A body needsfruit and vegetablesbecausethey keep it working properly.
Assessor witness Β· what the adult is watching for
Named at least two jobs that food does.
Matched foods to jobs on the sort.
Explained why variety matters using 'because'.
πΈ Capture: Photograph the completed animal-and-food matching strip.
π€ We Do 2 Β· sort, then write
Match the animal to what it needs
Sort, donβt guess. Match each card to the right answer.Matched 0/5
Cow
Owl
Caterpillar
Goldfish
Every animal eats the same
Grass
Mouse
Leaves
Fish flakes
NOT TRUE β different bodies need different food
βΈ STOP for today β label and keep your work. Wednesday P2 (10:10β10:50): use Resume period 2 on the title screen.
Use the remaining practice time: Use the last four minutes to compare two animals and two food cards. Would the same food suit both? Say why the type of food matters as well as how much there is. Use only cards. Never feed an animal.
βοΈ Independent Work
Your turn β pick your tier
βΆ Wednesday P2 (10:10β10:50) β restart here. First recall the last lesson. This workshop has time to check and tidy up.
32-minute workshop. Follow the steps below. Choose a route with your adult. You can point, sign, draw or write. You can tell an adult what to do. Each way can show your science.
32:00
β Supported
Look at the six food cards again. Ask an adult to read the table. Choose a food for energy and one for growth and repair. Point to a reason. When the case changes, change one choice.
β² Standard
Use the table to make two sets of food cards. Say what two of the foods give the body. Change one set to fit the new case. You can talk, sign, draw or write.
β Stretch
Make two sets that fit the same case. What is the same? What differs? Why can one food help with more than one body job? Why should we not expect one food to give every nutrient?
Food-jobs evidence mission
4 min: Find Mondayβs food-job choices. Use the made-up menus. No one needs to tell us what they eat at home.
20 min: Read or hear the food cards. Make a set for each of the two cases. Say what each food gives the body. Change the case. Change one food choice to fit it. A food may help with more than one job.
2 min: Pens down if you are writing; pause and check. Check one reason with the table or an adult. Does it say what the food gives the body? βI like itβ does not tell us that.
6 min: Make one choice or reason clearer. Keep a note of it before and after the change. Put the cards back.
Access and equipment: Use only the paper food cards and table. There is no real food to taste. Do not discuss weight, calories or what pupils eat. This model helps us learn about food jobs. It is not a meal plan for a real person.
Six revisit labels: bread Β· potato Β· beans Β· lentils Β· carrot Β· apple. An adult can read or cut the labels. There is also a water card.
Information card
Examples of what it provides
Bread or potatoes
Starchy carbohydrate gives us energy. Bread also gives us some protein, vitamins and minerals.
Beans or lentils
Protein helps us grow and repair the body. These foods also give us carbohydrate and fibre.
Fruit and vegetables
These foods give us vitamins, minerals and fibre. The amounts differ from food to food.
Water
Helps carry things around the body. It helps keep the body at the right heat. It does not give us food energy.
Example case
Change to investigate
A model human menu has only bread and water.
Keep those cards. Add foods that give a wider range of nutrients.
The model menu includes meat, rice and vegetables.
Use the cards to make a meat-free menu. Which food takes the place of meat as a source of protein?
Case
My choices / reason
My revision
First case
________________
________________
Changed case
________________
________________
Teaching sources and model status
Original classroom diagrams and tasks; the sources below support the facts. No external page is needed to do the activity.
NHS: Eating a balanced diet β https://www.nhs.uk/live-well/eat-well/how-to-eat-a-balanced-diet/eating-a-balanced-diet/
π Lundy Loop
Where what you say changes something
This is where your voice changes what happens next.
π‘ Space
You do not have to say what you eat at home. Use the food cards today.
π£ Voice
Point, sign or say what you notice. Ask a question or say what would help you join in. You may pass or speak to the adult in private.
π Audience
Tell the adult who teaches this lesson. You can ask a partner to help pass on your message.
β Influence
The adult says what can change now. Agree one change to try. If it cannot happen, the adult says why. Check if the change helped. Ask before work is shown or shared.
π« Exit Ticket
Before you go
β Supported
Circle one food that gives energy: bread / water
bread
β² Standard
Name one food and the job it does.
any correct pair from the job columns
β Stretch
Explain why eating only one type of food would be a problem.
One type of food may not give all the nutrients we need. One food can help with more than one body job.
Slide 1/10
π πΈβοΈ
What a Body Needs β banked!
BUILD Science Β· Week 5 β
β I can name three things food gives a body.β I can match a job to the food that helps it.β I can say why 'the right types' matters, not just 'lots'.
OPTIONAL EVIDENCE CHECK
Check one piece of evidence
Show an adult or chosen partner, or quietly check your own work against todayβs success: I can name three things food gives a body. and I can match a job to the food that helps it.. Keep or correct one thing using the evidence.
The planned two-minute check belongs inside the workshop. If this optional panel is opened manually, resume when ready and allow for the pause in the teaching plan.
Knowledge Organiser β What a Body Needs
BUILD Β· White Rose Science Year 3 Β· Week 5
Key word
What it means
nutrition
What a body takes from food so it can work.
energy
What a body uses to move, play and stay warm.
growth
Getting bigger and repairing after a cut or a break.
variety
Eating different types, not the same thing every time.
Key facts
Food does three big jobs: gives energy, helps growth and repair, keeps the body working.
Foods give us different amounts of nutrients. That is why variety matters.
Animals need different food from us β a cow needs grass, a cat needs meat.
Water is not a food but a body cannot work without it.
Success criteria
I can name three things food gives a body.
I can match a job to the food that helps it.
I can say why 'the right types' matters, not just 'lots'.
What a Body Needs
Name: ____________________ Tier ringed by adult: β Supported β² Standard β Stretch Date:
Learning objective
I can name what a body needs from food and why.
Teaching plan: Monday P3 (11:00β11:40) β Title through We Do 2: 40 minutes. STOP after We Do 2, label and keep the work. Wednesday P2 (10:10β10:50) β restart at Independent Work: 32-minute workshop, 4-minute pupil feedback, 4-minute Exit Ticket. Total: 40 minutes on each day; 80 across the week. Timers guide the plan and never advance a pupil automatically.
Today at a Glance
Three jobs of food
Match animal to food
Say why variety wins
Arrival task
Point to the picture of something that gives a body energy.
Write one job that food does for a body.
Write two different jobs that food does for a body.
We Do β Match each card
Cow → ______________________________
Owl → ______________________________
Caterpillar → ______________________________
Goldfish → ______________________________
Every animal eats the same → ______________________________
WAGOLL
A body needs a range of foods. Bread gives energy and some protein. Foods give us a mix of nutrients. One food can help with more than one body job.
Scaffolding β β Supported
Adult notes β access & sensory Bodies and food are personal. Teach every idea on the model, the diagram or the picture card β never on a pupil's own body, and never on what a pupil has eaten. If a pupil steps out, the diagram waits for them.
Sentence stems
Today's sentence shape: 'A body needs ____ because it helps with ____.' The BECAUSE is the science.
Word bank
nutrition, energy, growth, variety
Scaffolding β β² Standard
Sentence stems
Today's sentence shape: 'A body needs ____ because it helps with ____.' The BECAUSE is the science.
Word bank
nutrition, energy, growth, variety
Scaffolding β β Stretch
Sentence stems
Today's sentence shape: 'A body needs ____ because it helps with ____.' The BECAUSE is the science.
Word bank
nutrition, energy, growth, variety
Independent Work β β Supported
Task: Look at the six food cards again. Ask an adult to read the table. Choose a food for energy and one for growth and repair. Point to a reason. When the case changes, change one choice.
Food-jobs evidence mission
4 min: Find Mondayβs food-job choices. Use the made-up menus. No one needs to tell us what they eat at home.
20 min: Read or hear the food cards. Make a set for each of the two cases. Say what each food gives the body. Change the case. Change one food choice to fit it. A food may help with more than one job.
2 min: Pens down if you are writing; pause and check. Check one reason with the table or an adult. Does it say what the food gives the body? βI like itβ does not tell us that.
6 min: Make one choice or reason clearer. Keep a note of it before and after the change. Put the cards back.
Access and equipment: Use only the paper food cards and table. There is no real food to taste. Do not discuss weight, calories or what pupils eat. This model helps us learn about food jobs. It is not a meal plan for a real person.
Six revisit labels: bread Β· potato Β· beans Β· lentils Β· carrot Β· apple. An adult can read or cut the labels. There is also a water card.
Information card
Examples of what it provides
Bread or potatoes
Starchy carbohydrate gives us energy. Bread also gives us some protein, vitamins and minerals.
Beans or lentils
Protein helps us grow and repair the body. These foods also give us carbohydrate and fibre.
Fruit and vegetables
These foods give us vitamins, minerals and fibre. The amounts differ from food to food.
Water
Helps carry things around the body. It helps keep the body at the right heat. It does not give us food energy.
Example case
Change to investigate
A model human menu has only bread and water.
Keep those cards. Add foods that give a wider range of nutrients.
The model menu includes meat, rice and vegetables.
Use the cards to make a meat-free menu. Which food takes the place of meat as a source of protein?
Case
My choices / reason
My revision
First case
________________
________________
Changed case
________________
________________
Independent Work β β² Standard
Task: Use the table to make two sets of food cards. Say what two of the foods give the body. Change one set to fit the new case. You can talk, sign, draw or write.
Food-jobs evidence mission
4 min: Find Mondayβs food-job choices. Use the made-up menus. No one needs to tell us what they eat at home.
20 min: Read or hear the food cards. Make a set for each of the two cases. Say what each food gives the body. Change the case. Change one food choice to fit it. A food may help with more than one job.
2 min: Pens down if you are writing; pause and check. Check one reason with the table or an adult. Does it say what the food gives the body? βI like itβ does not tell us that.
6 min: Make one choice or reason clearer. Keep a note of it before and after the change. Put the cards back.
Access and equipment: Use only the paper food cards and table. There is no real food to taste. Do not discuss weight, calories or what pupils eat. This model helps us learn about food jobs. It is not a meal plan for a real person.
Six revisit labels: bread Β· potato Β· beans Β· lentils Β· carrot Β· apple. An adult can read or cut the labels. There is also a water card.
Information card
Examples of what it provides
Bread or potatoes
Starchy carbohydrate gives us energy. Bread also gives us some protein, vitamins and minerals.
Beans or lentils
Protein helps us grow and repair the body. These foods also give us carbohydrate and fibre.
Fruit and vegetables
These foods give us vitamins, minerals and fibre. The amounts differ from food to food.
Water
Helps carry things around the body. It helps keep the body at the right heat. It does not give us food energy.
Example case
Change to investigate
A model human menu has only bread and water.
Keep those cards. Add foods that give a wider range of nutrients.
The model menu includes meat, rice and vegetables.
Use the cards to make a meat-free menu. Which food takes the place of meat as a source of protein?
Case
My choices / reason
My revision
First case
________________
________________
Changed case
________________
________________
Independent Work β β Stretch
Task: Make two sets that fit the same case. What is the same? What differs? Why can one food help with more than one body job? Why should we not expect one food to give every nutrient?
Food-jobs evidence mission
4 min: Find Mondayβs food-job choices. Use the made-up menus. No one needs to tell us what they eat at home.
20 min: Read or hear the food cards. Make a set for each of the two cases. Say what each food gives the body. Change the case. Change one food choice to fit it. A food may help with more than one job.
2 min: Pens down if you are writing; pause and check. Check one reason with the table or an adult. Does it say what the food gives the body? βI like itβ does not tell us that.
6 min: Make one choice or reason clearer. Keep a note of it before and after the change. Put the cards back.
Access and equipment: Use only the paper food cards and table. There is no real food to taste. Do not discuss weight, calories or what pupils eat. This model helps us learn about food jobs. It is not a meal plan for a real person.
Six revisit labels: bread Β· potato Β· beans Β· lentils Β· carrot Β· apple. An adult can read or cut the labels. There is also a water card.
Information card
Examples of what it provides
Bread or potatoes
Starchy carbohydrate gives us energy. Bread also gives us some protein, vitamins and minerals.
Beans or lentils
Protein helps us grow and repair the body. These foods also give us carbohydrate and fibre.
Fruit and vegetables
These foods give us vitamins, minerals and fibre. The amounts differ from food to food.
Water
Helps carry things around the body. It helps keep the body at the right heat. It does not give us food energy.
Example case
Change to investigate
A model human menu has only bread and water.
Keep those cards. Add foods that give a wider range of nutrients.
The model menu includes meat, rice and vegetables.
Use the cards to make a meat-free menu. Which food takes the place of meat as a source of protein?
Case
My choices / reason
My revision
First case
________________
________________
Changed case
________________
________________
Exit Ticket
Name one food and the job it does.
Assessor Witness Statement
Pearson Entry Level Science 8939 (E1βE3); AQA UAS science units Records what was observed, and at which level of independence.
Pupil
____________________
Lesson
What a Body Needs β BUILD Science Β· Week 5
Date
____________________
Observed in this lesson
β Named at least two jobs that food does.
β Matched foods to jobs on the sort.
β Explained why variety matters using 'because'.
Assessor comment
Ring the tier the pupil actually worked at
β Supported
β² Standard
β Stretch
Assessor name ______________ Role ____________ Signature ______________ Date ________
Lundy Loop
Space: You do not have to say what you eat at home. Use the food cards today.
Voice: Point, sign or say what you notice. Ask a question or say what would help you join in. You may pass or speak to the adult in private.
Audience: Tell the adult who teaches this lesson. You can ask a partner to help pass on your message.
Influence: The adult says what can change now. Agree one change to try. If it cannot happen, the adult says why. Check if the change helped. Ask before work is shown or shared.
What I said:
What changed because of it:
What a Body Needs β Feedback Sheet
Keep with your portfolio.
Pupil name:
Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch
Evidence filed: Yes / Not yet
Pupil response β my next step:Ring this yourself — an adult may write your words if you ask.
How I answered it — ring one:👉pointed🗣said it✋showed🖼picture🔁tried again🎬filmedNothing yet is a real answer — leave it blank. Pass is always allowed.Filmed or photographed: work, not faces, unless consent is filed.R — adult initials that they received it: ____________