnie

interactive activity

Meal planner

Worksheet 159

Eatwell food list

Worksheet 156


11

Plenary

Recap with children

There are 5 main food groups in the

eatwell plate.

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.

Further activities

Make some dishes to demonstrate the

different food groups, e.g. sandwiches,

smoothies, biscuits, scones.

Produce a large display of the eatwell

plate in the school entrance.

For lots of great

recipes, look on the

Cooking and Food

and farming

modules of the

website:

www.foodafact

oflife.org.uk


12

Key Fact 3: To be active and healthy, food is needed to provide energy for the body.


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.

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?

Energy Cards 152

Energy PowerPoint

152

b) To understand

that different

amounts of food,

known as portions,

provide different

amounts of energy.

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.

How do we get

energy? Poster 151

Energy and portions

Worksheet

(Excel)160

c) To understand

that different

amounts of energy

are needed by the

body for different

activities.

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.

How do we use

energy? Poster 152

Activity diary

Worksheet 161

Energy chart

Worksheet 162

d) To recognise

that energy

requirements vary

between

individuals.

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 use

energy? Poster 152

Energy needs

Worksheet 163

Energy PowerPoint

152


13

e) To understand

that to be healthy,

energy balance

should be

achieved (over a

period of time).

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 see-

saw on the board.

Plenary

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.

Different people need more/less energy.

Further activities

Get the children to look through different

types of food packaging or labelling,

making a display of the different amounts

of energy provided.


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.


a) To understand

that all food and

drink provide

nutrients.

Use the Nutrients PowerPoint presentation

to introduce this Key Fact, learning

objectives a-g.

Nutrients

PowerPoint 153

b) To understand

that energy is

provided by the

nutrients

carbohydrate, fat

and protein.

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.)

Nutrient Cards 153

c) To understand

that other nutrients

include vitamins

and minerals,

which are needed

to keep the body

healthy.

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?

Nutrient Cards 153

d) To understand

that some foods

also provide fibre.

This is not digested

by the body.

Use the Nutrient Cards to identify those

foods that provide fibre.

� Which provide the most fibre?

� Which provide the least?

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) 164


15

f) To understand

the functions of

different nutrients.

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.

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:

www.foodafact

oflife.org.uk

g) To recognise the

nutrients provided

by each section of

the eatwell plate.

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.

Nutrients

PowerPoint 153

Nutrient Cards 153

Eatwell plate and

nutrients

Worksheet 165

Plenary

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.

Further activities


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.


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.

Ask the children to use the Being active

Worksheet to keep an activity diary,

looking at the 3 different types of activity.

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.

Being healthy

PowerPoint 154

Being active

Worksheet 166

b) To understand

that to keep teeth

healthy, everyone

should brush their

teeth twice a day.

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 154


18

c) To understand

that keeping hands

clean and wearing

an apron when

cooking are

important for

hygiene.

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.

Being healthy

PowerPoint 154

Hygiene Worksheet

167

d) To understand

that we all need to

keep well hydrated

throughout the

day.

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.

Being healthy

PowerPoint 154

Plenary

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.

Further activities

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.


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.

England Wales Scotland Northern Ireland

Key

Fact 1

Science

Sc2 – 2b

Design and

Technology

1c, 2a, 2d, 2f, 3a

PSHE

2i, 4b, 3a

Science

1.1, 2.3

Design and

Technology

3.1, 3.2, 3.3, 3.6

PSE

Attitudes and values:

value and celebrate

cultural differences

Healthy and

wellbeing

Food and health:

Food and the

consumer

Technologies: Food

and textile contexts

Science and

Technology

Planning: c,e

Carrying out and

making: b, g

Interpreting and

evaluating: c, f

Ourselves: a, c

Change: b

Key

Fact 2

Science

Sc2 – 2b

Sc3 – 2a, 2b

Design and

Technology

1c, 2a, 2d, 2f, 3a

PSHE

5d

Science

2.3

Design and

Technology

3.1, 3.2, 3.3, 3.6

PSE

Skills: Developing

decision making

Healthy and

wellbeing

Food and health:

Nutrition

Technologies: Food

and textile contexts

Science

Biological systems

Science and

Technology

Planning: c,e

Carrying out and

making: b, g

Interpreting and

evaluating: c, f

Ourselves: a, c

Change: b

Key

Fact 3

Science

Sc2 – 2b

PSHE

3a

Science

2.2

PSE


have respect for their

bodies

Healthy and

wellbeing

Physical activity and

health

Food and health:

Nutrition

Science

Biological systems

Science and

Technology

Ourselves: a, c

Key

Fact 4

Science

Sc2 – 1a

Sc2 – 2b

PSHE

3a

Science

1.1, 2.2, 2.3

PSE


have respect for their

bodies

Healthy and

wellbeing

Food and health:

Nutrition

Science

Biological systems

Science and

Technology

Ourselves: a, c

Key

Fact 5

Science

Sc2 – 2h

Sc2 – 2a

Sc2 – 5f

PSHE

3a, 3b, 5d

Science

2.1

PSE

Knowledge and

understanding:

physical aspects –

hygiene and safety

Healthy and

wellbeing

Physical activity and

health

Food and health:

Nutrition

Science

Biological systems

Science and

Technology

Ourselves: c


20

Resource Type Key

C – Cards

IA – Interactive

activity

P – Poster

PP - PowerPoint

R – Recipe card

WS - Worksheet

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.

Key

Fact

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.

1

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

to A3.

WS 154 What is it made

from?

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.

2

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.


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.

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 151 How do we get

energy?

A bright poster which shows the different

amounts of foods needed to provide 400kJ of

energy.

P 152 How do we use

energy?

A bright poster which shows the time taken by

different activities to use 400kJ of energy, e.g.

walking, running and sleeping.

WS 160 Energy and

portions

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.

3

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 164 Nutrients and

portions

An Excel template useful for modelling the

effect of different portion sizes on energy and

nutrients.

WS 165 Eatwell plate

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.

4

R Smoothie A recipe for a smoothie.


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.


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.


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.


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.


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.


27

Sources of further information

British Nutrition Foundation www.nutrition.org.uk

HGCA www.hgca.com

Horticultural Development Council www.hdc.org.uk

DairyCo www.dairyco.org.uk

Potato Council www.potatoesforschools.org.uk

Meat and Education www.meatandeducation.com

Other useful links

Active Kids Get Cooking www.activekidsgetcooking.org.uk

Association for Science Education www.ase.org.uk

Dairy Council www.milk.co.uk

Design and Technology Association www.data.org.uk

Farming and Countryside Education www.face-online.org.uk

Farms for Schools www.farmsforschools.org.uk

Flour and Grain Education Programme www.flourandgrain.com

Focus on Food www.designdimension.org

Food in Schools www.foodinschools.org

Foodforum www.foodforum.org.uk

Growing Schools www.teachernet.gov.uk/growingschools

School Milk www.schoolmilk.co.uk

Seafish www.seafish.org.uk

The Growing Schools Garden www.schoolsgarden.org.uk

British Nutrition Foundation

High Holborn House

52-54 High Holborn

London

WC1V 6RQ

Tel: 020 7404 6504

Email: [email protected]

Web: www.nutrition.org.uk

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. © 2005-2008

Documents

Healthy Eating: 8-11 years - Food - a fact of life – a fact of life provides a comprehensive framework for teaching children about fundamental food and nutrition facts. The activities