Life Processes 1 Humans 1.3 Food, Drink and Exercise

Sc2: Life Processes 1 Humans 1.3 Food, Drink & Exercise

P.O.S. Key Stage 1 Sc2 1b, 2b, 2c Key Stage 2 Sc2 1a, 2b, 2h Life Processes 1 Humans 1.3 Food, Drink and Exercise

LEARNING OBJECTIVES  To experience different tastes, smells and textures of foods and drinks.  To be able to make a choice between more than two different foods at snack time.  To be able to sort foods into simple categories e.g. like/dislike.  To be able to simply explain why we need food and drink.  To begin to develop the skill of recording. ICT LINKS VOCABULARY  Use ICT graphics package to PSHE Food, drink, water, fruit, vegetables, produce chart of favourite foods. meat, dairy, grain foods, exercise,  Use of digital camera to take healthy, unhealthy, like, don’t like, taste, pictures of different foods and smell, hungry, thirsty. meals ACTIVITIES RESOURCES POINTS TO  See “The Senses” section – Taste/smell – similar activities but linked to  Selection of safe NOTE importance of food and water to humans, for life and growth. and appropriate  Be aware of  Experience different tastes, smells, and textures of food. food and drink. food allergies.  Explore properties of foods e.g. brittle biscuits, slippery jelly, picking up peas  Digital camera.  Tube-fed with a spoon or fingers, eating spaghetti.  Selection of dry pupils will  Keep a diary of snacks and drinks taken at school, meals and drinks at home foods never have  Make a picture menu of school dinners (use digital camera to photograph  Pictures of experienced school meals) different foods – food tastes,  Talk about what they think they need to stay alive. either from but can  Make a class chart of favourite foods/drinks. magazines or explore smells  Pupils describe how they know when they need food and water. packaging. and textures  Discuss what might happen if they didn’t eat or drink.  Range of plastic using hands.  Eat some dry food e.g. crisps, digestive biscuits, oak-flakes – what do you foods feel now? (i.e. are you thirsty now?)  Posters/wall  Adult tell pupils about importance of drinking water frequently charts (using  Adult and pupils to be open about special dietary needs – use as a teaching photos) of tool different food groups.  Nutrition lotto (matching plastic foods to pictures Life Processes 1 Humans 1.3 Food, Drink and Exercise

in food groups)  Food Colour Cards( Colour Library

ACTIVITIES (cntd) RESOURCES (cntd)  Using pupils’ favourite foods – sort into types - fruit and vegetables  Big Books about - meat and fish food, visit to - dairy dentist, eating - cereals. etc  Using pupils’ favourite foods – sort into healthy/less healthy  Pictures/videos of  Visit by dental hygienist to class – focus on foods which are different healthy/unhealthy for teeth exercises  Plan a healthy meal  Visit by dietician – talk about health and exercise VISITS  Make a list of pupils favourite exercise  Shops – food,  Make a list of exercises suitable for different groups of people – elderly, supermarket, teenagers etc. bakery, grocers, Make a diary of pupils after school or weekend activities – compare sedentary butchers etc vs. active pursuits.  Market  Farms- fruit, farm shops  Restaurants Life Processes 1 Humans 1.3 Food, Drink and Exercise OWN ACTIVITIES

POSSIBLE INVESTIGATIONS  Find ways of sweetening foods using less/no sugar – can you tell the difference – is it as nice? (e.g. syrup, honey, artificial sweetener)  Survey of fruit and vegetable consumption (in class or throughout school) – how many portions of fruit/vegetables do people eat per day? Is it enough (compared to Government recommendation of 5 portions per day) Life Processes 1 Humans 1.3 Food, Drink and Exercise Name: Date Record Began:

Outcomes: ‘P’ Level 1 NC Level 1

P1 (i)  Is present during experience – tastes and smells offered – may show no response.  May be resistant

P1 (ii)  Shows random fleeting response to taste or smell e.g. turns head, licks lips, closes lips, vocalises. P2 (i)  Begins to attend and respond to taste or smell – may be inconsistent e.g. turns head towards or away from smell, opens mouth to taste food. P2 (ii)  Shows more consistent attention and response e.g. reaches out for food, smiles at smell of particular food, starts to choose between foods/drinks by eye pointing or reaching out. P3 (i)  Begins to communicate intentionally e.g. may accept or decline when offered a drink  Remembers learned response for short period (i.e. within one lesson) e.g. custard might be too hot. P3 (ii)  May respond to options and choices with actions or gestures e.g. reaches out towards biscuit. P4  Shows interest in wide range of foods and drinks.

 Explores textures and properties of foods and observes what happens e.g. biscuit breaks when dropped P5  Co-operates with turn-taking, sharing, show anticipation before eating (may need support) e.g. shows excitement or disappointment when shown a food.  Begins to make choices between foods/drinks e.g. chooses sausages rather than fish fingers at dinner. P6  Begins to be aware of own needs e.g. indicates hunger, thirst.

 Makes clear choices between foods/drinks e.g. at snack times.

 With help uses real food/pictures/plastic food to record with e.g. puts foods they like in a group. P7  Names some of own favourite food

 Begins to sort foods into types, with support e.g. into fruits, vegetables, meat etc. Life Processes 1 Humans 1.3 Food, Drink and Exercise

 Begins to be aware of some physical changes to own body after exercise e.g. tired, thirsty, heart pounding, faster beating  Uses pictures to record with e.g. selects those that show exercise.

P8  Names categories of foods – meat, vegetables, fruit etc.

 Is aware of some physical changes to own body and others’ bodies after exercise.

 Responds appropriately to body’s needs after physical exercise e.g. takes rest, asks for drink.  Records by drawing/selecting pictures and sticking onto chart drawn by teacher. N.C.  Demonstrates and describes some types of physical exercises. Level 1  Names some healthy and some unhealthy foods.  Knows that they need food and water to stay alive.

 Records in tables drawn by the teacher. Further Comments