AUTUMN 2010: Healthy lifestyles for Years 1 & 2
The eatwell plate is the way the Food Standards Agency talks about food groups, and it is widely used in schools. It is used in Fit for a King.
The official site can be found at http://www.eatwell.gov.uk/healthydiet/eatwellplate/.
There is also a series of useful podcasts by the British Nutrition Foundation. These are probably too advanced for your class, but could help you if you needed more information. This is this first in the series:
Think about the eatwell plate. What do you eat in a week?
Food diaries help you remember what you have eaten. Try writing down what you eat, and see how close it is to the eatwell plate.
You can keep notes in your diary, or you can use one of ours!
If you want to print it out to use click here for one you can print.
If you want to use your computer, you can try saving one of these:
This interactive requires Macromedia Flash Player 8 or above.
This is available (free) to download fromhttp://www.macromedia.com/software/flashplayer.
Mummy made pancakes on Tuesday
She tossed them in the air
One fell on the floor
Two fell on the floor
One fell on the cooker
One fell on the grate
But lucky me I got three
Because they fell on my plate.
Glenn O’Neill
Timothy Tompkins had turnips and tea.
The turnips were tiny.
He ate at least three.
And then, for dessert,
He had onions and ice.
He liked them so much
That he ordered it twice.
He had two cups of ketchup,
A prune and a pickle.
‘Delicious’, said Timothy.
‘Well worth a nickel.’
He folded his napkin
And hastened to add,
‘Its one of the loveliest breakfasts I’ve had’.
Karla Kuskin
Strawberries,
Strawberries –
Yum, yum, yummy!
One for the pail
And
One for the tummy!
One to save
And one to taste –
Lots to pick and none to waste!
Bobbi Katz
Five fish fingers - spread out on the plate.
I like to eat them – they taste just great.
Five fish fingers – not one more.
Take a big bite – now there’s four.
Four fish fingers – just for me.
Take a big bite – now there’s three
Three fish fingers – what shall I do?
Take a big bite – now there’s two.
Two fish fingers – oh what fun.
Take a big bite – now there’s one.
One fish finger – left all alone.
Take a big bite – now there’s none.
Anon
Blindfold Taste Challenge
Choose some foods that will explore different taste sensations and may encourage the children to try new foods. Put some of these foods on a plate and cover with a cloth.
Blindfold a volunteer from the class, and get them to taste the different foods. This is a good way to explore the concepts of sweet, salty and sour. It also encourages the children to extend their vocabulary by finding words to describe different tastes.
Superheroes
Ask your class to name as many superheroes as they can and their special powers. Now get them to choose their favourite fruit or vegetable. Ask them to invent a brand new superhero with a special power which is gained from eating that fruit or vegetable.
For example
Carrot-Man! He can see in the dark!
Broccoli-Boy! He can lift anything!
Apple-Girl! Her smile is dazzling!
Imaginative Play Areas:
There is lots of opportunity to explore healthy diets and lifestyles through role play.
Some play-area ideas:
A Café
A grocery shop
A picnic in the countryside
King Yannis’ banquet.
Objects can be collected or made by the children before it is used to explore health education. It can be created by the teacher using real food, or play food.
The children can use the areas for free play or the teacher can introduce a story set in the area. The teacher could also take on a role in the area as a customer, or cook, or special guest. New objects can be placed in the area to explore a particular learning objective.
Key discussion points:
What kind of healthy foods could we serve or sell?
How will we encourage people to eat-in/buy from our shop?
What kind of food would King Yannis like at his banquet?
What kind of foods are suitable for a picnic?
Aim: To increase the children’s heart rate and to have fun.
This activity can be used as a warm up game for either drama sessions or coincide with P.E
Time allocation: 15 mins
1. All children one end of the hall (classroom, playground) which is called top and teacher shouts out following instructions in random order.
2. Shouted instructions are:
runner bean – run on the spot
string bean – hold hands and in a long string snake around the room
jumping bean- jump up and down
jelly bean – wobble like a jelly
broad bean – make yourself as wide as possible.
chilli bean – shiver
baked bean – sun bathe
Aim: To increase heart rate and for fun.
Time allocation: 15 mins
1. All children in a circle sat down (remember to take out one chair)
2. Name all children apple, orange or lemon
3. One person stands in the middle of the circle and shout either Apple Orange or Lemon.
4. Or you can shout “Fruit Bowl” then everyone gets up and moves
5. When one of the fruits is called all the people in that category get up and move to a vacant chair.
6. You can’t move to a chair next to you, and once your bottom has left the chair you must move.
Aim: To increase children’s spatial awareness and co-ordination and control
Time allocation: 10 minutes.
1. A child plays the part of the sleeping dragon at one end of the space facing the wall. When the dragon begins snoring the game has begun.
2. The rest of the class must sneak silently towards the dragon to steal the golden scarf that is tucked into the waist band of the child playing the dragon.
3. The dragon may turn around and snarl at any time, and if they spot anyone moving they send them back to the beginning.
This game is similar to follow my leader. Everybody walks round in a circle, chanting “Do, do, do as I do, don’t worry!” over and over again together. Whoever is chosen to go into the middle must invent a move for everybody to copy as they move around the circle. After a while they choose someone to take over by tapping them on a the shoulder. Then it is that person’s chance to invent a new move.
During the game everybody must keep moving!
The Prince was invited to the Dragon chasing competition. What other events could be part of the Prince’s Olympics? For example:
Climbing Rapunzel’s Hair.
Golden Egg and spoon racing.
Catapult Challenge.
After discussion the children’s ideas could be tried out in P.E.
Health Education Unit Resource Library
NACE, Oliver Street, Nechells
8.30am – 4pm Tel: 0121 359 8007
Online catalogue at www.bgfl.org/healthed
Health Education Unit
Martineau Education Centre
Balden Rd
Harborne,
B32 2EH
Tel: 0121 303 8200
For curriculum support and development.
Schools’ dietitian/ nutritionist
St Patrick’s Centre for Community Health,
Frank Street,
Highgate,
Birmingham,
B12 0YA
Tel: 0121 446 1021
Health Exchange
Birmingham Central Library
Chamberlain Square
B3 3HQ
Tel: 0121 303 2680
www.food.gov.uk
Food Standards Agency Publications
www.welltown.gov.uk
Interactive site for health Education for key stage 1
www.active.org.uk
Fun activities you can provide for a healthy lifestyle
www.bbc.co.uk/eductaion/id
BBC site containing pupil activities for various PSHE and citizenship topics
www.wiredforhealth.gov.uk
The official National Healthy School website. Information for teachers on all aspects of health education and related issues
Healthy Diets for Infants and Young Children. MAFF Publications 1997.
Eating Well for Looked After Children and Young People. The Caroline Walker Trust. 2001
The Diets of British School Children. Dept of Health. Her Majesty’s Stationary Office. 1997
1 A DAY – Just Eat More. Dept of Health 2003.
Healthy Eating Just imagine (Article) Marie Jeanne McNaughton. Drama Magazine Winter 2003
Fun to Learn: My Body. Arianne Holden. Lorenz Books. ISBN 1-85967-833-5
Down the Hatch. Mike Lambourne. Cassell. ISBN 0-30432254-7
Why Wash? Claire Llewellyn. Wayland. ISBN 0-7502-2327-8
What Happens to Your Food? Alastair Smith. Usborne. ISBN 07460-2505-X
Safe and Sound: A Healthy Body. Angela Royston. Heinemann. ISBN 0-431-09141-2
Safe and Sound: Eat Well. Angela Royston. Heinemann. ISBN 0-431-09143-9
With the increased profile of the healthy lifestyle agenda there is much contradictory information circulating. We have gathered current national guidelines and advice that you might like to pass on your pupils.
Children should take part in physical activity for an hour a day (this could be playing tag, skipping or cycling, for example)
We should eat five portions of fresh fruit or vegetables a day (a portion is a handful)
We need calories, salt, sugar, fat and saturates every day to stay fit and well. But too much can make us ill in the long term. Guideline Daily Amounts (GDAs) have been calculated for the five key nutrients.
The GDA for calories for an average adult is 2000
The GDA for sugars for an average adult is 90g.
The GDA for fat for an average adult is 70g.
The GDA for saturates for an average adult is 20g
The GDA for salt for an average adult is 6g.
There are no formal guidelines on personal hygiene – in fact advice is often contradictory. You might like to take the opportunity to discuss with pupils the following:
Hands should be washed before eating or cooking and after anything where there might be germs: using the toilet, playing in dirt or with animals, taking out rubbish, coughing or sneezing on your hands etc You could write a list with your class of when else hands should be washed..
Shower or take a bath regularly. Ask how often members of your class shower or bath.
Faces should be washed regularly. Ask how often memebers of your class wash their faces.
Advice about washing hair is often contradictory, and might depend on hair type, length of hair etc. (although regular hair care will help the early detection of head lice). See what your class say about washing or brushing their hair
Dentists recommend that teeth are brushed at least twice a day, but some people brush three times and floss and rinse with mouth wash. What do your class think?
Fit for a King connects with PSHE & citizenship
curriculum for Key Stage 1 and also makes links with parts of the P.E, English and Science curriculum.
PSHE and Citizenship – Non Statutory guidelines
Developing a healthy, safer lifestyle.
3 Pupils should be taught
A how to make simple choices that improve their
health and well being.
B to maintain personal hygiene.
C how some diseases spread and can be controlled.
D about the process of growing from young to old
and how the needs of people change
E the names of the main parts of the body
Breadth of study
5 During the key stage pupils should be taught the knowledge, skills and understanding through opportunities to
D make real choices (for example between healthy options in school meals,
what to watch of T.V, what games to play).
Science
Science 2 Life processes and living things
Humans and other animals
2 Pupils should be taught
B that humans and other animals need food and water to stay alive
C that taking exercise and eating the right types and amounts of food help
humans to keep healthy
P.E.
Knowledge and understanding of fitness and health
4 Pupils should be taught
A how important it is to be active.
B to recognise and describe how their bodies feel during different activities
English
Speaking 1 To speak clearly, fluently and confidently to different people pupils should be taught to
C organise what they say
E include relevant detail
F take in to account the needs of their listeners
Listening 1 To listen, understand and respond to others pupils should be taught to
A sustain concentration
C make relevant comments
Group discussion and interaction 1 To join in as members of a group pupils should be taught to
A take turns in speaking
B relate their contributions to what has gone on before.
E give reasons for opinions and actions
Drama
1 To participate in a range of drama pupils should be taught to
A use language and actions to explore and convey
situations, characters and emotions
Drama activities
11 The range should include:
A working in role
The programme also links into
SEAL (Social & Emotional Aspects of Learning)
- friendship and belonging
- seeing things from another’s point of view
- working together
- managing feelings
- problem solving
The programme begins in the classroom when the class meet Cookie. She works for Prince Yannis and has been sent to recruit cooks to prepare the Prince’s coronation banquet. The children go to the hall where they enter the Royal Palace and meet the Prince himself learning of his unhealthy life style through puppetry and storytelling.
With the guidance of Cookie the children are encouraged to plan a healthy balanced diet for him through a visual art activity.
The children help the Prince get fit as he prepares for the Annual Dragon Chasing Competition and debate what constitutes exercise.
There will be a short break at this point.
After break the children witness the results of their efforts as they watch the dragon chasing event and advise Prince Yannis on his personal hygiene as he returns to the Palace.
The cook and the children then help the king to review all the factors that will help him to maintain a balanced, healthier life in the future.
The coronation happens with the children as honoured guests.
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