Years 1 and 2 Achievement Standard Lesson 3 Sometimes Food

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Years 1 and 2 Achievement Standard Lesson 3 – Foods to Eat Least (Sometimes)

INTRODUCTION FOR TEACHERS

Place students into groups of 3. Give each person a role – Materials, Writer, Speaker

The Materials person collects an A3 sheet of paper, a black, red, orange and yellow texta for their group.

The Writer chooses the black texta and draws or writes the food items their group call out that they can see on the posters down the side of their A3 sheet.

As a group, discuss why the students think they are sometimes foods that we eat least.

The Speaker stands up from each group and one at a time explain their group’s ideas. (This gives the teacher an idea of preknowledge).

 

PREPARATION

One copy of the "Sometimes Food Fact Sheet" per group.sometimes_foods_fact_sheet

A poster of:
The Aboriginal and Torres Strait Islander Guide to Healthy Eating (ATSIGHE)

Aboriginal & Torres Strait Islander Guide to Healthy Eating Poster

Aboriginal & Torres Strait Islander Guide to Healthy Eating Poster

and /or
The Australian Guide To Healthy Eating (AGTHE) hung up on the whiteboard at the front of the class.AGTHE_Poster_P(1)

5 sheets of A3 or large butcher paper, each with a heading Foods To Eat Least.

A black, red, yellow and orange texta per group (pencils can be used in place of textas).

Salt (in a shaker), sugar in a clear jar or cubes, oil in a clear bottle, butter or margarine in a clear container.

1 whiteboard marker per group (to be left on the whiteboard).

Blu Tak or pins to hang A3 sheets at end of session.

 

ACTIVITY 1

Draw the students’ attention to the food items out the front. Explain that we need to limit, (reduce, have less of), the amount of sugar, salt and fats we eat every day.

Now have the students choose one of the coloured text as each.

RED = Sugarssugarsaltfats

YELLOW = Fats

ORANGE = Salt

Next to each item drawn on the group’s sheet, the students draw a cross if they think their coloured texta (fats, salt or sugar) is found in the “Sometimes” food item. When complete, some items may have all three crosses.

Ask the Materials person to hold the sheet and the Speaker to stand and point out the items that had all 3 colours marked in a cross.

Now ask the students to look at the Sometimes Food Fact Sheet

If a food has 3 yellow crosses, the students puts 3 yellow crosses on their A3 sheet next to that food item.

Each students transfers the crosses in their colour on the chart across to their A3 sheet.

As a group, the team think of a short sentence that lists the foods that have the most crosses and should be eaten the least. The Writer has a go at writing the sentence on the back of their sheet (alternatively they circle the foods that have the most crosses with the black texta). The Speaker shares the sentence or shows their sheet to the whole class.

Materials person collects textas and return to the teacher. Pick up Blu Tak or pins to help hang their A3 Sheet.

Speaker and Writer hang their A3 Sheet somewhere in the room.

 

ACTIVITY 2

“Who’s NOT Been Eating Healthy Food?”junkfood

(Similar rules as “What’s the Time Mr Wolf?”)
All students start the game, standing right in front of the teacher

Children chant: “Who’s NOT been eating healthy food?”

Teacher answers: “Anyone who drank soft drink this week”

Anyone who complies with the statement takes a step backwards.

Children chant: “Who’s NOT been eating healthy food?”

Teacher answers: “Anyone who had a packet of chips this week”

Repeat chant and teacher answers each time using a “Sometimes” food item from the food groups.

The last person to reach the other end is the winner.

Swap roles, the winner stands out the front. The teacher may need to assist the student to think of items from the “Sometimes” food group.

Play a number of times to ensure the students are gasping the concept of “Sometimes” foods. Explain to the children that our choice of foods can affect if we are healthy or go backwards in our health because we are not feeding our body the correct mix of foods.

WE NEED TO LOOK AFTER OUR BODY is the key message.

Teacher Notes

To gain maximum impact, and help children retain the key message, integrate the sentence into language activities for the week.

1) Finding particular letters in the sentence

2) Handwriting activities of rainbow tracing, pasting ripped paper on top of the words

3) Reading activities – cut the words out and paste into order, paste words onto a sentence sheet, matching word shapes, type up the short sentences each group created in this lesson and children read the sentences

4) Spelling activities – make new words from the sentence

5) Writing activities – list other ways we can look after our body, write dot points on reasons why we should look after our body

 

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