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· that animals need to feed to grow and to be active || ¨ Visit a local supermarket or market to look at the range of foods available or use secondary sources and a collection of foods. Group foods into broad categories //eg meat and fish, fats, starches and sugars, vegetables, fruit.// Introduce the concept of groups of foods for particular purposes //eg some foods, particularly meat, fish, cheese, lentils, beans, supply what we need for growth; fats, sugars and starches provide what we need to be active.// Ask children to record their groupings in drawing and writing. || · produce a record of the visit or work done in writing and drawing · identify some foods ‘for growth’ and some foods ‘for activity’ || Children sometimes think that ‘diets’ are simply for losing weight rather than a description of food we eat regularly. The ideas of ‘food for growth’ and ‘food for activity’ are simplifications. Children will learn more complex ideas about the functions of different food types at a later stage. Activity may need to be explained to children as related to movement and exercise. ** Year 3 ** || They should learn about how teeth are related to diet and the importance of dental care. Experimental and investigative work focuses on: · deciding what evidence to collect · deciding whether evidence is sufficient to support conclusions. Work also offers opportunities for children to relate understanding of science to their personal health. This work is likely to be undertaken in relation to the school’s programme for personal, social and health education. This unit takes approximately 12 hours. || · to know that what they eat is important for keeping healthy · to recognise a range of different foods. Links with design and technology and geography. || In this unit children will have opportunities to use: · words and phrases related to life processes //eg feed, feeding, growth, activity// · words to name and describe groups of foods //eg vegetables, meat, fish, sugars and starches, fruit, fats// · names of different teeth //eg incisor, molar, canine// · words which have different meanings in other contexts //eg diet, root, activity, decay, evidence, conclusion// · expressions making generalisations |||| · secondary sources //eg CD‑ROMs, reference books// providing information about food types and diets of animals · models of teeth or real teeth, small mirrors for examining teeth · video about teeth · collection of foods/food packets || **at the end of this unit** || made so much progress and will: // |||||| describe some of the types of food that they eat; recognise they need to take care of their teeth; make observations and record these in tables || progressed further and will also: // |||||| evaluate how strongly the evidence they have collected supports the conclusion they have drawn; state that animals have different diets and may have different kinds of teeth ||
 * [[file:sci1e.doc]][[file:sci1e.doc]]LEARNING OBJECTIVES || POSSIBLE TEACHING ACTIVITIES || LEARNING OUTCOMES || POINTS TO NOTE ||
 * CHILDREN SHOULD LEARN ||  || CHILDREN ||   ||
 * || Revisit ideas about diet from Unit 2A ‘Health and growth’, asking children separate questions about what they eat and what they like to eat. ||  || Teachers will be aware of the need for sensitivity to individual children and their families in terms of diet and health, economic and cultural circumstances and in terms of not putting too much emphasis on body image. ||
 * · that all animals, including humans, need to feed
 * · that all animals, including humans, need to feed
 * · that all animals, including humans, need to feed
 * · that all animals, including humans, need to feed
 * SAFETY** – All off-site visits must be undertaken in accordance with LEA/school guidelines. ||
 * · that an adequate and varied diet is needed to keep healthy || ¨ Present children with a collection of pictures to illustrate types of food from different cultures or invite someone //eg a vegetarian or vegan or an owner of a restaurant// whose diet may be unfamiliar to the children to visit and discuss their diet, explaining how they ensure that they have adequate amounts of food types. Ask children to describe using drawings and writing how they aim to have a balanced and varied diet. Talk with the children about different diets and explain the scientific use of the word ‘diet’. || · describe a varied and balanced diet suggesting some foods that are needed for growth and some that enable us to be active ||  ||
 * Unit 3A Teeth and eating || ** Science **
 * · that an adequate and varied diet is needed to keep healthy || ¨ Present children with a collection of pictures to illustrate types of food from different cultures or invite someone //eg a vegetarian or vegan or an owner of a restaurant// whose diet may be unfamiliar to the children to visit and discuss their diet, explaining how they ensure that they have adequate amounts of food types. Ask children to describe using drawings and writing how they aim to have a balanced and varied diet. Talk with the children about different diets and explain the scientific use of the word ‘diet’. || · describe a varied and balanced diet suggesting some foods that are needed for growth and some that enable us to be active ||  ||
 * Unit 3A Teeth and eating || ** Science **
 * Unit 3A Teeth and eating || ** Science **
 * ABOUT THE UNIT ||
 * Work in this unit should reinforce and develop children’s knowledge of their personal health and how this relates to diet.
 * WHERE THE UNIT FITS IN || VOCABULARY |||| RESOURCES ||
 * Builds on Unit 1A ‘Ourselves’ and Unit 2A ‘Health and growth’
 * Children need:**
 * Children need:**
 * EXPECTATIONS
 * EXPECTATIONS
 * // most children will: // |||||| describe an adequate and varied diet for humans, recognising that there are many ways of achieving this; explain how they should look after their teeth and recognise why they need to do so; suggest questions about diet to be investigated; make relevant observations and present results in bar charts and tables ||
 * // some children will not have
 * // some children will have