Teach Primary Issue 18.6

WEEK 1 Learning objective l To be able to explain what the Eatwell Guide is and how can it help us to eat more healthily; to be able to place foods in the correct food group on the Eatwell Guide. Show Slide 3 , which introduces the Eatwell Guide, and explain what the model shows. Highlight the different food groups and explain their nutritional benefits using Slide 4 . Ask for suggestions of foods that fit in each group and explain that we need to eat more of some foods, such fruit and vegetables from the green section M E D I U M T E R M P L A N KS2 PSHE DOWNLOAD RESOURCES AT I n the UK, we are in the midst of a childhood obesity epidemic.With the shocking statistic that one in three children are leaving primary school overweight, and one in five children are living with obesity, there has never been amore critical time to tackle our pupils’ health and wellbeing. This six-week plan introduces pupils to key healthy eatingmessages, which will informand empower them to take control over their wellbeing, to enable them to live healthier lives. Using the Eatwell Guide as a starting point, children will learn about the different food groups. They’ll go on to discuss why some foods must be consumed inmoderation, how to judge portion sizes, and why it’s important to drink plenty of water every day. and carbohydrates from the yellow section, than we do foods from other groups. This is because our bodies need different amounts of different foods to have a balanced diet and stay healthy. Show Slide 5 and highlight the foods outside of the Eatwell Guide (e.g. crisps, cakes and sweets). These are high in fat, salt and sugar and are foods our bodies don’t need to be healthy. Explain that it is fine to eat them occasionally, but less often and in smaller quantities. Using hoops with food group name labels, work as a class to place a range of different foods in the correct groups, whilst discussing their nutritional qualities. To consolidate this learning, play Food Group Corners. Place the five food group name labels around the hall, call out a food and the pupils must run to the food group which the item belongs to. Next, play ‘What is it?’ Sit the children in a circle, play some music and pass a food-filled bag around the circle. When the music stops, the child holding the bag selects an item and describes it to the class. The other pupils need to guess what the food is and then decide which food group it belongs in. Assessment Using Week 1 resource can the pupils write the name or draw a picture of foods that belong in each food group? Can they also explain what the Eatwell Guide shows and how we can use it to make healthy choices? WEEK 2 Learning objective l To understand the phrase ‘5-a-day’ and consider different ways to reach their own 5-a-day goal. Discover if anyone knows what ‘5-a-day’ means and then display Slide 7 to explain. Find out how many different fruit and vegetables the children can think of, then highlight that all the produce they have mentioned, are probably a variety of colours. Explain the importance of ‘eating a rainbow’ of different coloured fruit and vegetables, because they benefit our bodies in different ways. Provide different coloured fruit and vegetables that have been prepared in small chunks, for the pupils to arrange EATING WELL HANNAH SHAW Download your FREE resource sheets at tinyurl.com/tp-EatingWell 24 | www.teachwire.net