Healthy Eating

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Healthy Eating

• in literacy and numeracy

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Healthy Eating in literacy and numeracy

• This PowerPoint is designed to provide ideas
  to enable you to carry the healthy eating theme
  into literacy and numeracy lessons.
• The PowerPoint shows how the Food a fact
  of life (FFL) website resources can be used to
  enhance the teaching of literacy and numeracy
  while reinforcing healthy eating messages.
• As childrens abilities can vary a great
  deal, the ideas become progressively more
  challenging as the list on each page goes down.
  In this way, it is hoped that teachers will be
  able to identify the ideas most appropriate for
  their pupils.
• This PowerPoint can be printed off, saved or
  referred to online.
• Use your mouse to navigate through the
  PowerPoint.

Use the blue arrow to go back
Use the green arrow to go forward
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How to use the PowerPoint

• Simply select a subject...

Exit
4
Story writing
Instruction
Poetry
Explanation
Word work
Persuasion
5
Now choose a topic
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Number

• Choose an area of number

The four operations
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Data handling

• Sort and classify objects
• -Choose different criteria to sort food
  pictures, e.g. by shape, colour, eaten cooked or
  raw. Use FFL, 5-7, Key Fact 2 - Food Cards 1.

Green
Circular
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Data Handling continued

• Collect and interpret data in response to healthy
• eating questions
• -Who, on our table, eats the most fruit in
  a day/week? Record in lists and simple graphs,
  e.g. block, pictorial.
• -What is the most popular type of fruit in
  our class? Record in tally charts, tables,
  pictorial and/or bar charts.
• -At what time of the day is most fruit
  eaten? Record in a graph, interpret data and
  suggest reasons for the results.
• - What percentage of each food group did I
  eat yesterday? Children can use the excel program
  to calculate what percentage of each food group
  they ate yesterday (FFL, 8-11, Key Fact 2 excel
  worksheet 16 ). Use the program or draw a pie
  chart to show this and compare it with the
  Balance of Good Health percentages. Repeat for a
  different day (perhaps a weekend day) and compare
  it with the previous chart.

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Data Handling continued

• Draw bar charts
• -Use the information on Energy needs (FFL,
  8-11, Key Fact 3, worksheet 21) to draw bar
  charts showing some or all of the different age
  groups and their energy needs.
• -Use the Nutrient Cards (FFL, 8-11, Key
  Fact 4 Food Cards 6) as a source of information
  to draw graphs for the different nutrients in
  foods , e.g. bar chars to compare energy or
  protein provided by different foods.
• -Ask children to bring in food labels and
  draw graphs based on the nutrients.

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Measure

• Choose an area of measure

mass
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Length

• Order a variety of food items according to size
• -Display a variety of foods and ask
  children to order them according to
  length/height,
• e.g. vegetables - carrots, leeks, runner
  beans or canned foods - tuna, chopped tomatoes,
  sweetcorn.
• Measure food items in non-standard units
• -Measure dried spaghetti, a carton of
  orange juice or a leek with counting cubes or
  straws.

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Length continued

• Estimate and measure food items in standard units
  of measure -Give children a selection of foods
  and ask them to estimate and then measure the
  items (length/width or both).
• -Ask children to find the perimeter of
  different rectangular shaped foods/food
  containers, e.g. a slice of bread, a cracker, a
  margarine tub, a cereal box. To make the task
  more challenging, choose foods with more
  complicated shapes!
• Convert one metric unit of measure to another
• -Ask children to measure items and then
  convert them into other metric units, e.g. a leek
  is 24 cm long, how many mm is that? How many m?

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Mass

• Order items of food according to mass
• -Give children items of food and ask them
  to order them according to mass (holding the
  objects to judge the heaviness).
• Weigh items in non-standard units
• -Use balance scales to compare the mass of
  food items with objects in the classroom, e.g.
  this carrot has the same mass as 21 plastic cubes
  or 16 pencils.
• Weigh items in standard units of measure
• -Make some of the recipes from the FFL
  website so children can practise measuring in a
  real life context. Use this opportunity to
  explore capacity as well as mass.
• -Ask children to change the recipes to
  suit a different number of people, e.g. e.g.
  halve or double them
• -With more able children, this could be
  used as an opportunity to look at and compare
  imperial and metric measures of mass (and
  capacity).

In the international system of units, kilogram
(kg) is the unit of mass. In practice, mass is
measured by weighing. For children ages 5-7, it
is acceptable to treat weight as synonymous with
mass.

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Mass continued

• Make sensible estimates of mass in everyday
  situations
• -Help children learn to judge mass more
  accurately by providing them with various food
  cans, e.g. tomatoes, peaches, beans, and packets,
  e.g. cereal bars, rice, pasta. With the masses
  hidden, get the children to work together to
  estimate the mass of different items. After they
  have done this, reveal the mass of one item and
  give children the opportunity to adjust their
  estimates in the light of the new information.
  More items could slowly be revealed to help the
  children reach a closer estimate.

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Mass continued

• Make sensible estimates of mass (continued)
• -To reinforce childrens understanding of
  mass, use FFL, 8-11, Key Fact 3 poster 2, 3 and
  excel worksheet 18. Look at poster 2 and discuss
  with the children the mass and amount of
  different foods needed to get 400 kJ of energy.
• -Children could weigh out the foods on
  poster 2 and look at poster 3 to see what they
  could do with that amount of energy.
• -Poster 2 could also be used to prompt
  questions for mental maths work, e.g. How many
  grams of margarine would I have if I had 3
  scoops? If I had 90g of chocolate, how many
  cubes would I have?
• -The excel worksheet allows the user to
  change the mass of various items and see what
  happens to the energy content. This could be
  used on an interactive whiteboard, again, as a
  prompt for mental maths work (or on individual
  computers embedded ICT). Children could be
  asked questions such as if I had 200g of
  oranges, how much energy would that provide?
  Childrens answers could be checked using the
  excel program.

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Counting and ordering

• Count and order numbers
• -Use the FFL, 5-7, Key Fact 2 - Food Cards
  1, to create ordering and counting activities,
  e.g. How many fruits/vegetables can you count?
  How many red foods? How many types of bread?
  How many foods with circular or oval shapes?
• -Using the FFL, 5-7, Key Fact 3 Fruit
  Kebab, recipe 2, children can create fruit kebabs
  that contain a specified number of pieces of each
  type of fruit (counting skills). They can also
  experiment with repeating patterns. (Using this
  recipe, older children could do ratio work, e.g.
  create a kebab with the ratio of melon to grapes
  2 3.)
• -Other FFL recipes could also be used to
  promote counting, e.g. through counting out
  ingredients (slices, handfuls) and counting out
  portions for those eating.

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Counting and ordering
continued

• -Using the Energy Cards (FFL, 8-11, Key Fact 3
  Food Cards 5), children can practise reading
• and ordering 3 and 4 digit numbers. These cards
  can also be a prompt for getting children to
• round the numbers up/down to the nearest 10 or
  100 and questioning children on the
• value of digits in the numbers.
• -More able children could order decimal numbers
  using the Nutrient Cards (FFL, 8-11, Key
• Fact 4 Food Cards 6). For example they could
  order foods according to the amount of
• protein they provide or find the 5 items that
  provide the most fat and put them in order.

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- The four operations X

• Whole numbers and decimals
• -Use the Energy Chart (FFL, 8-11, Key Fact
  3 worksheet 20) and the Nutrient
• Cards (FFL, 8-11, Key Fact 4 Food Cards
  6) to generate mental or written questions of
• varying difficulty, e.g.
• How much energy would a 35kg child use if
  he/ she read a book for 30 minutes?
• If a 35 kg child ate two bread rolls and
  50g cheese, would this give him/her
• enough energy to skip for 30 minutes?
• How much protein would be provided if I ate
  2 lamb chops and 50g of baked
• beans?
• -Use food prices to calculate the cost of
  making recipes from the FFL website, e.g. fruit
• kebabs.
• -Plan an end of term party - use the FFL
  recipes and calculate the amount needed and
• cost for the whole class. Introduce the
  idea of ratio to increase the recipes. Make the
• food.
• -Calculate the energy content for a
  selection of foods, e.g. a cheese sandwich and
  half an orange.

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Fractions

• Use simple fractions
• -Use cooking as an opportunity to explore
  fractions and related vocabulary, e.g. make bread
  using the FFL recipe, get the children to work in
  4s so they have to quarter the mixture, get them
  to halve their own portion to create two small
  rolls. Other recipes can also be used to get
  children to share and cut/divide ingredients into
  portions for preparing and consuming.
• -Children could reduce or increase recipes
  from the FFL site, e.g. If you double this BLT
  recipe, what will you need?
• -Introduce equivalent fractions through
  food, e.g. slice up a sandwich and demonstrate a
• quarter is the equivalent of two eighths.
• -Explore fractions of quantities through
  food, e.g. Share this punnet of strawberries into
  5 groups (for 5 smoothies), how many
  strawberries in each fifth? How many in 2 fifths?

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Instruction

• Read and write instructions
• -Read the recipes from FFL, 5-7, Key Fact 3
  4 (Fruit salad, Smoothie, Sandwich wrap) and
• discuss the features of this type of text.
• -In pairs or small groups, re-read the
  method section of a recipe and mime or Illustrate
• each stage.
• -Read and follow the instructions to prepare
  the food in the recipe.
• -Write a new recipe based on those read and
  tried, e.g. a vegetable/fruit kebab or fruit
• salad made with different types of fruit.
  Use the recipes as models for writing.

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Instruction continued

• Read, write and identify the features of
  instructions
• The activity ideas on the previous page can be
  repeated with older children but to a higher
• level
• -Read recipes from FFL, 8-11, Key Fact 4
  (Super salad, Triple Decker Sandwich) and
• discuss the features of this type of text
  in detail, e.g. lists, numbered points
• - Identify key words, e.g. imperative
  verbs - cut, place, mix
• -Follow the recipe instructions, taking
  more responsibility for organising equipment,
  
• ingredients and hygienic practice.
• -Write new recipes and test them to see
  if the instructions are clear and the end product
  
• is good. Write instructions for being
  hygienic (FFL, 8-11, Key Fact 5 work on
  hygiene)
• see the main British Nutrition Foundation
  website for individual, labelled photographs of
  different actions,
• go to www.nutrition.org.uk Education, Cook
  Club and then Actions.

List punctuated by commas
Heading
Chronological sequence
Numbering
Bullet point
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Instruction continued

• For more primary recipes, available in different
  formats, have a look at the main British
• Nutrition Foundation website, go to
  www.nutrition.org.uk Education, Cook Club and
  then
• Primary School Recipes.

Step by step instructions with photographs.
A5 photographs with a sentence for each stage of
the recipe.
A5 photographs with the action word for each
stage of the recipe.
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Story writing

• Write Stories
• -Experiential stories Make some of the recipes
  (FFL, 5-7, Key Fact 3 4) and ask children to
• write about their cooking experience or use the
  experience as a prompt to create a fictional
• cooking story like The gingerbread man. Create a
  simple picture story book with sentences.
• -Myths Show a selection of interesting fruits
  and vegetables, allow children to handle and
• taste them. Record a detailed sensory
  investigation of some of the items (how they
  look,
• taste, feel, smell). Take one of the
  fruits/vegetables and present the question, how
  did it
• come to be? Work with the children to draw out
  interesting reasons, based on the features of
• the food, as to how the fruit/vegetable came into
  existence.

For lots of labelled photographs of foods,
including fruits and vegetables, go to our main
website at www.nutrition.org.uk Education,
Cook Club and then Ingredients.
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Poetry

• Sensory poetry
• Allow children to touch and taste a selection of
  fruits and or vegetables. Collect vocabulary
• to describe different fruit/vegetables under the
  headings of the five senses. Ask children to
• select one fruit/vegetable and collect their own
  words under the 5 headings. (Older children
• could use thesauri to expand their vocabulary
  list.) Children can then use these descriptive
• words as a starting point for their poetry work.
  Children could write
• - shape poems, e.g. a poem about the taste, look
  and feel of a pineapple, and
• present it in a pineapple shape
• - acrostic poems, e.g. write the name of the
  chosen fruit/vegetable vertically down the page
• and begin each line with a word that starts with
  that letter.
• They could also explore other poetry styles such
  as haiku, lists and cinquain.

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Poetry continued

• Multicultural poems
• Use the activities ideas below as stimuli to help
  children write poems about meals and foods
• from different countries. You could use some of
  the poetry styles suggested on the previous
• page.
• -Use the World Food Cards and the PowerPoint from
  FFL, 8-11, Key Fact 1 to get children
• thinking about meals from around the world. How
  do they look? Have children tried them?
• What are they like?
• -Set up a tasting session of foods from around
  the world , e.g. breads, cheeses, fruits.
  Discuss
• and compare tastes. Ask children to find out
  more about the foods, e.g. when and with
• what they are eaten, associated traditions.
  (Children could take a certain type of food and
• write what it is like indifferent parts of the
  world, e.g. bread.)
• - Try making some foods from different places
  around the world, e.g. a tropical fruit salad
• made with Caribbean fruits, naan bread (recipe
  FFL, 5-7, Key Fact 2).

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Explanation

• Healthy Eating
• Teaching children about healthy eating during
  other lesson, e.g. PSHE or
• science will enable them to use the subject
  knowledge to complete literacy tasks such
• as those suggested on the next page.
• Depending on the age of the children and their
  background knowledge, use FFL, 5-7, Key
• Fact 4 or FFL, 8-11, Key Fact 2 (Balance of Good
  Health materials) to teach children about
• the Balance of Good Health.
• (FFL, 8-11, Key Fact 5 provides resources for
  teaching about hygiene and other ways to keep
• healthy.)

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Persuasion

• Use persuasive devices
• Using resources from FFL, 5-7, Key Fact 4, teach
  children about the importance of eating a
• balance and variety of foods to stay health,
  including 5 A DAY. Discuss with the children
• what foods they enjoy. Talk with the children
  about how they would encourage people to
• eat a variety of foods from the Balance of Good
  Health, especially fruits and vegetables.
• Talk about how foods look when they are most
  appealing, e.g. fruit when it is washed and
• chopped into bite sized pieces, colourful salads.
  With this information children could then do
• some of the activities on the following page

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Word work

• Recognise, read and expand vocabulary
• -The Alphabet cards from the main British
  Nutrition website can be laminated and used as a
  display freeze to help children learn the
  alphabet. The attractive food pictures can be
  used to help children develop a wider knowledge
  of different foods.
• -The website above also contains labelled
  photographs of ingredients, equipment and actions
  which can be used to create attractive displays
  and help children learn to recognise and read
  words. (Use the web address below then -
  Education, Cook Club and either
  Ingredients/Equipment/Actions.)
• -Food Cards 1 (FFL, 5-7, Key Fact 2) can be used
  to expand childrens food vocabulary and develop
  word recognition. They can also be sorted
  alphabetically to develop alphabet ordering
  skills (the number of cards given to order could
  be reduced or expanded according to age/ability).
• -Children could taste a selection of unfamiliar
  fruits (or vegetables) and then make a Fruit
  dictionary to record the information (appearance
  and taste). Older/more able children could
  research information (encyclopaedias/the
  internet) about the fruit/vegetables, such as
  their origin or the growing conditions needed to
  create more complex dictionaries.

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Persuasion continued

• Use persuasive devices
• -Design a poster, leaflet or flyer to persuade
  younger children/peers to eat a balance and
• variety of foods or 5 A DAY.
• -Compose a radio jingle or television advert to
  encourage healthy eating or the
• consumption of more fruit and vegetables.
• -Discuss with children current healthy eating
  promotion on television and through
• posters/leaflets. Evaluate these adverts for
  their persuasiveness, clarity and quality of
• information. What are the persuasive devises?
• -Write a persuasive letter or hold a debate on a
  healthy eating issue, e.g. starting a healthy
• food tuck shop, selling fruit salad on sports
  day, starting a breakfast club/ increasing the
• variety of food options available, opening an
  after school cooking/growing club
• For more information about promoting

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Explanation continued

• Read and write explanations
• -Children could read BOGH information/resources
  themselves and then write a simplified
• explanation using the 5 food groups as their 5
  main paragraphs, to help them structure their
• writing.
• -Using information from the FFL website
  resources, children could write explanations on
  other
• food related issues such as - how to be hygienic
  when cooking.
• -Children could produce their Balance of Good
  Health/hygiene explanation as a PowerPoint
• presentation which would also develop speaking
  and listening and ICT skills.