healthy eating
DESCRIPTION
M ATERIALS • Food and Mood Resource Sheet Don’t indicate which is good and which is bad • Ask young people in pairs to organise the list of foods in to those that can causegood moods R ESOURCES • Young Scot www.youngscot.org C URRICULUM L EVEL • Third Y OUNG PEOPLE AND H EALTHY E ATING and those that can causebad moods • Feedback to the rest of the group • Using the food and mood resource sheet, put up a list of all the good and bad mood foods. (Health & Wellbeing)TRANSCRIPT
CURRICULUM FOR EXCELLENCE OUTCOMEI understand how what I eat, how active I am and how decisions I make about my behaviour and
relationships affect my physical and mental wellbeing
(Health & Wellbeing)
YOUNG PEOPLE AND HEALTHY EATING
SESSION OUTCOMESYoung people will:
Understand the importance of a balanced diet
Understand the issues that may arise from eating badly
Know where to go for further information
CURRICULUM LEVEL Third
RESOURCES Young Scot www.youngscot.org
MATERIALS Food and Mood Resource Sheet
INTRODUCTION TIME: 10MINSFood and Mood
Using the food and mood resource sheet, put up a list of all the good and bad mood foods. Don’t
indicate which is good and which is bad
Ask young people in pairs to organise the list of foods in to those that can cause good moods and
those that can cause bad moods
Feedback to the rest of the group
SESSION CONTENT
EVALUATION TIME: 10MINS Ask the young people to plan what they will eat for their lunch today/tomorrow based on what they
have discussed today
Explain that by thinking and planning your diet you are more inclined to eat healthily
SUMMARY
ACTIVITY ONE - ROLE PLAY TIME: 45MINSSplit the young people into small groups, the young people will be expected to create an improvised
scene. Groups to have a short discussion on ‘What is healthy food?’ in preparation for the role play; ideas
to be written up on whiteboard or large sheet of paper.
Role Play - ‘House Torn apart by Junk food’
Part 1 of the task: Create a scene for the Jeremy Kyle chat show, Introduce the characters below and
their different attitudes to food so the audience can start to understand the characters and the issues
arising
Part 2 of the task: Each group to think of a scenario/argument between the family which you will act
out in front of the rest of the group.
Part 3 of the task: You will take time within your group to rehearse your performance. Then the class
will view each group’s scene in turn, asking relevant questions and discussing a possible solution to
help this family resolve the healthy eating argument. Your scene should last about 4-5 minutes.
Characters: Main carer-Very interested in healthy eating and is responsible for cooking the food in the house.
Partner of the main carer: Overweight, been advised by the doctor to eat healthier but finding it hard
Child 1: Loves junk food and will not eat anything else
Child 2: Has developed an interest in healthy eating and is keen to get the whole family involved
Where to go for further information:
Young Scot www.youngscot.org