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Lesson 1 – Food and Health
Learning statements and ways of working addressed in Lesson 1
EARLY LEARNING AREA
Learning Statements
Health and Physical Learning
Children build a sense of wellbeing by making choices about their own and others’ health and safety with increasing independence Active Learning Processes
Children think and enquire by generating and discussing ideas and plans and problem solving Children think and enquire by investigating their ideas about phenomena in the natural world
Year 1 Learning Statements Children build knowledge, understanding and skills to: Health and Physical Learning
identify healthy food choices reflect on and identify how choices and actions influence health and wellbeing
Active Learning Processes
investigate appropriate resources to meet design needs design and communicate ideas through play, drawings or concrete materials make products to respond to personal or group needs
KEY LEARNING AREA (^) Essential Learnings by the end of Year 3 Health and Physical Education
Health behaviours and choices are influenced by personal factors, people and environments A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing Individual behaviour and actions, including adopting safe strategies at home, on and near roads, near water, and in relation to the sun, can promote health and wellbeing and safety
Ways of working During this lesson students will:
- pose questions and plan simple activities and investigations
- identify and collect information and evidence
- draw conclusions and make decisions
- apply personal development skills when interacting with others
- reflect on and identify how behaviours, skills and actions influence health and wellbeing, movement capacities and personal development
- reflect on learning to identify new understandings
Learning objectives
By the end of this lesson students will be able to:
1 List aspects that contribute to good health. 2 Demonstrate the ‘Grow, Glow, Go’ actions in relation to food and health. 3 Identify past, current and future food choice behaviour. 4 Describe how they have grown and developed. 5 List different sources of food in their community. 6 Reflect on where people live and how it affects the food choices available to them. 7 Demonstrate taking turns and listening to others without interrupting. 8 Compare similarities and differences between people at different stages of life. 9 Express feelings openly and honestly and listen to other people's opinions.
Resources
➔ Flip charts 1, 2, 3, 4 ➔ Paper ➔ Coloured pencils or crayons ➔ Chalk/whiteboard marker pens ➔ Home activity handouts for each student ➔ Gardening requirements depending on the activity selected (see Activity 7).
Things to do before the lesson
➔ Invite local health worker to co-present session (see contact list in manual for more details) ➔ Ask students to bring in two photos of themselves (1 baby, 1 older) OR have photos of babies and older children taken from magazines or the Internet to use in case students don't have photos of themselves ➔ Read background information ➔ Get coloured pencils/felt pens and paper ready ➔ Photocopy front cover of ‘My Food Book’, 'Grow, Glow, Go' and ‘We need food’ handouts ➔ Access story book for Activity 5 (see suggested resources p 86-89) ➔ Plan food growing activity.
One way of looking at how food helps our bodies is the Grow, Glow and Go concept:
- GROW (or protein) foods include meat, fish, chicken, seafood, kangaroo, nuts, emu, eggs, milk, cheese and yoghurt. These foods help you to grow and to repair body organs.
- GLOW (or protection) foods include all fruits, vegetables and berries whether they are fresh, tinned or frozen. These foods are full of vitamins and minerals which provide protection against illness.
- GO (or energy) foods include bread, damper, breakfast cereal, rolled oats, rice and pasta. These foods give you the energy to run, jump, play and survive. The Grow, Glow, Go concept is very useful for children and those with low literacy levels.
Water
When you are thirsty, the best drink to have is water. Water keeps the body hydrated and keeps the blood flowing. Without water our body would dry out and stop working. Other drinks like soft drink and juices do have water in them but are often high in sugar. These drinks can fill children up so they won’t want to eat at mealtime and they can cause tooth decay.
Past, Current and Future Food Choices
It is important that students are empowered to develop a sense of control over food choices. When the children were babies and toddlers, they had virtually no control over their food choice. They ate what they were given and spat it out if they didn’t like it. For many children at school, they are given more and more opportunities to make food choices. These food choices occur at the tuckshop, when food shopping with parents/guardians and when eating and preparing food in the family home. Most children do not eat food because of its nutritional value. They eat food because they like the taste, they see other children eating it, because they are hungry or because it’s meal time. In most instances, they eat food in a social setting with family or friends. This social interaction whilst eating helps meet the children’s social needs. Social interaction around mealtime plays an important cultural role for many Aboriginal and Torres Strait Islander families. Families can be quite large, so mealtimes can be a special (and noisy!) occasion. The cultural importance of food is discussed more in the background reading for Lesson 3 ‘Aboriginal and Torres Strait Islander Foods’.
Where Does Food Come From?
For most children living in cities, food comes from the supermarket, although some people in cities also get food from markets and their own gardens. For children living in the bush or the country, food can come from the store, a vegetable garden, the sea, the farm, the river or the bush. Where you live influences what food is available. Some people may see living in the city as an advantage as they have a wide range of food available to them all year round. Some people see living in the bush or country as an advantage as they can access bush tucker or may have their own vegetable gardens. It is important for children to recognise these differences and the advantages of living where they live with regards to food supply.
Activity 2 Staying Healthy
Show Flip chart 1 ‘I am healthy’ to reinforce previous discussion.
- emphasise physical, social and mental aspects.
Extension Activity
Ask students to either draw or think of two ways in which they can stay
healthy. Remind children of mental and social health.
Flip chart 1
Activity 3 Food and health – grow, glow
and go!
Show Flip chart 2 and explain to students that food helps our body in three
ways:
- to grow
- to protect us from becoming sick (glow)
- to give us energy (go).
Demonstrate these concepts:
Grow
Get the students to curl up in a little ball and explain that food helps us to
grow tall and strong like a tree. Get the students to slowly unravel
themselves and stretch up as high as they can, like a tree.
Glow
Explain to the students that food helps to keep us healthy and protect us
from getting sick. Ask students to show you a nice big healthy smile to show
how healthy they are.
Go
Explain to the students that food gives you lots of energy to run, skip, jump
and play. Ask the students to show you how fast they can run on the spot.
Afterwards remind them that food gave them the energy to run that fast.
Extension Activity
- Show Flip chart 3 and discuss that different foods from the ‘Food Star’ have different jobs in our bodies – some help us to ‘grow’ while others help us to ‘glow’ and ‘go’.
Flip chart 2
Flip chart 3
Activity 4 Where does food come from?
- Discuss with students where food comes from.
- Look at Flip chart 4 and go through the different food sources.
- Talk about each food source and ask students if they have had food from any of them
Flip chart 4
Activity 5 Read a story about getting
food
- Choose a book about getting food to read with the class. Your school library may have appropriate books or see the resource section (p 86-90) for suggestions (eg ‘A big day out’; ‘Betty and Bala and the proper big pumpkin’; ‘Bush tucka good tucka’; ‘Nardika learns to make a spear’; ‘My Home in Kakadu’).
- You could also show a DVD about collecting bush tucker (eg. Salt water and sandtracks Vol 1)
- Points to discuss after reading the story or watching the DVD:
- What foods did they talk about in the story?
- Where did they get the food from?
- Can you get that food where you live?
- Would you like to taste the food that was in the story?
Story book
DVD (optional)
Activity 6 Food availability
Discuss with students that food comes from many places. Where you live affects what food is available to you, eg. If you live in the country/bush:
- Where would you get crabs to eat?
- Could you go to the supermarket?
If you live in the city:
- Where would you get bush tucker from?
Extension Activity
Ask students to discuss the good and bad things about living in different places and the different foods available in those places.
Flip chart 4
Activity 8 Past, current and future food
choices
- Ask the students to look at their photo/pictures and show others.
- Discuss the changes that have occurred in them
- Starting with the baby photo/picture, discuss:
- Types of food eaten, if you were breastfed, how much food you ate, who fed you.
- Changes in a baby’s life such as sleeping a lot, having no teeth, not being able to talk or walk etc.
- Repeat questions with each photo and talk about the changes that occurred between different ages, eg.
- I choose and make some foods,
- I eat more food, I can run and talk,
- I eat different types of food etc.
- Reflect how the foods they have eaten have helped them to grow, to stay healthy and to be active.
Extra Activity
- Take the height measurements of all children and record them on a chart / graph.
- Growth progress can be recorded over the year.
- Look again at Flip chart 3. What foods help you grow?
The week before, ask students to bring in two photos of themselves at different ages (if they don’t have photos they can draw themselves as a baby or use photos from magazines/ internet)
- Ruler
- Pen
- Tape measure
- Flip chart 3
Activity 9 Reflection
Reflect with students what was discussed in this lesson. What new things
have they learned?
Home Activities
Hand out ‘My Food Book’ front cover, the ‘Grow, Glow, Go’ and the
‘We need food’ sheets.
Ask them to colour it in and keep for remaining handouts.
Parents will need to help with ‘We need food’.
All worksheets, homework, class work will be collated in ‘My Food Book’ to
show parents each week.
Photocopies of:
- ‘My Food Book’ front cover
- ‘We need food’
- ‘Grow, Glow, Go’
