Health and Wellbeing: Food and Health
First Level
Significant Aspect of Learning 5
Knowledge and understanding that food practices and choices depend on many factors including availability, sustainability, season, cost, religious
beliefs, culture, peer pressure, advertising and the media.
Learning Statement(s)
Consider the basic journey food takes from farm to fork, during practical food activity.
Experiences and Outcomes
HWB 1-35a When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their
seasonality, their local availability and their sustainability.
(Curriculum Area: Health and wellbeing > Food and health >
)
Success Criteria
Actively listening to information about where food comes from.
Learning Intentions
Investigating where food comes from.
To learn where food comes from and where food is grown or reared.
To learn which plant and animal products are used to make food for me.
Identifying some foods that grow on plants and some foods that are made
from plants.
Naming some foods that come from animals.
Identifying some key stages in the journey from farm to fork.
Exploring and Understanding…
Learning Intentions
To learn where food comes from
and where food is grown or
reared.
Knowledge & Understanding and
Skills development:






Visit to a farm
Farmer visit to the class
Trip to the Botanic
Gardens to see plants
growing
Talk from Quality Meat
Scotland
Independent and paired
research
SSPCA workshop about
animal welfare
Actively listening to information about where food
comes from.
A visit to the class by a farmer provided the children with an
opportunity to learn from someone with relevant, real-life
experience. The children showed they can listen to and
observe information about food origins on the farm. They
were able to ask relevant questions to deepen their
understanding and could verbally name some sources of
food, both plants and animal.
Reflecting upon learning…
Comments from the teacher:
Farmer Visit to class: “The opportunity to talk to a real
farmer and ask questions really helped the children’s
understanding of what happens on a farm.”
Botanics Visit: “The class had the opportunity to
explore plants, plant their own and learn about the
plant cycle. Skills that they developed included:
collecting information, note taking, gathering samples,
and following instructions to then plant their own
seeds.”
Investigating where food comes from.
A visit by the class to St. Andrews Botanic Gardens provided the
children with an opportunity to explore a range of plants in a
Skills:investigation
collecting information,
note
natural setting. Through
and discussion,
the taking,
samples,
following
instructions
children were able togathering
explain that
some plants
produce
foods like to then
fruit and vegetables plant
and that
others
used to make cereals,
their
ownare
seeds.
bread and things like sugar and coffee.
Identify some foods that grow on plants.
Hands on exploration of animal and plant products allowed the children to explore the texture of wool, hay and
wheat. They were able to ask appropriate questions, listen to explanations, and could then identify the wheat as
being used to create food for humans, and the hay as food for animals. The activity deepened the children’s
understanding of some wider uses of the things that are grown and collected on a farm.
Learning Intentions
To learn which plant and animal products are used to
make food for me.
Knowledge & Understanding and Skills development:



Collecting samples
from plants.
Collecting plant samples
Describing the texture of plant and animal
products.
Making connections between plants and their
uses.
Showing Understanding in a Range of Ways…
Identify some foods that grow on plants.
Identify some food items that are made from plants.
The children show, by selecting only images of foods that come
from plants, they have an awareness of the journey that some
foods make from farm to fork.
The children are able to match foods to the plants they
originate from and can, with support link these to the
countries in which they grow.
They are able to contribute to a class discussion about
why some foods can’t grow in certain climates.
Identifying some key stages in the journey from farm to fork…
The children make connections with previous learning about seasonal changes and consolidate the understanding they have gained through investigations in the
classroom and through real-life connections (farm visit, farmer interviews etc.).
By creating a ‘Farmers Wheel’ they show that they can name some of the things that happen on the farm in each season to ensure that food is sent on its
journey from farm to fork.
“I learned to milk a cow.”
“Cows get milked two times a day.
”My good learning is the [milking] machine and how it works.”
Understanding where food comes from…
The children are able to draw their favourite meal to strengthen their understanding that all
of the food they eat comes from either a plant or an animal. By labelling some of the food
on the plate and explaining where it originates from, they show that they know and
understand that food comes from plants and animals and can, for an increasing range of
foods, say which ones.
, explain
whichinplants
and animals.
Plants
grown
the class
by the children are used as a stimulus for art. Making Interdisciplinary links with Art and how plants grow, the children are able to demonstrate,
through their drawings, their knowledge that some foods are grown above and some
below the ground (roots and shoots).
Challenging Thinking to Deepen Understanding…
Identify where food comes from
At the start of their farm to fork topic, the children demonstrate – through peer
discussions and a matching activity – their existing knowledge of which foods come
from plants and which ones from animals. They are able to explain their existing
knowledge and use this to identify the next steps in their learning.
Identify where food comes from and how we know it is safe to eat.
An Inspector from the SSPCA was invited to talk to the class and help them to understand more about farm animal welfare. She explained to the children that it is important for us
to know where our food comes from and to ensure that the animals we eat are healthy and treated fairly.
Following a discussion, the children played top trumps to further develop their understanding about farm animal welfare. They were then able to show that they could make the link
between animals, the food they eat, and the needs the animals have to stay healthy, by playing a true/false card game with a partner – also allowing for peer assessment of learning.
Applying Learning in Practical Situations…
Following investigation of a range of plants and their uses at St. Andrews Botanic
Gardens, the children planted seeds to take back to school and grow. They were able
to explain that the seeds would grow leaves (cress and mustard) that they would then
be able to pick and use when cooking other foods to enhance the flavours.
Name some foods that come from animals.
Quality Meat Scotland spent time with the class talking about meats reared in Scotland and the
health benefits of eating a balanced diet – including good quality red meat.
The children then prepared and ate a wrap made with Scottish beef. They are able to explain that
the beef they have eaten was reared on a farm similar to the one they visited earlier.
Health and Wellbeing: Food and Health
First Level
Significant Aspect of Learning 5
Knowledge and understanding that food practices and choices depend on many factors including availability, sustainability, season, cost, religious
beliefs, culture, peer pressure, advertising and the media.
Learning Statement(s)
Discuss and understand how advertising may influence their food choices.
Experiences and Outcomes
HWB 1-37a I am discovering the different ways that advertising and the media can affect my choices.
(Curriculum Area: Health and wellbeing > Food and health >
)
Learning Intentions
To learn about the influence of advertising and how it affects our
choices.
To extend my learning about persuasive techniques and how they are
used in adverts.
Success Criteria
Identify some methods companies use to encourage you to eat their food.
Create my own poster using persuasive techniques.
Investigating and Understanding…
"McDonalds advert would
encourage you to eat it as
it shows healthy farm
stuff."
"The way people on
adverts talk make you
want to eat their
food."
Learning Intentions
To learn about the influence of
advertising and how it affects our
choices.
Knowledge & Understanding and
Skills development:


"Sometimes they show
you how healthy things
are and show you all the
nice meat and milk."
"Even though some
food is unhealthy I
would eat it because
the poster makes it
look delicious."

Listening to/watching
food adverts on TV and
Radio.
Analysing advertising
posters.
Creating own posters to
show learning about
advertising techniques.
Identify some methods companies use to encourage you to
eat their food.
The children watched a range of adverts on the TV, listened to
some adverts on the radio and looked at advertising leaflets and
posters.
Through observation and discussion they were able to explain how
advertisers try to influence them and also to show their ideas by
annotating food posters.
Identify some methods companies use to encourage you to
eat their food.
Comments from annotated food posters show that the children
can identify some strategies used to influence them and persuade
them to eat certain foods.
Identify some methods companies use to encourage you to
eat their food.
The children are able to discuss food adverts with a partner,
identify slogans and target product, and make personal
observations about the effect the advert has on them and how
it would influence their decisions.
Applying Knowledge…
Learning Intentions
To extend my learning about
persuasive techniques and how
they are used in adverts.
"I would drink
Innocent Smoothies
because it looks like a
superhero."
Knowledge & Understanding and
Skills development:

Create posters advertising
different foods.

Use a range of techniques
to influence people to eat
the foods being
advertised.
"Adverts tell you the
stuff’s good for you."
"Using cartoon
characters and
famous pop stars and
stuff make us want to
try it. We think it’s
cool."
"McDonalds’ toys
encourage you to go
there."