Building a balanced plate

BUILD Science Autumn1 W6A Balanced Plate Pupil

PUPIL WORKSHEET

Building a balanced plate

Autumn 1 · Week 6 · Lesson A

Name: ____________________________ Date: __________________

Classify example foods into broad Eatwell groups and explain that balance concerns a range of foods over a day or week, not exact personal portions.

Use this sheet with the lesson. You may point, sign, speak, draw, write, dictate or direct an adult. Keep your first idea so you can show what changed.

1. The five-group reference

Use the group names. The examples are teaching prompts, not a menu or portion guide.

PUPIL TASK / Autumn 1 · Week 6 · Lesson A

2. Sort the eight cards

Write, draw, point or dictate as agreed with your teacher.

Write, point to or place the broad group.

PUPIL TASK / Autumn 1 · Week 6 · Lesson A

3. Check the claims

Write, draw, point or dictate as agreed with your teacher.

Use groups and variety in your explanation.

“Every meal must copy the guide.” I think ___ because ___.

“Foods from only one group show balance.” I think ___ because ___.

“Foods we eat sometimes are banned.” I think ___ because ___.

PUPIL TASK / Autumn 1 · Week 6 · Lesson A

4. A swap with a reason

Write, draw, point or dictate as agreed with your teacher.

Choose rice/bread or chicken/beans. Show the first and revised food choice.

First card: ___. Replacement: ___.

Both fit the broad ___ group because ___.

One thing this card model does not show: ___.

Choose a response route

Agree one route with your teacher; you do not need every route.

Supported

Point or direct food cards to clearly worded groups with an adult reader.

Standard

Sort eight foods and explain balance over a day/week.

Stretch

Justify a group-preserving swap and explain a limitation of the model.

Keep this record for Wednesday Week 6.

Source: Science_Teesside/Teaching_Packs/BUILD/lessons/W6A/BUILD_Science_Autumn1_W6A_Balanced_Plate_Pupil.docx

BUILD Science Autumn1 W6 Cards and Labels

PRINTABLE CARDS / WEEK 6

Eight food-group cards

Cut along the table lines, or point to a card without cutting.

Use with the five-group reference. This eight-card model does not show every group or any exact portion.

Print only the sets you need. Adult preparation is an alternative to pupil cutting. These are original teaching labels and simplified models.

PRINTABLE CARDS / WEEK 6

Five broad group headings

Cut along the table lines, or point to a card without cutting.

Words identify the group; colour is not required. These are broad Eatwell groups. Balance concerns a day/week and individual needs are outside this model.

Print only the sets you need. Adult preparation is an alternative to pupil cutting. These are original teaching labels and simplified models.

PRINTABLE CARDS / WEEK 6

Reference examples beyond the eight cards

Cut along the table lines, or point to a card without cutting.

These optional reference labels explain the group not shown by the source eight-card activity; they do not prescribe amounts.

Print only the sets you need. Adult preparation is an alternative to pupil cutting. These are original teaching labels and simplified models.

PRINTABLE CARDS / WEEK 6

Two model cases

Cut along the table lines, or point to a card without cutting.

Place the listed cards. Compare group roles; do not infer exact nutrient equivalence.

Print only the sets you need. Adult preparation is an alternative to pupil cutting. These are original teaching labels and simplified models.

Source: Science_Teesside/Teaching_Packs/BUILD/resources/BUILD_Science_Autumn1_W6_Cards_and_Labels.docx