Evidence loop β describe it without saying "healthy"
Our model of the overall diet hasa range of foods over time,with two large groups:fruit and vegetables, and starchy foods.
Assessor witness Β· what the adult is watching for
Named at least two food groups.
Sorted eight foods into correct groups.
Described balance in their own words.
πΈ Capture: Photograph the pupil's completed plate before it is cleared.
π€ We Do 2 Β· sort, then write
Sort the statements
Sort, donβt guess. Put each card in the right bin.Sorted 0/5
A range of groups over time
All from one group
Fruit and veg is one of the two large groups
Sometimes foods are banned
Chips are a bad food
β BALANCED
β NOT BALANCED
β² TRUE
β NOT TRUE
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 final four minutes to swap one card for a different food in the same group. Learners explain, point or show why the group stays the same, then check the labels.
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
Place or point to the eight food cards. Look at both cases with an adult. Choose a food with protein to use in place of meat. Show its food group.
β² Standard
Build and label a model plate. Look at both cases. Swap the meat for a food with protein. Say why the new food fits the same broad group.
β Stretch
Find two foods with protein that could take the place of meat. How do they compare? Balance is about what we eat over a day or week. Say why one model plate cannot show all a personβs food needs.
Compare and revise two model plates
4 min: Find Mondayβs plate mat. Name or point to the food groups. Choose to move cards, draw or tell an adult where to place them.
20 min: Build a model plate with the cards. Look at the second case. What is the same? What differs? Make a meat-free plate. Say why your swap still gives us food from the same broad group.
2 min: Pens down if you are writing; pause and check. Check the group labels with an adult or the food cards. Is a group missing from this model? Could food from that group be eaten at another time in the day?
6 min: Change one model and show why. Put the old and new sets side by side. Save one reason for the change. Put the kit back.
Access and equipment: Use only paper mats, group labels and food cards. There is no real food or taste test. Do not measure portions or judge what anyone eats. An adult follows each pupilβs support plan for their own food needs.
Example cards
Broad group for this model
Rice; bread
Starchy carbohydrate foods
Carrot; apple
Fruit and vegetables
Chicken; beans
Beans, pulses, fish, eggs, meat and other protein
Milk; fortified soya alternative
Dairy and alternatives
Model case
Question to investigate
A: rice, chicken, carrot, milk
Which cards could take the place of chicken and still give us protein?
B: bread, beans, apple, fortified soya alternative
The foods differ. How are their food groups alike?
My model
A swap I made
Why the group still fits
First version
________________
________________
Revised version
________________
________________
Model limit: These cards show food groups. They do not show exact portions. Look for a range of foods and balance over a day or week. Each meal does not have to copy a diagram.
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: The Eatwell Guide β https://www.nhs.uk/live-well/eat-well/food-guidelines-and-food-labels/the-eatwell-guide/
π Lundy Loop
Where what you say changes something
This is where your voice changes what happens next.
π‘ Space
You never have to say what is in your lunchbox. This is about the cards on the plate.
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 a large group: fruit and veg / oils
fruit and veg
β² Standard
Name two food groups on the plate.
any two of the five groups
β Stretch
Describe a balanced plate without using the word 'healthy'.
A range of foods over a day or week. Fruit and vegetables and starchy foods are the two large groups. Oils form a small group.
Slide 1/10
π πΈβοΈ
Building a Balanced Plate β banked!
BUILD Science Β· Week 6 β
β I can name the food groups on the plate.β I can place eight foods into the right group.β I can describe a balanced plate in one sentence.
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 the food groups on the plate. and I can place eight foods into the right group.. 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 Building a Balanced Plate
BUILD Β· White Rose Science Year 3 Β· Week 6
Key word
What it means
food group
Foods grouped by their main nutrients; foods can provide several nutrients.
balanced
A range of foods and suitable proportions over a day or week.
everyday
Foods we can have most days.
sometimes
Foods we have less often. Still allowed. Still fine.
Key facts
The plate has groups: fruit and vegetables; starchy foods; protein foods; dairy or alternatives; oils and spreads.
Balance is about a range of food groups over a day or week. A single meal need not include every group.
'Sometimes' foods are not bad foods. They are just the smaller part of the plate.
The plate is a guide for the whole day and week, not a rule for one meal.
Success criteria
I can name the food groups on the plate.
I can place eight foods into the right group.
I can describe a balanced plate in one sentence.
Building a Balanced Plate
Name: ____________________ Tier ringed by adult: β Supported β² Standard β Stretch Date:
Learning objective
I can sort foods into groups and describe what balance means.
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
Name the groups
Sort eight foods
Describe balance
Arrival task
Point to one of the two large food groups on the plate picture.
Name one food group you can see on the plate.
Name the two large food groups on the plate picture.
We Do β Sort each card into the right group
A range of groups over time → ______________________________
All from one group → ______________________________
Fruit and veg is one of the two large groups → ______________________________
Sometimes foods are banned → ______________________________
Chips are a bad food → ______________________________
WAGOLL
A balanced diet has a range of foods over a day or week. Fruit and vegetables and starchy foods are the two large groups. Oils and spreads form a small group.
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
Sentence shape: 'The two large groups are ____ and ____. We look for balance over a day or ____.' Say it, then write it.
Word bank
food group, balanced, everyday, sometimes
Scaffolding β β² Standard
Sentence stems
Sentence shape: 'The two large groups are ____ and ____. We look for balance over a day or ____.' Say it, then write it.
Word bank
food group, balanced, everyday, sometimes
Scaffolding β β Stretch
Sentence stems
Sentence shape: 'The two large groups are ____ and ____. We look for balance over a day or ____.' Say it, then write it.
Word bank
food group, balanced, everyday, sometimes
Independent Work β β Supported
Task: Place or point to the eight food cards. Look at both cases with an adult. Choose a food with protein to use in place of meat. Show its food group.
Compare and revise two model plates
4 min: Find Mondayβs plate mat. Name or point to the food groups. Choose to move cards, draw or tell an adult where to place them.
20 min: Build a model plate with the cards. Look at the second case. What is the same? What differs? Make a meat-free plate. Say why your swap still gives us food from the same broad group.
2 min: Pens down if you are writing; pause and check. Check the group labels with an adult or the food cards. Is a group missing from this model? Could food from that group be eaten at another time in the day?
6 min: Change one model and show why. Put the old and new sets side by side. Save one reason for the change. Put the kit back.
Access and equipment: Use only paper mats, group labels and food cards. There is no real food or taste test. Do not measure portions or judge what anyone eats. An adult follows each pupilβs support plan for their own food needs.
Example cards
Broad group for this model
Rice; bread
Starchy carbohydrate foods
Carrot; apple
Fruit and vegetables
Chicken; beans
Beans, pulses, fish, eggs, meat and other protein
Milk; fortified soya alternative
Dairy and alternatives
Model case
Question to investigate
A: rice, chicken, carrot, milk
Which cards could take the place of chicken and still give us protein?
B: bread, beans, apple, fortified soya alternative
The foods differ. How are their food groups alike?
My model
A swap I made
Why the group still fits
First version
________________
________________
Revised version
________________
________________
Model limit: These cards show food groups. They do not show exact portions. Look for a range of foods and balance over a day or week. Each meal does not have to copy a diagram.
Independent Work β β² Standard
Task: Build and label a model plate. Look at both cases. Swap the meat for a food with protein. Say why the new food fits the same broad group.
Compare and revise two model plates
4 min: Find Mondayβs plate mat. Name or point to the food groups. Choose to move cards, draw or tell an adult where to place them.
20 min: Build a model plate with the cards. Look at the second case. What is the same? What differs? Make a meat-free plate. Say why your swap still gives us food from the same broad group.
2 min: Pens down if you are writing; pause and check. Check the group labels with an adult or the food cards. Is a group missing from this model? Could food from that group be eaten at another time in the day?
6 min: Change one model and show why. Put the old and new sets side by side. Save one reason for the change. Put the kit back.
Access and equipment: Use only paper mats, group labels and food cards. There is no real food or taste test. Do not measure portions or judge what anyone eats. An adult follows each pupilβs support plan for their own food needs.
Example cards
Broad group for this model
Rice; bread
Starchy carbohydrate foods
Carrot; apple
Fruit and vegetables
Chicken; beans
Beans, pulses, fish, eggs, meat and other protein
Milk; fortified soya alternative
Dairy and alternatives
Model case
Question to investigate
A: rice, chicken, carrot, milk
Which cards could take the place of chicken and still give us protein?
B: bread, beans, apple, fortified soya alternative
The foods differ. How are their food groups alike?
My model
A swap I made
Why the group still fits
First version
________________
________________
Revised version
________________
________________
Model limit: These cards show food groups. They do not show exact portions. Look for a range of foods and balance over a day or week. Each meal does not have to copy a diagram.
Independent Work β β Stretch
Task: Find two foods with protein that could take the place of meat. How do they compare? Balance is about what we eat over a day or week. Say why one model plate cannot show all a personβs food needs.
Compare and revise two model plates
4 min: Find Mondayβs plate mat. Name or point to the food groups. Choose to move cards, draw or tell an adult where to place them.
20 min: Build a model plate with the cards. Look at the second case. What is the same? What differs? Make a meat-free plate. Say why your swap still gives us food from the same broad group.
2 min: Pens down if you are writing; pause and check. Check the group labels with an adult or the food cards. Is a group missing from this model? Could food from that group be eaten at another time in the day?
6 min: Change one model and show why. Put the old and new sets side by side. Save one reason for the change. Put the kit back.
Access and equipment: Use only paper mats, group labels and food cards. There is no real food or taste test. Do not measure portions or judge what anyone eats. An adult follows each pupilβs support plan for their own food needs.
Example cards
Broad group for this model
Rice; bread
Starchy carbohydrate foods
Carrot; apple
Fruit and vegetables
Chicken; beans
Beans, pulses, fish, eggs, meat and other protein
Milk; fortified soya alternative
Dairy and alternatives
Model case
Question to investigate
A: rice, chicken, carrot, milk
Which cards could take the place of chicken and still give us protein?
B: bread, beans, apple, fortified soya alternative
The foods differ. How are their food groups alike?
My model
A swap I made
Why the group still fits
First version
________________
________________
Revised version
________________
________________
Model limit: These cards show food groups. They do not show exact portions. Look for a range of foods and balance over a day or week. Each meal does not have to copy a diagram.
Exit Ticket
Name two food groups on the plate.
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
Building a Balanced Plate β BUILD Science Β· Week 6
Date
____________________
Observed in this lesson
β Named at least two food groups.
β Sorted eight foods into correct groups.
β Described balance in their own words.
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 never have to say what is in your lunchbox. This is about the cards on the plate.
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:
Building a Balanced Plate 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: ____________