HWB 2-30a

Identifies, prepares and selects foods for a range of situations, for example social, cultural, religious events.

Literacy – doing a range of research to prepare a meal plan for different social and cultural backgrounds. Being able to read and understand recipes for basic cultural dishes.

Numeracy – being able to measure ingredients to follow recipes.

ICT – Using ICT sources to research other cultures and their meals.

HWB – Identifying the other cultures foods dishes

We can appreciate the importance of food within our own culture and others.

I can plan a recipe to fully understand another country’s culture.

I can use different materials to portray the breakfast I have chosen.

I can create a poster that includes a recipe, a model breakfast meal and additional information about food in other countries.

ICT resources for kids

Recipe ingredients

Coloured paper

Pens

Scissors

Glue

3 mins

5 mins

5 mins

5 mins

2 mins

30 minutes

30 minutes

5 mins

15 mins

15 mins

–        Introduce the idea of other cultures having different foods for breakfast, with a video.

–        Explain the task of researching different breakfasts and creating a poster with a recipe

Teaching the learning intentions (Development)

–        Have a talk about what the kids have for breakfast – discussion partners beforehand

–        and a plate of food made from paper.

–        Go through the SC and ask if there are any words that we don’t understand.

–        Split class into groups

–        Allow the children to use ICT to gain knowledge and facts.

NEW LESSON/ DAY

–        Allow children time to create posters

Ending the lesson (Plenary)

–        Ask the pupils to present their posters on their tables

–        Get the pupils to go around the room and talk to one another about the foods

–        Bring the children back in and ask for each child to share something that they learned from another group.

-being able to identify how their breakfast will differ to around the world.

-facts/knowledge in written form

-posters will be available

-posters will be available

-photos of the kids interacting?

I am discovering the different ways that advertising and the media can affect my choices. HWB 1-37a

I can understand how advertising and the media are used to influence consumers.  HWB 2-37a

Literacy – Using appropriate persuasive language to make a compelling advert.

We can identify how advertising can affect our choices.

We can identify how media has power over what we buy.

I can use my presentation skills to present my advert in a persuasive way.

I can use language to make my advert more appealing.

Paper

Glue

Scissors

Different food adverts

A list of vegetables to advertise

5 mins

5 mins

5 mins

5 mins

2 mins

2 mins

30 mins

2 mins

5 mins

10 mins

–        Explain the task of creating an advert for a vegetable.

–        Explore the SC and ask if any questions.

Teaching the learning intentions (Development)

–        Ask for examples of media

–        Explore different adverts for food – RN

–        Separate the children into groups

–        Allow the children to choose a vegetable from a list – RN

–        Allow the children to begin their groupwork

Ending the lesson (Plenary)

–        Gather the children with their adverts

–        Discuss with the class what makes each poster influential

–        Ask children for something they have learned about how advertising and media can influence what you buy.

-photos of the adverts

-2 stars and a wish

I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a / HWB 1-33a

Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing.  HWB 2-33

Literacy – the use of language to create a formal book on hygiene and it’s importance.

–        We can identify the areas in our everyday lives in which hygiene is important.

–        We can identify how bad hygiene can influence our health.

–        I can produce work which helps others to identify good and bad hygiene.

–        I can work effectively in a team to produce one product.

Pencils

Pens

5 mins

5 mins

5 mins

10 mins

5 mins

25 mins

10 mins

5 mins

–        Explain the task

–        Discuss the SC and ask if any questions

Teaching the learning intentions (Development)

–        Discuss the difference between good and bad hygiene, ask the children for examples.

–        Discuss how bad hygiene can affect our health

–        Give examples of good hygiene in everyday life. E.g. brushing teeth, washing hands, not mixing raw meat and veg.

–        Separate the children into 2’s

–        Ask them to come up with and illustrate a leaflet 3 good/bad hygiene processes we do in everyday life and how they affect our health.

–        Give them a time limit – 25 mins

Ending the lesson (Plenary)

–        Bring the children back in

–        Ask each pair to share one of their processes and how it affects our health

–        Ask the children to put big green, orange or red dots next to the SC that they feel they succeeded in today on the back of their leaflets.

-Leaflets are available as photos

-photos of the dots with their leaflets