RESOURCE LIST CREATIVE HOMEWORK LINKS CONCEPT FLOW

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2 OUT OF THE BOX SPRING TERM 1(A) KS2 A Business Enterprise Healthy Food Project (Health and Wellbeing / Science and Technology) Theme Map KEY SUBJECT SKILLS A range of skills from ICT, History, Art, DT (dependent on teaching and learning focuses and activities) RESOURCE LIST Dimensions Out of the Box Theme Resource PDF - Disney s Ratatouille DVD (or similar) Sites linked to theme: CREATIVE HOMEWORK LINKS CONCEPT FLOW A. Identify that animals, including humans, need the right types and amounts of nutrition and that they cannot make their own food: they get nutrition from what they eat Research and create product; package and promote; advertise using video, posters and radio Pupils to research different charities and choose one to represent. They must prepare a presentation in any form to promote their cause to the class. Hold a vote to see which charity should gain from the business enterprise project OR ask for ideas on how to spend the money (does the class or school need something?) Conduct a survey amongst family and friends to find out the healthy foods people enjoy eating. Use a format to record results. Out of the Box Theme Resource PDF Homework ideas P.53 See Out of the Box Theme Resource PDF 2

3 OUT OF THE BOX SPRING TERM 1(A) KS2 A Business Enterprise Healthy Food Project (Health and Wellbeing / Science and Technology) Theme Links MATHS LINKS Money, weight and measure Data Handling pie charts MATHS PROBLEM-SOLVING Out of the Box Theme Resource PDF ExpoFocus 6 Packaging Design - 3D shape and space (of packaging - linked to size, shape and how this affects shelf space requirements, stack-ability, etc.) ESSENTIAL LEARNING EXPERIENCES Profit-making activity THE APPLIANCE OF SCIENCE MAKING IT REAL! Bring in examples of food packaging and preservatives from home BUBBLES RESOURCES Bubbles LKS2 Music Out of the Box Bubbles LKS2 Dance Out of the Box Bubbles LKS2 Drama Out of the Box 3

4 OUT OF THE BOX SPRING TERM 1(A) KS2 A Business Enterprise Healthy Food Project (Health and Wellbeing / Science and Technology) Theme Links CATALYST QUESTIONS What is healthy food? Who do you think is the healthiest person you know? Why? HIGHER ABILITY CHALLENGE Contact a local business that is linked to healthy living (e.g. gym, farm shop) and persuade them to sample / buy your product. ART LINKS Drawing DESIGN TECHNOLOGY LINKS Business Enterprise Healthy Food Project Design Project A Cooking Utensil COMPUTING LINKS DATA HANDLING Questionnaires to do with likes/ dislikes/ gaps in the market Simple graphs on Purple Mash or similar Introduce Excel to create more detailed graphs and charts MULTIMEDIA Create adverts, or sales pitches on imovie (ipad App), FlipVideo for FlipCams, or similar 4

5 OUT OF THE BOX SPRING TERM 1(A) KS2 A Business Enterprise Healthy Food Project (Health and Wellbeing / Science and Technology) Literacy Links Application LITERACY FOCUS Letters Share and collect letters written for different purposes Look at different forms of letter writing- postcards, air mail letters, letters through the ages - war letters, historical letters Collect good phrases, sentences, words used in letter writing Have lots of opportunities to write letters for different purposes- informing parents about a trip/ homework or visitor in school; a persuasive letter to the local authority/ newspaper asking for help with or about an issue which affects them in the community; a reply to a letter; a fan letter to a sporting hero. APPLIED LITERACY Stories with Familiar Settings Write a disaster story set in a kitchen, perhaps using a story like Ratatouille as inspiration ADDITIONAL WRITING OPPORTUNITIES Write an explanation as to why a particular food is part of a healthy diet Create a PowerPoint on a sporting/healthy hero, highlighting their successes Write a mission statement and a motto for a healthy hero Recipes for healthy baking/cooking SPELLING WORDS (Y3/4 LIST) breath, busy / business, different, eight / eighth, heart, medicine, ordinary, possible, regular 5

6 OUT OF THE BOX SPRING TERM 1(A) KS2 A Business Enterprise Healthy Food Project (Health and Wellbeing / Science and Technology) Assessment MEMORY BOX ASSESSMENT Dependent on teacher focus ASSESSMENT WHEELS CREATIVE CHALLENGE Write and present their own simple business plan, using a template provided by the teacher / Produce a simple guide on how to start a business 6

7 OUT OF THE BOX PART 1 PART 2 PART 3 ACTIVITIES ExpoFocus 1 Demonstration Catalyst Question A. Identify that animals, including humans, need the right types and amounts of nutrition and that they cannot make their own food: they get nutrition from what they eat ExpoFocus 2 PFE (Personal Finance Education) ExpoFocus 3 Business Groups Bubbles LKS2 MUSIC Out of the Box Making it Real!: Bring in examples of food packaging and preservatives from home ART: Drawing PSHE: Core Theme 1 Unit 3 Lesson 1: A Balanced Diet Plant or Animal? PSHE: Core Theme 1 Unit 3 Lesson 2: A Balanced Diet Balancing Act ExpoFocus 4 Recipe Design DT: Design Project A Cooking Utensil COMPUTING Link: Data Handling ExpoFocus 5 Counting the Costs ExpoFocus 6 Packaging Design COMPUTING Link: Multimedia Bubbles LKS2 DRAMA Out of the Box ExpoFocus 7 Marketing the Product PSHE: Core Theme 1 Unit 3 Lesson 3: Working With Food Master Chef PSHE: Core Theme 1 Unit 3 Lesson 4: Working With Food Our Food Hall ExpoFocus 8 Presentations ELE: Profit-making activity Bubbles LKS2 DANCE Out of the Box Higher Ability Challenge: Contact a local business that is linked to healthy living (e.g. gym, farm shop) and persuade them to sample / buy your product. Creative Challenge LITERACY / MATHS LINKS Literacy Focus: Letters Applied Literacy: Write an explanation as to why a particular food is part of a healthy diet Applied Literacy: Write a mission statement and a motto for a healthy hero Maths Link: Money, weight and measure Applied Literacy: Stories with Familiar Settings Applied Literacy: Recipes for healthy baking / cooking Maths Link: Data Handling pie charts Maths Problem-Solving: 3D shape and space Applied Literacy: Create a PowerPoint on a sporting / healthy hero, highlighting their successes 7

8 SPRING TERM 1(A) KS2 A Business Enterprise Healthy Food Project (Health and Wellbeing / Science and Technology) Learning Journey Overview Introduction to the topic (have a creating an interest box) creating a new healthy product from conception, production, marketing and sale. -Children complete baseline assessment 4.1 Let s have a first think about food. -Demonstration of creating spaghetti Bolognese, wrap and a scone based pizza. See activity 2.1 from expochef. Children take notes during the demonstration. Discussion of the ingredients used during the session, some children get to try some of the ingredients. - Tasting session, children score the foods -Discussion about healthy food choices and healthy lifestyles. -Introduce the food diary to the children NEED Catalyst Questions: What is healthy food? Who do you think is the healthiest person you know? Why? Nutrition Work See Yr3 Science Planning see table below L.O. To increase pupils understanding of personal finance and money management. Children are given a shopping list in groups and a budget NEED. Children use supermarket websites Asda, Sainsburys etc to find their items and to get the best price. Who can get the best deal. Questions to think about: Is there a deal on more than one? Is it worth it? Is it wise getting each item from a different shop? Why? Children shop on line and work out their total amount spent. How can they do this? Remember to include the decimal point. Extension: Pocket money sheet What would you like to buy with your pocket/birthday money? Can you afford it at this time? Do you need to save up? How much? How long will it take you to save up? 8 Discussion of how much children spent. Where was the best supermarket to shop at? Did children buy all the products from one shop? Why? How could we pay for our shopping? Cash, debit and credit. Discuss the differences, see expo lesson 2.2 Homework discuss shopping with your parents. Where do they go? Why? Do they

9 L.O. To increase pupils understanding of personal finance and money management. Tackling numbers framework of lessons. look for offers to save money? How do they pay for things? Business Groups PSHE PSHE: Core Theme 1 Unit 3 Lesson 1: A Balanced Diet Plant or Animal? PSHE PSHE: Core Theme 1 Unit 3 Lesson 2: A Balanced Diet Balancing Act Packaging Planting herbs Children discuss what is important about business groups. How do people work together best? List the qualities. Children are put into their business groups to discuss the healthy food product for children aged between 5-10 years old. Explain they will be adapting one of the recipes shown, e.g. by adding more ingredients, changing the meat, changing the ingredients or toppings. Children work on a logo and branding for their company. Show the children some ideas. Discuss what they will need to think about, e.g. they are promoting healthy eating so how could they show this? Pictures, name. Could their logo be a letter? How could they make it stand out? Info about where flour comes from Use food a fact of life website for children to gain information on the eatwell plate Searched milk and dairy section of the eat well plate Need a selection of other websites and books After writing their letters to supermarkets, children visit a supermarket to purchase their ingredients. Children collect food packaging in and bring it in, particularly children s food. Art drawing Pre-assessment children draw a piece of fruit from their table: apple, banana, grapes or an onrange Art drawing -Experiment with different grades of pencil and other implements to draw different forms and shapes. Begin to show an awareness of objects having a third dimension. -Make marks and lines with a wide range of drawing Using you tube videos and modelling teach children the importance of shape, tone and shadow when drawing. Children draw 2 pieces of fruit thinking carefully about light and dark and shadows. Children attempt to give their objects a third dimension. Children use different tones of pencil. Tips a banana is like a smiley face 9

10 implements - Experiment with different grades of pencil and other implements to achieve variations in tone. Apply tone in a drawing in a simple way. Art Water colours layering up to create darker and lighter elements. To use thin brushes on small pictures. Packaging LA given support with pointers and size. Use the painting water colour apple video from you tube to support. Resources: Apples of various colours Thin brushes Water colours Carrying out research using the packaging that has been brought in. Think about: materials used (advantages and disadvantages), recycling/reusable, size and shape and how this affects shelf space requirement, stack-ability, product nets for a range of 3D shapes, what information needs to be on the packaging. Resources: Packaging A variety of measuring, cutting and joining materials Art drawing Cost of packaging to be worked out Children apply what they have learnt about shadow, lines and shading when designing their own packaging. Drawing and designing packaging Taste testing of their products for parents, conducting market research, see expo 2.7. Selling their product. Children will have had to work out a viable costing. PSHE Advertisement campaign see expo 2.7 and 2.8 PSHE interviewing the school cook and creating a job description. PSHE Preparing and serving their product for school kitchen staff and governors. Music see individual lessons Music L.O. To identify the families instruments belong to. Music 6 lessons that focus on texture, dynamics and timbre Use the power-point and the website: to teach instrument families. Interactive game 10 Children sort the instrument pictures and the real instruments into their families. Extension website musical games

11 or search bbc instrument match up (musical mysteries) Bubbles Drama Activities: Group 1 organizing instruments into their families and explain why they belong in those families. Group 2 composition using instruments from one family Group 3 completing worksheets Bubbles Dance DT Children research, design and make a cooking utensil for a wizard. 2 To know the main food groups and which foods they contain To know how much of each food group we should have (1 hour) Intro: Explain that our diet is means what we eat (and drink) Use the twinkl power-point. Explain concept of a food pyramid and the eatwell plate (make this on the carpet OR USE THE LARGE PLATE, SEE SCIENCE CDs) and why we need to have certain amounts of each food group Watch youtube video on the food pyramid at Ask children to think, pair, share some foods that could go in each section of the food pyramid Make a large food pyramid or eatwell plate on the floor with tape. Have some real foods and food pictures to place in the pyramid. Give children a chance to ask questions Explain independent work Main: NEED TO MAKE Children to: label the different sections of a pyramid or eatwell plate with each food group: bread, rice, potatoes and pasta (carbohydrates), proteins (meat, fish, eggs and beans), milk Video clips (check that they work OK) Food pyramids Clipart of food MUST: know the names of some of the food groups and examples of foods for them SHOULD: know the names of all of the food groups and examples of foods for them COULD: create a key to provide information about the food pyramid 11

12 and dairy, fruit, vegetables and foods/drinks high in fats or sugars (fats and sugars) stick clipart of different types of food on the food pyramid HA - colour the food pyramid to show how much of each type of food you should have, with a key to show what each colour means, label carbohydrates, proteins, vitamins and minerals, fats and sugars. Drawing food to go on the class wall for the eatwell plate. Different tables are different food groups. HA research the food group. Plenary: Display work by someone who has done the exercise well, and revise the names of each group, what should go in them and how to use a key Watch funny video on five food groups at 3 To know what nutrients our bodies need, which foods contain them and why we need them (1 hour) Intro: Ask children to think, pair, share the main food groups Explain to children that we are going to be learning about nutrients today Read through text on each type of nutrient (carbohydrates, fibre, protein, vitamins, minerals, fats and sugars) which explains what each of these does for our bodies and which food contain them Have nutrients hidden all around the room or outside say a the function of a nutrient and children have to run to the correct nutrient. Say a food children run to the main nutrient it contains. Main: Children complete a table showing what each nutrient does and foods that contain it. Three different levels see twinkle planning. Extension children look at food packaging and record the nutrients in different foods. Children write a shopping list that s balances (little sugars). Text on nutrients Tables to complete MUST: know some of the nutrients that our bodies need SHOULD: know which foods contain the nutrients and why we need each one of them COULD: design a nutritious meal, annotated with which nutrients each food contains Plenary: Without children looking at the text / their work, ask them to discuss with their partners the list of nutrients and why we need each one To know the Share L.O. 12

13 difference between saturated and unsaturated fats. Use the twinkl amount of nutrition power-point. Bring some foods in that contain both saturated and unsaturated fats. S.C.. I know which type of fats are better for me. I know foods that contain each type of fats. Activities: Children complete a table about foods containing saturated and unsaturated fats and answer questions. Extension completing questions about comparing amounts of nutrients needed by different animals. 4 To design a balanced meal. Complete the balanced plate from &contentid=55. Discuss with children the nutrients different groups provide. Discuss what a meal needs to have. Activities: Children design their own balanced meals on paper plates and dishes. Create labels saying the type of food, it s food group and the nutrients it contains. HA design a meal for an elderly person. What will they need to think about? Do elderly people do much exercise? Design a meal for a sporty teenager. What will they need a lot of? Paper plates and dishes MUST: Design a balanced meal. Should: Design a balanced meal, naming all the food groups their meal contains. Could: describe the nutrients their meal gives and how these will help the body. Trips McVitie s Carlisle, Cavaghan and Gray Carlisle, A local supermarket 13