Food Screen

Learning Areas
English
Texts and contexts (Everyday texts, School)
Context
It is important that new
arrivals are able to
ESL Scope and
Scales
Working within Scales
Food and
(Outcomes 2.4, 3.4), Language (Outcomes 2.7, make informed choices
2.8, 3.7, 3.8), Strategies (Outcomes 2.11, 2.12,
3.11, 3.12)
about healthy food
choices and understand
the link to future well
6-9
Band
Primary and Middle
Nutrition
Health and Physical Education
being. Years
Health of individuals and communities
(Outcome 1.8)
Essential Learnings
Year Levels
Years 4–6 New Arrivals
Developing an
Program
Interdependence
Students act cooperatively to achieve agreed Evidence
Argument
outcomes. • Understandings
Thinking of healthy choices
Students use a wide range of thinking modes through written
and develop capabilities to critically evaluate argument on “Healthy
food available to them. Food” (I’m the best
snack).
Communication
Students make effective use of language, • Understandings of
mathematical and information and positive choices
communication technology tools to communicate through cumulative
in a range of modes to achieve identified activities inegrating
outcomes. understandings of
both healthy food
Futures choices and social
Students build scenarios of preferred futures and wellbeing.
a sense of optimism about their ability to actively
contribute to shaping their preferred future.
Equity Timeline
Multicultural perspective 5-7 weeks, 7 lessons per week.
The diversity of food bought, cooked and eaten
by families of different cultural backgrounds is This program can follow the Social
valued. Development program.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Food and Nutrition Developing an Argument
Teaching and Learning Cycle
Food and Nutrition – Developing an Argument
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Bu • Find out what students know about st
what’s in food. ru
• Examine and teach the structure and ct
• Match name and nutrients and definitions. i
language of an argument.
ng
• Group/classify food items.
• Produce oral arguments.
• Discuss junk food and balanced diet and effects on body.
• Language activities.
• Compare food intake with balanced diet.
• Compare messages on food packaging with nutritional value.
• Develop poster/Little Book to reveal
good food choices. ontinu
fie l d C
e b ld
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• Make collages of healthy lunch.

• Students independently plan, draft, redraft
• Jointly construct argument “… is a
argument “Why should we eat …”
nd healthy lunch” or “… is good for you.”
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New Arrivals Program Teaching, Learning and Assessment Programs Food and Nutrition Developing an Argument
Overview of language taught in the
teaching, learning and assessing program
A summary of the language mostly pertaining to an argument as taught in the following teaching, learning and assessing program.
The metalanguage that students may need in order to discuss the above language features is bolded.
Text in context Language

Genre Field Tenor Mode
• Understand question / • Argument structure: • Everyday and technical • Speech functions: • Primary tense:
answer format of a survey. - introduction vocabulary: - questions (wh, yes/no) - present
• Learn about definitions. - argument 1, 2 - nouns - statements. - future.
• Explore purpose, intended - conclusion. - nominalisations. • Modality: • Subject–verb agreement.
audience, structure and • Language to organise an • Noun groups with: - possibility • Foregrounding:
language features of an argument: - numbers / quantities - obligation - non human – topic words
argument. - conjunctions. - describers (colour, size, - frequency - condition/cause.
• Language to build cohesion: shape, taste, type). - inclination. • Coherence:
- conjunctions between • Countable and non- • Interpersonal meaning: - link between introduction,
sentences countable nouns.
- feelings, attitudes. body, conclusion
- pronouns • Verbs: - topic sentences.
• Subjectivity / objectivity.
- word sets - action (doing)
• Verbal elements: • Visual literacy:
- words that go together. - mental
- pronunciation - interpret survey form
• Language to expand - relational
- intonation - link between picture, colour,
information: - sensing. text
- eye contact
- linking and binding • Words expressing time. - use of images
conjunctions. - stance.
• Circumstances and clauses: - layout.
- time.
• Comparatives.
Building the Field
In Building the Field, the main objective is to connect with the prior knowledge of the students, develop understandings and
the everyday and technical language related to food and nutrition.
The activities on the left column will provide particular

development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Food habits • Structure of • Everyday • Modality: • Visual literacy: Supplementary activities:
• Brainstorm and discuss: survey: vocabulary: - frequency - interpret survey • Match food pictures with names.
- types of food eaten by students and - question/ - types of food (eg always, form.
• List main food items on poster.
their families answer format. - names. sometimes,
- foods specific to their cultures daily, once a • Display and add to list during
• Words program.
- buying food week, rarely,
expressing time
seldom, often,
- preparing food. (eg morning,
never).
• Survey eating and shopping habits: afternoon,
evening). • Verbal elements:
- review what to do with a survey
• Words connected - pronunciation
- students answer questions for self and
with hygiene (eg - fluency.
friend.
washing, soap, • Speech
detergent, wipe, functions:
refrigerate, cover, - recognise wh..
store, freeze, tie). and yes/no (do/
does) questions
- respond with
statements or
short answers.
Food Habits Survey
Questions You Your friend
What is your favourite food?
What food do you like least?
When and how often do you and your family eat together?
Where do you eat your meals?
• in the kitchen
• in the bedroom
• in the living room
• in another room
Which is your favourite meal of the day?
What do you do with left over food?
At what time of the day are you most hungry?
At what time of the day do you eat the most?
Does your family buy most of the food at:
• the Market (Central market, Fish market, Brickworks)
• the Supermarket (Coles, Woolworths, Foodland)?
• other shops (International Deli, specialty shops)?
Who buys or chooses the food you eat?
Who cooks most of the food you eat?
Do you help to choose what you eat?
What does your family do to make sure the food you eat is clean and safe?
Food choices
• Provide a selection of different foods, • Modality:
including healthy and unhealthy foods. - inclination/
• Each student selects at least three food personal
items that appeal to them the most. In preferences
pairs, they discuss their choices and (eg like, prefer,
reasons why they have chosen certain favourite, hate,
items. fond of).
• Interpersonal KWL is a series of enquiry questions:
Function of food. What’s in food?
• On a chart record answers to KWL
meanings (eg K = know
yukky, delicious, W = would like to know
questions about what’s in food and
yummy, tasty).
what’s the function of food. L = learnt.
• Revise information on the chart as unit What’s in Food?
develops.
Nutrients Goodness in food which the body can use.
• Discuss different forms of nutrients found Energy The power we get from food which makes us able to work, grow and keeps us warm.
in food, relying on prior knowledge.
Fat A part of food which gives us energy.
• Through a simple listening activity,
students match name and definition of Fibre A part of food which helps the body to get rid of waste.
nutrients and their work in ‘What’s in Carbohydrates A part of food which keeps us warm and gives us energy.
Food’. Protein A part of food which we need to grow and repair our body.
Vitamins A part of food which help the body to grow and stay well.
Minerals Natural substances, such as calcium and iron, that help the body to stay healthy.
Classifying food Before getting acquainted with the 5
• In groups of 4, cut out at least 15 food • Describers • Modality: food groups, children can develop their
items from magazines. relating to own criteria. This helps to connect prior
- obligation (eg
• Think of different criteria then sort items physical features knowledge with new information.
should, need to,
into groups (eg group according to size, of food: have to). Definitions:
colour, taste, breakfast food, favourite, - colour (eg ‘Go’ food – Bread and Cereals. Foods
fruit and vegetables). green) that give us energy to run, play and
- size (eg small) think.
- shapes (eg ‘Glow’ food – Fruit and Vegetables.
round) Foods that help us look healthy, help
- taste (eg sweet) our hair to shine and our skin to look
- type (eg smooth.
healthy). ‘Grow’ food – Meat and meat
• Classifiers: alternatives and dairy products. Foods
- go/glo/grow that helps us to grow tall and have
foods strong bones and teeth.
- meat/milk/sugar 3-2-1:
products. 3 recalls
• Technical 2 insights
• Introduce definitions of ‘go’ ‘glow’ and vocabulary (eg 1 question.
‘grow’ foods and put pictures into these products).
categories.
• View the video ‘Food and Me’. Discuss
the food groups introduced in the video.
• Complete ‘Food and Me’ listening
comprehension worksheet.
• In groups orally do a 3-2-1 reflection • Speech
activity. Report to whole class. functions:
- statements.
Listening Comprehension – Food and Me
1. Fill in the sentences with missing words:
Taking care of yourself and having a ................. life are very important.
With healthy food, exercise and rest you can stop yourself from getting ...................
Food gives you ................. and helps you grow ................. and healthy.
We have to make sure that we have enough of the ____ food.
To do that we should eat a lot of ................. kinds of food.
There are 5 main ................. of food.
different strong healthy sick energy right groups
2. Are these sentences true or false?

a. People do not need to eat much fat and oil. TRUE/FALSE
b. Milk products are good for building strong bones and teeth. TRUE/FALSE
c. We should eat a lot of cream. TRUE/FALSE
d. People should eat a lot of fruit and vegetables. TRUE/FALSE
e. We do not need a lot of water. TRUE/FALSE
f. We should eat chocolate only on special occasions. TRUE/FALSE
3. Draw the food items Joe has eaten during one day under the food group they belong to.
NAPNew Arrivals Program Teaching, Learning and Assessment Programs Food and Nutrition Developing an Argument
Five food groups
• Draw a pie graph on a poster or • Technical • Modality:
whiteboard. vocabulary: - possibility
• Place the names of the 5 food groups on - 5 food groups: (could, might,
the pie graph. ◦ 1. Fruit and maybe).
• Re-sort the foods from the ‘Classifying vegetables
Food’ activity into the 5 food groups. ◦ 2. Bread and
cereals
• Put the food items given in the
appropriate section on the pie graph. ◦ 3. Fish, meat
and meat
• Discuss and add names of food to the alternatives
pie graph as the topic develops.
◦ 4. Diary
products
◦ 5. Fats, oils
and sweets.
Food nutrients • Technical • Primary tense: Supplementary activities:
• Read report on food nutrients. vocabulary: - present (eg • Revise types of verbs (eg action,
• Complete table on food nutrients. - nutrients (eg needs, are, mental, saying, relational).
proteins, help).
• Identify language features. • Revise/develop understanding of
minerals, • Passive voice (eg passive voice.
vitamins). are found, can be
• Verbs: found).
- relational (eg
are, is, have).
NAP New Arrivals Program Teaching, Learning and Assessment Programs Food and Nutrition Developing an Argument 10
Food Nutrients
Nutrients are found in food. Some types of foods have more nutrients than others. Our body needs
nutrients to work well. There are 6 different types of food nutrients. These are called proteins,
carbohydrates, minerals, vitamins, fats and water.
Protein is found in many foods. Foods that have got a lot of protein are meat, fish, eggs, poultry,
cheese, milk, bread and grain products. Protein helps our body to grow.
Fibre, starch and sugar are 3 main types of carbohydrates. Fibre is found in fruit, grains, nuts and
vegetables. Starch is found in cereals. Sugar is found in many foods like fruit. Carbohydrates give us energy.
Important minerals are calcium and iron. Calcium is found in milk and milk products. They help our bones to grow
and stay strong. Iron is found in red meat and eggs. We need iron to think well and stay strong.
Vitamins help our body to work properly and prevent us from getting sick. They are found in fruits and
vegetables, butter, cereals, nuts and seeds.
Fats are found in foods such as butter, margarine, oils and cream. They give us a lot of energy but it’s
not healthy for us to eat a lot of fat.
Every part of our body needs water to work well therefore we should drink a lot of water. Some water can
also be found in foods.
Food Nutrients
Name of nutrient Where can you find it? What does it do for our body?
Protein
Carbohydrates
Minerals
Vitamins
Fats
Water
Energy
• Brainstorm why we need energy: • Technical
- what we know vocabulary:
- what we would like to know. - nouns (eg
cells, breathing,
• Match pictures and labels of why we
exercise,
need energy.
internal organs,
blood, nerves,
circulation,
fuel).
We need energy
• To keep us warm
• To build new blood cells and
replace old ones
• To keep our internal organs
working and keep blood and
nerves pulsating
• To think
• To move and exercise
• To breathe
Junk food
• Divide class into 3 groups. • Nouns: • Modality P = Plus, M = Minus, I = Interesting.
• Each group discusses an aspect of PMI - names junk - inclination: (eg
on junk food. food (eg pies, like, prefer,
pasties, chips) favourite, hate,
• Record and share findings with the whole
- international fond of).
class.
food (eg tacos, • Interpersonal
• Make a class definition of junk food. • Structure kebabs, yiros) meanings (eg
• List reasons why we eat junk food. definition (Junk
- places (eg yukky, delicious,
food is …).
• List places to purchase junk food. McDonalds, yummy, tasty).
• Conjunctions: KFC, Pizza
Balanced diet - binding (eg Hut).
• Interpret the recommended amount of because). • Describers:
daily food servings from the National
Heart Foundation. - junk food (eg
takeaway,
• Discuss what we should eat most often, convenience,
in moderation and least often. Why? popular, fast,
cheap, time
Weekly food intake
saving).
• Children keep a personal record of their • Modality: • Subject verb
weekly food intake. • Verbs: - obligation (eg agreement (eg
• Construct a graph in Excel using the - relational (eg should, need to, Bread is, Lollies
information recorded. is). must, shouldn’t, are).
• Countable (eg don’t need to)
• Analyse and compare with the When analysing the data children
recommended daily intake. lollies) and - frequency should use their knowledge of modality
uncountable (everyday, and quantity words (eg I need to eat
nouns (eg bread). more/less more fruit and vegetables. I should eat
often). less lollies).
• Comparatives (eg
more, less).
Foods I Eat
Food I Eat
Foods Mon Tues Wed Thurs Fri
Rice 0 0 0 0 1
Bread 1 2 2 2 0
Vegetables 1 1 0 0 0
Fruit 1 2 1 1 1
Milk 1 1 1 1 1
Cheese 1 1 1 1 1
Meat 1 1 1 0 0
Eggs, Beans 1 0 0 0 0
Sweets 1 1 1 1 1
Chips 0 0 0 0 0
Eggs, beans Sweets

Chips
13% 13%
0%
Rice
0%
Bread
Meat
12%
13%
Cheese Vegetables
13% 12%
Milk12% Fruit12%
NAP
New Arrivals Program Teaching, Learning and Assessment Programs Food and Nutrition Developing an Argument 14
Effects on the body
• Divide a page in half. • Comparatives (eg
• On each side cut and paste a photo bigger, stronger,
of yourself- one with a happy, healthy faster, slower,
image, the other with an unhappy, more energetic,
unhealthy image. creative, better
thinker, quicker).
• Around the unhappy image cut and
paste unhealthy food and pictures of an
unhealthy person in different situations
(eg school—falling asleep, not able to
concentrate, not enough energy to run).
• Around the happy image cut and paste
healthy food and pictures of a healthy
person in different situations (eg school— Food Packaging
alert and active).
Package 1 Package 2 Package 3
........................... ........................... ...........................
Words
Writing
Logos
Package inserts
Large print
Bright colours
Pictures
Famous people
Cartoon characters
Prize offers
Nutrition information
Other information
Food packaging
• From food packages, identify and record: • Technical • Relationship • Visual literacy: The aim is to make children realise that
- product vocabulary: between - relationship the most appealing or tasteful product
- target audience - advertising advertising between may not be the most nutritious and
techniques techniques and picture, colour that slogans may contradict nutritional
- advertising techniques
(eg slogans, target audience. and text. content.
- nutritional information.
logos, angles, • Modality: Extension activity:
Cereal tasting packaging, - inclination (eg
inserts, • View and discuss video on food
• Provide a selection of at least 4 different like, prefer,
gimmicks, packaging ‘Sooper Goop’.
cereals for tasting. favourite, hate,
prizes, offers) Video source: SA Video and Film
• After the taste tests, as a class survey fond of). Collection.
and rank the cereals from the most to - advertising
• Interpersonal
least favourite. terms (eg
meanings (eg
targeted
• Examine the nutritional value of each yukky, delicious,
audience,
cereal and record the information on a yummy, tasty).
motives,
worksheet. selective
• Compare the results of most and least information)
favourite survey with the nutritional - food terms
values. Discuss whether the class’ (eg nutritional
most favourite cereal is also the most content)
nutritious. - visual literacy
terms (eg
visual, image,
graphics, text,
layout, colour).
Food detectives Poster
• In groups of 4, analyse and compare • Comparatives • Modality:
lunches. (eg more fat, less - possibility (eg I
• Use survey form to rate lunches sugar, high in, think…, maybe I
according to nutritional value. low in). could …).
• Explore what has been learnt through • Verbs:
questions such as: - mental (eg
- How does it connect with something think).
you already know?
- How might you use it in the future?
Poster
• As a class choose one type of food (eg a • Technical
fruit). vocabulary:
• Jointly list key words/reasons to state • Build cohesion: - relational verb
why it is healthy or good for the body (eg (eg contains)
- words that go
rich source of vitamins, high in fibre, fat together. - noun groups
free, tasty). (eg full of …,
• Discuss advertising techniques in model free of …, a
poster. great source
of …, a natural
• Use model to design own poster. source of …).
- describers (eg
nutritious)
- nominalisation
(eg goodness)
names of
food (eg
kebabs, soup,
vegetarian
sandwich, pasta
with vegetable
sauce,
casserole).
Rate your own lunch Your lunch Person #2 To Score
Glow Foods – Does your lunch have any 1. Give yourself 2 points
for each item that you
Fruits?
have from the Glow, Go
Vegetables? and Grow food groups.
Go Foods – Does your lunch have any 2. Give yourself 1 point for
each item that you have
Bread?
from Dairy products.
Pasta? 3. Take away 1 point for
Rice? each item you have from
the Fats and Oils food
Cereal?
group.
Grow Foods – Does your lunch have any
Meat?
Eggs?
Beans/Lentils
Fish?
Nuts?
Yoghurt?
Cheese?
Milk?
Fats and Oils – Does your lunch have any
Lollies?
Ice blocks?
Chips?
Chocolates?
Other sweets?
Points Scored
Healthy alternatives
• As a class list all possible food items
children normally bring for recess and
lunch. Highlight unhealthy items and
brainstorm healthier alternatives (eg
instead of eating ice blocks have a tub
of yoghurt, drink water instead of soft
drinks).
• Make a Little Book with an unhealthy
food choice then a healthier alternative.
For example:
- title: Healthy Alternatives
- page 1: Instead of lollies
- page 2: I can have strawberries
- page 3: Reflections on what has been
learnt about food using 3-2-1:
◦ 3 things I have learnt
◦ 2 things I found interesting or
surprising
◦ 1 question.
Modelling/Text Deconstruction
In Modelling/Deconstruction, the main objective is to develop students’ understandings of the purpose, structure and
language features of an argument.

Deconstruction of argument
• Identify structure, language features of a • Argument • Verbs: • Subjectivity (eg I • Coherence:
simple argument (exposition). structure: - mental (eg I believe). - topic sentence
- introduction think, believe) • Objectivity (eg It’s linking
Oral argument
- argument 1,2 … - relational (eg is, high in …). introduction and
• Review aspects about food (eg has) conclusion.
- conclusion. • Interpersonal
appearance, taste, nutritional value,
• Language to - sensing (eg meanings: • Tenses:
energy source).
organise text: tastes). - attitude (eg - simple present
• In pairs, choose two different foods you and future.
- rhetorical • Comparatives (eg delicious,
would eat for a snack (eg ice-cream vs
conjunctions less, more than, refreshing, • Foregrounding:
apple).
(eg Firstly, better). yummy, the - non-human
• Using sentence starters such as ‘I Secondly, best).
• Technical elements (eg
believe’, ‘As well as this…’ construct Thirdly, In vocabulary (eg • Modality: Ice-cream
arguments to convince your partner why conclusion). protein, energy, - obligation (eg tastes …,
s/he should eat your choice of food.
• Conjunctions to mineral). must, have to) Apples belong
• Present your argument to the class. As a link sentences to ... , The high
• Noun groups: - possibility (eg
class decide which argument was more (eg Also, sugar level of …
- with quantities will, I am sure).
convincing. Therefore). is…).
(eg a can of • Verbal elements:
Language activities • Conjunctions to coke, a piece of - pronunciation
• Follow-up with a range of language expand clauses: fish).
- intonation
activities as required. - binding (eg - with describers,
- eye contact
because, classifiers
therefore). (eg fresh - stance.
juicy Italian
tomatoes).
Joint Construction
In Joint Construction, the teacher and students construct a written argument together. Through this process, the teacher
scaffolds the students’ choices and at the same time moves them towards independent construction.

Healthy lunch Alternatively, the poster on food can be
• In groups, make a collage of a healthy • Argument • Verbs: • Subjectivity (eg I • Coherence: used to jointly construct an exposition.
lunch using illustrations and pictures. structure: - mental (eg I believe). - topic sentence During joint construction, the teacher
- introduction think, believe) • Objectivity (eg It’s linking supports students to use what they have
Joint construction
- argument 1,2 … - relational (eg is, high in …). introduction and learnt about food and arguments.
• Use a range of collages to plan and
- conclusion. has) conclusion.
jointly construct expositions ‘… is a • Interpersonal
healthy lunch’ or ‘ … is good for you’. • Language to - sensing (eg meanings: • Tenses:
Justify choices according to nutritional organise text: tastes). - simple present
- attitude (eg
value. - rhetorical • Comparatives (eg delicious, and future.
conjunctions less, more than, refreshing, • Foregrounding:
(eg Firstly, better). yummy, the best). - non-human
Secondly, • Technical • Modality: elements (eg
Thirdly, In vocabulary (eg Ice-cream
- obligation (eg
conclusion). protein, energy, tastes …,
must, have to)
• Conjunctions to mineral). Apples belong
- possibility (eg
link sentences • Noun groups: to ... , The high
will, I am sure).
(eg Also, sugar level of …
- with quantities • Verbal elements:
Therefore). is).
(eg a can of
- pronunciation
• Conjunctions to coke, a piece of
expand clauses: fish). - intonation
- binding (eg - with describers, - eye contact
because, classifiers - stance.
therefore). (eg fresh
juicy Italian
tomatoes).
Independent Construction
In Independent Construction, students independently construct an argument as the summative task for this topic for this
teaching, learning and assessing program.

EXPOSITION
Food choices
• Given the same selection of foods as
earlier in the program (see Food choices Why should we eat vegetable salad?
in Building Field section), each child
identifies 3 preferred food items.
• In small groups, compare with their initial I think we should eat vegetable salad very often because
choice, discuss new choices and state
reasons why.
it’s good and healthy for our body.
Firstly, it’s high in vitamins therefore it helps our skin to
• KNN reflection:
One thing I knew
One things that’s new glow. Also, it’s high in fibre, therefore it keeps our body
One thing I don’t know regular.
Set task
• Set topic: Why should we eat…? Secondly, it’s healthy and natural so it keeps us from
Independent construction
• Individually students:
getting sick.
Thirdly it’s delicious, nice, yummy and colourful. Also, it
- select food
- plan argument
- draft argument has different tastes and textures.
- word process the text
In conclusion, I believe vegetable salad is high in vitamins,

- use feedback to redraft text.
high in fibre, and that’s why it is healthy for our body.
Culminating activities
The following activities integrate understandings across two programs – Social Development and Food and Nutrition.

Responsibilities
• Discuss and briefly brainstorm teachers
and parents’ responsibilities.
• Discuss and list children’s responsibilities
regarding their health, families and
friends.
• As a class select one of the
responsibilities of students. Identify a
problem that might be encountered in
fulfilling this responsibility, find a solution
by working through the decision making
process. For example:
- Responsibility: stay healthy.
- Barriers: being lazy, eating junk food,
watching television.
- Consequences: conflict with parents
and getting fat.
- Solution: playing sport, eating good
food.
• Display choices as poster. • Action verbs (eg • Modality: • Visual literacy:

eat, look after, - frequency (eg - links between
feed, clean, never, always). illustrations and
wash, buy, help, text.
learn).
Choices
• Record personal activities undertaken
during one day on a proforma.
• Colour green, activities which involved
personal decision, and in a different
colour, activities which involved other
people making decisions.
• In groups, identify the personal choices.
• As a class group the decisions students
are allowed to make:
At school, At home, Elsewhere.
What if…?
• Choose 3 activities from the personal
activity record in ‘Choices you can make
everyday’.
• Look at what would happen if you acted
differently (eg What if you chose to talk
to your friend instead of working on your
task? What if you chose to put your lunch
in the bin instead of eating it?).
• Binding • Modality: • Foregrounding:

conjunctions - obligation (eg - condition (eg If
(eg it, when, should) other children, If
because, even if). - possibility (eg I chose to…).
could, can, may,
would).
Think for yourself!
• Children to complete quiz ‘How often do I
think for myself?’.
• Share result and discuss positive and
negative peer pressure.
Responsible choices What choices can I make to be happy
• Using a fish bone diagram analyse the • Technical words • Multimedia: and healthy
positive and negative consequences of relating to food, - layout Make a poster of how you will be in
choices we make under the headings of relationships, - visual images. 20 years illustrating the differences in
food, relationships, success and positive success, positive
consequences between responsible
thinking. thinking.
and irresponsible choices (eg on one
• Write the headings on an A3 recording side draw yourself eating junk food,
paper outlining consequences of: therefore, looking unhealthy, overweight
- making healthy choices Food Relationships Success Positive Thinking and tired, on the other side draw
- making unhealthy choices Fit Lots of Able to afford In control of your emotions yourself eating healthy food, looking fit,
- having positive relationships supportive things you playing your favourite sport with a lot of
Becoming better at
Healthy friends like
what you do
friends).
- having negative relationships
Caring Good marks
- being persistent and hard working at school Willing to team and
Energetic
Happy try new things
- not being persistent or hard working
Persistent
- positive thinking Loving Job of your Achieving set
- negative thinking. choice goals
• Give each pair/group a heading to work Choices

on. Unfit Irresponsible No jobs
• After a given time pass the recording Friends
Tired Problems Give up easily
sheet to a different group. Continue until Lonely a school
every group has had the opportunity to Overweight Not bothering
Selfish
add their ideas to each sheet. Unable to
Self centred buy what
• Collate and record ideas on a class Fish you want
Insecure
Bone diagram.
Happy Healthy Me!
• Make a magic book about things you can
do to be happy and healthy now and in
the future.
• Write key ideas under the headings of
food, relationships, success and positive
thinking.
For example:
1. Food:
- eat a lot of fruit and vegetables
- don’t have too many sweet treats.
2. Relationship:
- be a helpful and loyal friend
- be yourself.
3. Success:
- keep trying to achieve your goal
- don’t give up.
4. Positive thinking:
- when something goes wrong think
of a different way of doing it
- how can you change it so that it’s
better next time?
- what is one good thing you can see
from what has happened?

Food Screen

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Food Screen

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Learning Areas

• Make collages of healthy lunch.

Text in context Language

The activities on the left column will provide particular

2. Are these sentences true or false?

c. We should eat a lot of cream. TRUE/FALSE

d. People should eat a lot of fruit and vegetables. TRUE/FALSE

e. We do not need a lot of water. TRUE/FALSE

f. We should eat chocolate only on special occasions. TRUE/FALSE

Eggs, beans Sweets

The activities on the left column will provide particular

The activities on the left column will provide particular

The activities on the left column will provide particular

In conclusion, I believe vegetable salad is high in vitamins,

high in fibre, and that’s why it is healthy for our body.

The activities on the left column will provide particular

• Display choices as poster. • Action verbs (eg • Modality: • Visual literacy:

• Binding • Modality: • Foregrounding:

• Give each pair/group a heading to work Choices

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