Fit for School Health & Wellbeing Activity Programme



HEALTHY Schools Lesson Resource Bank

First Level – Eat Smart, Play Smart

Interdisciplinary Learning Project – Food for Thought

Planning Framework Context for Learning – Healthy Eating

Healthy Eating Module – Eatwell Plate

HEALTHY Schools

Eatwell Plate

Contents

|Theme |Topic |Suggested Learning Activities |

|Eat Well |The Food Groups in a Healthy Diet |Being Healthy |

|Eat Well |The Food Groups in a Healthy Diet |The Eatwell Plate |

|Eat Well |The Food Groups in a Healthy Diet |5-a-day |

|Eat Well |The Food Groups in a Healthy Diet |Bread, Cereals and Potatoes |

|Eat Well |The Food Groups in a Healthy Diet |Milk and Dairy |

|Eat Well |The Food Groups in a Healthy Diet |Meat, Fish & Alternative Sources of Protein |

|Eat Well |The Food Groups in a Healthy Diet |Food Containing Fat and/or Sugar |

|Eat Well |The Food Groups in a Healthy Diet |The importance of a healthy balanced diet |

Eatwell Plate

Theme: Eat Well

Topic: The Food Groups in a Healthy Diet

|SUGGESTED LEARNING ACTIVITIES |

| |

|Being Healthy |

|Explain that we are about to do a session about how healthy eating helps us to stay healthy. Briefly introduce the topics that will be covered in this module |

| |

|The focus of the session should be on things that children have control over such as drinking sugary drinks, snack options, school dinners etc |

|Discussion on what children think ‘being healthy’ means. A list of fruits & vegetables which the children come up with can be written up on the board. |

| |

|Facilitate the discussion by prompting the group with some suggestions or asking children to explain their answers. |

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|Unhealthy eating behaviours (not unhealthy foods) could also be touched on and explained |

|Discuss their ideas in small groups and ask the children to draw pictures of what they think ‘being healthy’ means. |

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|Instead of drawing children could be given some magazine and asked to cut out pictures of what they think healthy looks like and make a collage of these images. |

|Create a display titled ‘Being Healthy’ using the pictures or collages produced by the children. |

| |

|Some of the children could present their work at school assembly |

|Numeracy |

|Children can do a survey to find out what their classmates think ‘being healthy’ means and use this info to make a bar graph or pie chart of the most popular options. |

|Extension – Some of the children could display their work at school assembly |

|Support – Magazines can be provided to allow children to find images they think show ‘being healthy’ |

Eatwell Plate

Theme: Eat Well

Topic: The Food Groups in a Healthy Diet

|SUGGESTED LEARNING ACTIVITIES |

| |

|The Eatwell Plate |

|Explain that we are about to do a session about the Eatwell plate and how is splits food into 5 groups. Explain how it is a pictorial representation of the foods needed for a healthy balanced diet. Briefly |

|introduce the 5 groups and explain how similar foods are grouped together. |

| |

|Show children a picture of the Eatwell plate, available in the Teacher Resource Pack 2 – Eatwell Plate or draw one on the board. |

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|Explain that that the sections of the Eatwell Plate are proportionate to a healthy balanced diet, so we should aim eat more foods from the larger areas and less of foods from the smaller areas. Some foods are|

|not in obvious sections e.g. beans are in with meat & fish and starchy vegetables are in with breads, rice & pasta. |

|Discuss how much of each group is needed for good health. Examine the sizes of the different groups and promote the concept: 'more of some, less of others'. |

| |

|Play a game using a large picture of the Eatwell Plate, perhaps drawn in chalk on the hall or playground floor or by using hoops or use an Eatwell Plate floor map if you have access to one and pictures of |

|different foods or food models. |

| |

|Give one food picture to each child. Use an Eatwell Plate floor mat and plastic food models if available. Ask the children to run to the picture and put the model or picture in the correct place. This can be |

|done as a relay in increase physical activity and can be repeated several times with the children swapping cards to reinforce the food group message. |

| |

|Equipment |

|Large Eatwell Plate |

|Food pictures / models |

|Divide the class into small groups and ask the children to draw pictures or plan a healthy meal with foods from all of the 5 groups. Each person in the group should try to come up with their own ideas and |

|each should use different foods to make up the meal e.g. if someone uses potato then nobody else in the group can use it. |

| |

|Instead of drawing children could be given some magazines and asked to cut out pictures of food from all 5 groups make a collage of their own Eatwell plate. |

|Get each group to describe their healthy meal and what foods they picked from each section of the Eatwell plate. Create a display titled ‘Being Healthy’ using the pictures or collages produced by the |

|children. Some of the children could present their work at school assembly |

|ICT |

|Children can create pie charts based on the foods they are eating and compare the relative proportions of these to the Eatwell plate |

|Extension - Create a display for school assembly. Look at what percentage of a healthy diet is represented by each of the 5 groups |

| |

|Support - Magazines can be provided to allow children to find images of food from each of the 5 groups |

Eatwell Plate

Theme: Eat Well

Topic: The Food Groups in a Healthy Diet

|SUGGESTED LEARNING ACTIVITIES |

| |

|5-a-day Fruit & Vegetables |

|Explain that we are about to do a session about how important it is to eat 5 portions of fruit & vegetables each day. Explain that we will be doing some activities on recognising and naming different types of |

|fruit & vegetables then everyone will have the chance to smell, touch & taste some fruit & vegetables. |

| |

|Discuss the importance of eating 5 portions of fruit & vegetables each day and ask the children to name some of the fruits & vegetables they have eaten in the last couple of days and when they ate these. |

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|Pupils should complete worksheets 1-3 – can you name these fruit & veg and attempt to identify all of the examples. To reinforce the message pupils should feedback their answers to the class, facilitate a |

|discussion about any questions the pupils have. |

| |

|Facilitate a class discussion for any items each group couldn’t name and ask the children to name some of the more unusual fruits & vegetables they have eaten or know about. |

|Fruit & vegetable tasting. Children queue up at the front of the class, close their eyes or are blindfolded and are given a piece of fruit or vegetable. They have to guess what it is by touching, smelling and |

|tasting it. |

| |

|Children can be asked to describe each item in terms of feel, texture, juiciness |

|Individually children can plan or draw a salad, a fruit salad or side plate with a selection of vegetables from the pictures they saw earlier, what they have tasted or from what they have eaten before. Discuss |

|why they picked these items, was it taste, colour, texture, what they normally eat? |

|Numeracy |

|Work out the cost of fruit by finding out the price of the items in a fruit salad & calculating the cost of a portion. Or ask the children to list all the fruits & vegetables they have eaten in the last couple of|

|days and bar charts can be drawn to show the most popular. |

|Extension - Create a display of healthy salads, fruit salads and vegetables showing how they help you to grow and stay healthy. |

| |

|Support - Magazines can be provided to allow children to find images of fruit & vegetables. |

Eatwell Plate

Theme: Eat Well

Topic: The Food Groups in a Healthy Diet

|SUGGESTED LEARNING ACTIVITIES |

| |

|Bread, Cereals & Potatoes |

|Introduce this session and explain the starchy food group, that is bread, rice, other cereals and potatoes, is where the bulk of energy from food in our diet should come from. |

| |

|These foods are usually low in fat but there are exceptions and it often depends on how they are cooked. Foods from this group should make up 1/3 of our diet. Foods from this group should primarily be eaten at |

|meal times and not for snacking due to the energy content. Emphasise the importance or eating breakfast and that this group contains many healthy breakfast options. |

|Discuss the importance of eating food from this group and explain that a majority of the energy we get should come from this group. Foods high in sugar or fat also have lots of energy but the breads, rice, |

|cereals and potatoes group release their energy more slowly and keeps us feeling full for longer. This slow release is important as it gives us sustained energy without the ‘buzz & crash’ associated with sugary |

|foods. Also, we often store excess energy from foods high in fat and sugar as body fat. |

| |

|Give pupils worksheets 1 & 2 – can you name these breads. They should attempt to identify the pictures of breads and also the name of the country that they might come from |

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|After doing this get children to name other foods from this group such as wild rice, breakfast cereals, pasta, noodles and starchy vegetables like pumpkin, yams, sweet potato, turnip, parsnip, mooli & celeriac. |

| |

|Explain that these are foods vegetables, they are important to a balanced diet and should be eaten regularly but do not count towards their 5-a-day because they are not in the fruit & vegetable group. This is |

|because vegetables that are considered to be carbohydrate foods are much higher in energy than other vegetables that are included in the fruit and vegetable food group. |

|Bread tasting. Children are to be given a variety of different types of bread to taste. They are to describe this in terms of colour, taste, texture and smell. Ask them if they can identify the type of bread and |

|the country it might have come from. A map can be used to extend this learning |

|Design a healthy sandwich. Children can draw or write up the recipe for a healthy sandwich. This can be up to them or you can give them a list of different types of bread products and healthy fillings to choose |

|from. Alternatively they could plan a healthy breakfast menu and design this like a café menu using a computer to draft it up and print it. |

|Numeracy |

|Children can do a survey to find out what their classmates eat for breakfast and use this information to make a bar graph or pie chart. |

|Extension - The children can investigate the different types of breads, cereals and starchy vegetables regularly eaten in different parts of the world e.g. rice in China, manioc in Africa or polenta in Italy |

Eatwell Plate

Theme: Eat Well

Topic: The Food Groups in a Healthy Diet

|SUGGESTED LEARNING ACTIVITIES |

| |

|Milk & Dairy Products |

|Introduce this session and explain the session will cover the milk and dairy food group. These foods should make up about 15% of our diet but this can be explained visually by using the Eatwell plate. |

| |

|Emphasise the importance of eating foods from this group in maintaining healthy teeth and bones. |

|Discuss the importance of eating food from this group with the class and ask them to identify the different foods in this group. Facilitate discussion around what foods are or are not included in this group and |

|why. |

| |

|Highlight foods which are made from milk but are not included in the milk & dairy products section. These are made from milk but because of high levels of sugar and or fat do not fit into this category. These |

|include milk derivatives such as cream, butter, condensed milk, custard, milk shakes & crème fraiche. |

| |

|Ensure children understand the reasons for this differentiation. This is particularly important due to food companies advertising high fat and high sugar dairy products like milk shakes as ‘high in calcium’ and |

|‘good for your bones’. |

|Once the types of foods have been identified ask the children to explain different times of day or situations they might eat these foods. Also ask them to identify different types of these foods they have in |

|their house such as their favourite type of cheese. |

| |

|Get the children to write or draw the ways in which milk, yoghurt and cheese are used in the food they eat, for example milk in cereal, melted cheese on a pizza, or grated on pasta, yoghurt with a curry, |

|milkshake etc. |

|Ask children to plan their ultimate dairy fruit smoothie. A dairy fruit smoothie can be made by blending together combinations of milk, any flavour of fruit or plain yoghurt and soft fruits such as berries and |

|banana. This could be drunk from a glass or frozen in a mould and eaten with more fruit as a dessert. This could be made at home before the next session |

|Science |

|Children can investigate how milk is produced, pasteurised, packaged and delivered. Further investigation can be done on the processes that turn milk into other dairy products such as cheese. |

|Extension |

|Foods such as lasagne can’t fit into a section. We need to look at their ingredients which can then be categorised. This can be investigated by looking at ingredients of common meals. |

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|Support |

|Provide images of cheeses from around the world and discuss their origins e.g. brie, edam or mozzarella. |

Eatwell Plate

Theme: Eat Well

Topic: The Food Groups in a Healthy Diet

|SUGGESTED LEARNING ACTIVITIES |

| |

|Meat, Fish & Alternative Sources of Protein |

|Introduce this session and explain the session will cover the meat, fish & alternatives food group. These foods should make up about 12% of our diet but this can be explained visually by using the Eatwell |

|plate. |

| |

|Emphasise the importance of eating foods from this group in maintaining healthy diet and that these are sources of protein. Meats and fish are the best source as these have complete proteins. Other sources |

|like peas & beans have incomplete proteins so you need to eat a variety to allow your body to build complete proteins. The best advice for a balanced diet is to get some protein from all sources. |

|Ask the children to complete worksheet 1 - Plant or animal. Go through the answers with the whole group. Explain where different foods come from, for example eggs from chickens, lentils & beans from plants, |

|pork sausages from meat from a pig |

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|Create a display of different foods from plants and animals. This could be based around a farm yard. Get the children to work in small groups to draw pictures of different animals and plants, for example cow,|

|pig, wheat, apples, corn etc. |

|Facilitate a discussion to identify different non-meat sources of protein such as grains, nuts, seeds, legumes, beans, peas, chick peas etc. Ask the children to explain different situations where they might |

|eat these foods e.g. snacking on cashew nuts at break time, beans on toast or falafel at lunch or a chickpea curry for dinner. Also ask them to identify different types of these foods they have in their |

|house. |

|Pesceterians eat foods from plants, animal derivatives (milk, cream, butter, cheese etc) and fish/shellfish. Vegetarians eat foods from plants and animal derivatives. Vegans only eat food from plants with |

|nothing at all from animals. Facilitate a discussion on how each of these diets can contain foods from the meats, fish & alternatives group while sticking within their rules. |

|Extension - Diets such as vegetarian, pesciterian & vegan do not include certain foods. Children can plan a healthy balanced meal for each of these diets. |

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|Support - Facilitate a discussion around non meat sources of protein such as lentils, beans, pulses, nuts, seeds & soya. How can these be included in a healthy diet? |

|Explain the homework task that is to be completed before the next session and distribute take home activity sheet 6b: Meat, fish & alternatives. Answer any questions children might have on this task. |

Eatwell Plate

Theme: Eat Well

Topic: The Food Groups in a Healthy Diet

|SUGGESTED LEARNING ACTIVITIES |

| |

|Foods Containing Fat and/or Sugar |

|Using the Eatwell Plate, prompt the children to name the foods present in the high fat and/or sugar group. Promote the concept that this is the smallest group. Question the children: If this is the smallest |

|group, how often should these foods be eaten? |

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|Emphasise that you can have a healthy balanced diet without any foods from this group and that if they are eaten is should only rarely, not everyday, and that if possible they should be eaten as part of a meal |

|not between them. However a healthy balanced diet can contain some foods from this group. |

|Using the list of foods provided by the children and any others as necessary ask them to decide if they are high in fat, sugar or both. What types of foods fit into these categories? A majority of snack foods, |

|fast foods, takeaways, sweets, biscuits, cakes, chocolate, pastries, most children’s breakfast cereals, desserts etc. |

| |

|Discuss how often children eat these types of foods. Facilitate a discussion on healthier options to some of these foods that children could try. A challenge could be for them to try a healthier option twice |

|before the next session. |

|Briefly assess children understanding of oral health by discussing tooth brushing. |

|Children should brush their teeth thoroughly twice a day for at least two minutes, using a pea-sized blob of fluoride toothpaste. |

|Young children should be supervised to make sure they brush teeth properly. |

|Visit the dentist for regular check-ups. |

|Chew savoury foods, such as a small cube of cheese (the size of a dice), after meals to stimulate saliva flow and neutralise the acid. |

|For a snack between meals, for example break time, it is better to have a piece of fruit or vegetable than sweets or chocolate. |

|Promote the concept of 'healthy teeth'. Give children worksheet 1 - teeth and look at the different types and shapes of teeth. What are the jobs of different teeth e.g. cutting, tearing, chewing etc? Compare |

|the primary and secondary teeth & discuss the differences. As an extension children could be encouraged to draw posters promoting good oral health & tooth brushing advice across the school. |

|Extension - The children could look at models of teeth or look them up on the internet to understand their job when they eat. |

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|Support - Draw posters to promote the concept of healthy teeth to the rest of the school |

|Explain the homework task that is to be completed before the next session and distribute take home activity sheets 7b & 7c: Foods high in fat and/or sugar. Answer any questions children might have on this task.|

Eatwell Plate

Theme: Eat Well

Topic: The Food Groups in a Healthy Diet

|SUGGESTED LEARNING ACTIVITIES |

| |

|The Importance of Eating a Healthy Balanced Diet |

|Explain that we are going to overview the previous 7 sessions and overview all of the food groups in the Eatwell plate. Using the Eatwell Plate, prompt the children to identify different foods from each of the 4 |

|main food groups (the high fat and / or sugar group is the 5th group on the Eatwell Plate). They might identify foods from the high in fat and/or sugar group but this isn’t to be encouraged. |

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|Emphasise that to have a healthy balanced diet you need to eat a variety of foods from different food groups. |

|If the necessary equipment is available, organise the children into groups to play a game whereby food cards or food models are placed on the correct sections of a large Eatwell Plate. This is to reinforce the |

|learning from the previous seven activity sessions |

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|Have a quiz based on the Eatwell Plate, worksheet 1 – eatwell plate quiz. Organise the children into small teams. Award one point to each team for answering the question correctly. |

|Based on what they have learned ask the children to plan 3 healthy meals, a breakfast, lunch and dinner along with 2 healthy snacks. This can be a written plan or drawn on blank copies of the Eatwell plate. |

|Worksheets 2 & 3 – eatwell plate can be used as templates for this. |

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|These meals and snacks should contain a variety of foods from each of the 4 main food groups. |

|Promote the importance of eating balanced diet to remain healthy. Explain that eating a variety of foods from different groups is important as it allows us to get all the essential nutrients (carbohydrates, |

|protein, fat, fibre & water), vitamins and minerals we need for health. These help to keep us healthy on the inside (immune system, organs, brain, muscles & bones) and outside (skin, hair, teeth, nails & eyes). |

|It also helps us to have enough energy to move about, play games & sports, learn and grow. A healthy balanced diet also helps us to remain within a healthy weight range. |

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|Pupils should complete worksheet 4 – making dietary changes in order to identify ways in which someone’s diet can be changed to make it healthier. |

|Extension - Children could look at how a healthy balanced diet can be eaten in different cultures such as Scottish, Italian, Mexican, Chinese etc. |

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|Support - Distribute blank Eatwell plate templates and ask children to draw or write foods from each group. |

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