Health and Wellbeing: Food and Health
4 th 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)
Evaluate the environmental impact of food production.
Investigate factors which affect consumer choice.
Understand the impact food choice may have on health.
Evaluate the impact of technology on the nutritional value of food.
Evaluate the information on food packaging in relation to legal requirements.
Investigate consumer rights and responsibilities and where to get help.
Experiences and Outcomes
HWB 4-37a: By investigating different influences on the consumer, I can discuss how consumers can be influenced by external sources.. (Health and
wellbeing > Food and health > Food and the consumer)
Secondary Organisers
MNU 3.01a: Having investigated the practical impact of inaccuracy and error, I can use my knowledge of tolerance when choosing the required degree of accuracy to
make real-life calculations.
oiui
LIT 4.06a I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a
logical order and use suitable vocabulary to communicate effectively with my audience.
LIT 4.26a: By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes and organise essential
information or ideas and any supporting detail in a logical order.
Learning Statement(s)
Evaluate the environmental impact of
food production.
Investigate factors which influence
consumer choice
Lesson 1: Researching and Understanding…
WORK COMPLETED BY PUPIL IDENIFYING DISTANCE
TRAVELLED FOR SOME OF THEIR FAVOURITE FOODS.
Researching food miles for
some of their favourite
foods.
Learning Intention(s)
Pupils will be learning where foods
come from and how far they have
travelled.
After a class discussion about
the advantages and
disadvantages of buying local
produce, pupils then have to
identify 6 of their favourites
and calculate the distance
travelled. This information is
then shared with the class.
Pupils will be learning about food
miles and their environmental
impact.
Pupils will be learning about
seasonality.
Investigating seasonal
and local produce.
Knowledge & Understanding
and Skills development:
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Peer discussions
Reflecting upon personal
learning through
discussion
IT research.
Presentations
Developing knowledge of
food production in
Scotland
Developing knowledge of
import/export of food.
Following on from the Food
miles lesson, a class
discussion is held about our
own local and seasonal
produce. Pupils also watch a
short video about Farming in
Scotland to further their
knowledge. Pupils then have
to devise a dish using foods
in season from Scotland.
SCOTTISH SEASONAL DISH
Success Criteria
Pupils can define food miles and the impact it has on their food choice.
Pupils can identify what foods are grown locally and when they are in season.
Pupil Comment
Pupil Comments
“I cannot believe some of my favourite foods have
travelled over 5000 miles before I can eat them.”
“If we did not import food the choice in our supermarkets
would not always be as great.”
“Food miles is the distance your food has travelled before it
gets onto your plate.”
“Scotland produces a lot of its own foods especially in
the summer months.”
Next steps for learners:
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
Apply knowledge in practical food lesson.
To research the global impact of food miles for the producers.
Lesson 2: How to Apply my Learning in Practical Situations…
Learning Intention
Pupils will be learning how to
produce a food item using frozen,
imported ingredients.
Produce a food item
taking into account
food miles.
Following the theory
based lesson, pupils
now produce
blueberry muffins
using frozen imported
blueberries.
Knowledge & Understanding
and Skills development:
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
Peer discussions
Reflecting upon personal
learning through
discussion
Development of practical
and organisational skills.
INFORMATION SLIDES
PRODUCED BY PUPIL TO BE
USED FOR STARTER/RECAP
OF PRACTICAL LESSON
Consideration is given
to the distance
travelled but also
linking to seasonality,
freezing and local
produce.
Success Criteria
I can safely and hygienically produce a food item.
I can discuss how food miles and innovations such as freezing are used in this recipe.
I can identify foods which are produced in Scotland.
Learner’s comment:
Learner’s Comment:
Raspberries could be used in the
summer if we wanted to use
local produce.
Freezing foods allows us to be
able to buy them all year round.
They are sometimes cheaper
and taste better.
Learner’s Comment:
Frozen food lasts longer but
still has all the nutrients
making it a good, healthy
option.
Lesson 3: Consolidating and presenting my knowledge…
Learning Intention
Present information
to help promote the
benefits of locally
produced and
seasonal ingredients.
Pupils will be learning about the
benefits of using local and seasonal
produce.
Knowledge & Understanding
and Skills development:
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Peer discussions
Reflecting upon personal
learning through
discussion
Consolidating knowledge.
Presentations
IT research
Pupils now consolidate
the knowledge they
have learned and
produce an
information leaflet
which is to be
displayed at a local
farmers market.
EXAMPLE OF LEAFLET
PRODUCED BY PUPIL
This evidence can also
be used towards
outcomes within the
N4 Understanding and
Using Ingredients
Hospitality unit.
Next Steps in Learning as identified by pupils:
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Produce food items using local and seasonal produce.
Visit/speak to local food producers.
Further develop understanding of the global impact of importing and exporting foods.
Teacher comment:
This is a new series of lessons that we have added to our courses and is still in
development. A number of external links have already been made to enhance
the learning and teaching of this next session.
Lesson 1: Researching and Understanding…
Identifying legal
requirements of a food
label.
Learning Statement(s)
Evaluate the information on food
packaging in relation to legal
requirements.
Learning Intention(s)
Pupils will be learning about the legal
requirements on a food label.
Pupils will be learning why labelling is
important to the consumer.
Knowledge & Understanding
and Skills development:
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

Peer discussions
Reflecting upon personal
learning through
discussion
Developing knowledge of
labelling requirements.
WORKSHEET COMPLETED
BY PUPIL TO DEMONSTRATE
KNOWLEDGE OF LABELLING
After a class discussion about
food labelling and why it is
important. Pupils examine a
range of food packaging and
discuss with a partner the
identified pieces of legal
information. This is then
shared with the class.
Explaining the
importance of food
labelling.
Following the discussion on
legal requirements of food
labelling, pupils then explain
the importance of food
labelling and why it is
important to the consumer
following teacher input.
.
Success Criteria
Pupils can identify the pieces of information that legally need to be on a food label.
Pupils can explain why a range of statutory information is important to the consumer.
Learner’s comment:
Learner’s comment:
I thought a bar code was
essential but I now know this is
optional. It is used to speed up
things at the checkout and also
help with stock control.
The name and description of the
food lets us know what we’re
buying, particularly if it is a
brand name such as Mars Bar.
Learner’s Comment:
More manufacturers and
supermarkets are starting to use
traffic lights. This helps us
understand the nutritional
information better and make
healthier choices.
Learning Intention(s)
To understand food labelling and
how this is applied to a food product.
Knowledge & Understanding
and Skills development:
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Reflecting upon personal
learning through
discussion
Applying knowledge of
labelling requirements.
IT research
Consolidating knowledge
Presentations
Lesson 2: Applying my knowledge…
Produce a food label for
product created during
design challenge.
EXAMPLES OF LABELS FOR
PIZZA PACKAGING
PRODUCED BY PUPILS
Pupils complete a design
challenge using the
Sainsbury’s Get Cooking
Challenge format. Pupils
work though a mini food
product development task
from planning to production.
Once pupils have produced
their own pizza they carry
out a number of additional
tasks including creating ad
advertising campaign,
designing packaging and
creating a food label for their
product.
This links to the previous
lesson as pupils have to
ensure all food labelling
requirements are
demonstrated on their own
label.
.
Success Criteria
Pupils can produce their own food label.
Pupils can peer assess their partner’s food label to ensure it contains all the legal requirements.
Learner’s comment:
Learner’s Comment:
I decided to add a photo of my
pizza to my food label as I think
this makes it more eye-catching
to someone seeing it in the
supermarket.
The label is important to give the
consumer all the vital
information about my product. It
will also hopefully help to sell it!
Next Steps in Learning as identified by the children:
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Examining voluntary labelling on food packaging.
Carrying out a nutritional analysis of their pizza (using software), this information could then be added to the
label.
Creating a package for their food product.
Teacher comment:
As this topic relates to the pupil’s own food product that they design and make, it is
more ‘real’ for them. It gives learners the opportunity to create a label using their own
information. A lot of pupils have a basic understanding about food labels before these
lessons, but this gives us the opportunity to discuss, in depth, the legal requirements
and clarify any misunderstandings and confusion.