The TDT for this week’s Health and Wellbeing input about Food and Nutrition was to plan 3 lessons based on 3 different experiences and outcomes for Health and Wellbeing. Below are some of my ideas:
Lesson 1: First Level Experience and Outcome
I can experience a sense of enjoyment and achievement when preparing simple healthy foods and drinks (HWB1-30b)
Learning Intention: To learn how to make a healthy fruit skewers
Success criteria: Make a fruit skewers safely responsibly and creatively.
Resources: Strawberries, Apples, Grapes, tangerines, bananas, skewers, aprons, food boards, plastic tubs
Setting the context/ Beginning the lesson (Introduction)
Begin with telling the children how fruit is good for you and the importance of including them in your diet. After this explain the task of creating the skewers. Fruit will be pre-cut by the teacher to prevent potential injuries of pupils. Explain the fact that pupils need to be clean and wash their hands before handling food. This could take up to 10 minutes.
Teaching the learning intentions (Development)
Once all children have an apron on to protect their school uniforms, they will all be at their stations to begin. The teacher will explain to the children that they need to stick the pre-cut fruit into the skewer nice ad safely to prevent any injury from the pointy top. Children will be encouraged to be as creative as possible by creating different patterns of fruit on the skewer, but still being responsible and fair by letting their peers have equal access of the fruit and that all pupils have the same number of skewers to promote more fairness. Once completed, children will keep their fruit skewers inside a plastic container. Photographs will be taken of the food to document the work, with no pupils in the photos. This could take 20- 30 minutes.
Ending the lesson (Plenary)
All children help to tidy up the equipment and hang up aprons neatly away. Children will wash their hands also to stay clean. They will then return to the class room and evaluate their learning whilst eating their creations. The teacher will ask the class what they learned today, what they enjoyed about the lesson and what their next steps would be. This could take around 15 minutes.
Lesson 2: Second Level Experience and Outcome
By applying my knowledge and understanding of current healthy eating advice, I can contribute to a healthy eating plan. (HWB2-30a)
Learning Intention: Create a healthy meal plan for a day
Success Criteria: Make a healthy meal plan including breakfast, lunch and dinner with a balanced diet including all the 5 main food groups throughout.
Resources: Interactive White Board, Food group wheel, paper plates (3 per pupil) , coloured pencils, normal pencils.
Setting the context/ Beginning the lesson (Introduction)
Begin by going over the 5 main food groups to the whole class. The teacher will explain the types of foods found in each food group. This could take up to 25 minutes. To consolidate this knowledge, playing a match making game as a class that gets the children to match a certain kind of food to the food group it belongs to by projecting an empty food group wheel onto the interactive white board and then handing the children hand outs to stick onto each (there would be one hand out for each child in the class to make the lesson fair). This could take up to 15 minutes.
Teaching the learning intentions (Development)
Once the children have a basic knowledge of the different types of food in each group, they will begin their meal plans. They will all receive 3 paper plates for each meal they create. They will draw the meals onto each paper plate and label each group the food is categorised in. Coloured pencils are used to help add a pop of colour to the meals and to encourage children to be creative. This should take around 20-30 minutes.
Ending the lesson (Plenary)
After completing their 3 meals, pupils will go into pairs with their shoulder partners or in groups of 3 depending on numbers and will present their meal plans to their partner. They will go through each meal they created and discuss all the different food groups used in each to consolidate their knowledge. By doing this they will peer assess each other’s meals and this should take approximately 5 minutes. Once everyone has finished, the teacher will ask pupils what they had learned today.
Lesson 3: Second Level Experience and Outcome
By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices (HWB2-36a)
Learning Intention: To understand the difference between healthy and unhealthy foods by understanding their difference in the number of calories they contain.
Success Criteria:
I can understand that healthier foods are significantly lower in calories than more unhealthy foods
I can understand the reasons why unhealthy foods have significantly more calories
I can understand ways in which we can be healthier by making healthier food choices.
I have the knowledge of how many calories I should be eating a day.
Resources: Tin cans, plastic bottles, cereal boxes, unhealthy ready meal boxes, healthy ready meal boxes, healthy food boxes, unhealthy food boxes (all recycled and involving breakfast lunch and dinner foods)
*Before lesson ask children to bring in a recycled food packet if they have any. Teacher will provide as much as possible.
Setting the context/ Beginning the lesson (Introduction)
Begin the class by sitting the children down at the board and explain to them that the lesson is about healthy eating. Ask the class open questions such as: “What makes food healthy?”, “What makes food unhealthy?” (Healthy food gives you the nutrients and energy your body needs whereas unhealthy food gives you too much energy). This should take 5 minutes.
Teaching the learning intentions (Development)
After this explain that this amount of energy can be measured in calories. Get a picture of the calorie area of a food label for both a healthy food and an unhealthy food. Ask the children what they notice about the number of calories in each. This will get them to understand that healthier foods are much lower in calories than unhealthy more fatty foods. Following this, explain to the children the number of calories that they should be eating every day (around 1,600 to 2,200 from age 6-12). This will get the children to understand just how bad the unhealthy foods are for them as the number of calories in them are so high with regards to their daily intakes. This should take approximately 10 minutes.
Split the children into 3 groups and set up a station for breakfast foods, lunch foods and dinner foods- one group will be at each station. Set the children the task of creating a healthier meal option based on the choices of healthier and more unhealthy food/drink recyclables. This should take around 15 minutes.
Ending the lesson (Plenary)
After every group is finished, the teacher will then stop the class and ask the whole class to make a circle firstly around the breakfast station and get feedback from the children in the breakfast group by asking them their reasons for their food choices with the rest of the class listening. Then the same thing will happen with the lunch group and then the dinner group. This will get all the pupils to understand all the different alternative healthier options that they could make in their diets to help make healthier food choices. This should take around 15 minutes.
