Unit 2 Being healthy

Review of prior learning

Learning objectives from Stage 1 LB pages WB pages TG pages

1Bp.02 Know that animals, including humans need air, water and 19–20 33–36
suitable food to survive.

Learning objectives overview

Biology Online resources LB pages WB pages TG pages
Structure and function Audio/Flashcards
2Bs.02 Identify the different types of human teeth, explain how Worksheet 3 26–31 21 43–47
they are suited to their functions and describe how to care for teeth.
Life processes
2Bp.01 Know that humans need to manage diet, maintain hygiene Unit 2 Slide 1–5 19–25, 15–20, 33–42,
and move regularly to be healthy. Worksheets 1–2, 4 32–36 22–24 48–53
2Bp.02 Describe what illness is and describe the common signs of 37 53–55
illness in humans.

Thinking and Working Scientifically LB pages WB pages TG pages

Models and representations
2TWSm.01 Know that a model represents an object or idea in a clear 23, Activity 2 37–39
way.
2TWSm.02 Make and use a physical model of a familiar system or idea. 23, Activity 2 18 37–39
2TWSm.03 Describe the difference between a diagram and a picture. 27, Activity 1 43–45
28, Activity 2
Purpose and planning
2TWSp.02 Make predictions about what they think will happen. 20, Challenge 33–42
yourself!
21, Activity 1
24, Activity 2
Carrying out scientific enquiry
2TWSc.01 Sort and group objects, materials and living things based 23, Activity 1 17, 19, 20, 22 36–45, 48–50
on observations of the similarities and differences between them. 25, Activity 1
28, Activity 1
32, Activity 1
2TWSc.06 Collect and record observations and/or measurements by 20, Activity 1 20 33–47, 50–53
annotating images and completing simple tables. 21, Activity 1
24, Activity 2
27, Activity 1
29, Activity 1
36, Activity 1
Analysis, evaluation and conclusions
2TWSa.01 Describe what happened during an enquiry and if it 21, Activity 1 37–42
matched their predictions. 24, Activity 2
2TWSa.03 Present and interpret results using tables and 21, Activity 1 23 37–39, 45–53
block graphs. 29, Activity 1
33, Activity 1–2
35, Activity 2

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 Unit 2 Being healthy

Science in Context LB pages WB pages TG pages

2SIC.02 Talk about how science explains how objects they use, or 30, Science in 21 45–47
know about, work. context
These learning objectives are reproduced from the Cambridge Primary Science curriculum framework (0097) from 2020. This Cambridge International
copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.

Cross-curricular links LB pages WB pages TG pages

Mathematics 24, Activity 2 15, 23 41, 46, 49
29, Activity 1
33, Activity 1
English 19, Let’s talk 15, 17, 21, 23, 24 35, 46, 52, 54
30, Activity 1
36, Activity 1
37, Activity 1
Global Perspectives® Challenge: A healthy body 20, Activity 1–2 35, 41, 49, 51, 52
24, Activity 1
25, Activity 1
32, Activity 2,
Challenge yourself!
34, Let’s talk
36, Activity 1

Focus on what living things need

Learner’s Book
pages 19–20
Learning objectives
Revision of:
Workbook pages 15–17
• 1Bp.02 Know that animals, including humans need air,
water and suitable food to survive.
Unit 2 Flashcards
• 2Bp.01 Know that humans need to manage diet, maintain
hygiene and move regularly to be healthy.
Unit 2 Audio • 2TWSp.02 Make predictions about what they think will
happen.
• 2TWSc.06 Collect and record observations and/or
measurements by annotating images and completing
simple tables.

Background information
The activities on page 19 of the Learner’s Book help learners to recall that all living things need food
and water. Building on this, the activities aim to establish what information learners already have, from
everyday living, about what is healthy and what is not, and why we need to eat in the first place.
Healthy lifestyles are not just about food; they are about the many choices that learners can make. In this
unit, the focus is on being physically active and making choices about food that support a healthy life, for
example, by eating fatty and sugary foods only occasionally. The issue is about a balance – physical activity
is important and sitting for long periods is not good for a person’s health because the body is not moving.
Water is essential for life. Our bodies are about 60% water, and humans cannot live more than a few days
without water. We need water to carry out a range of functions, including digesting food and getting rid of
waste through sweat and urine. Blood, which contains a lot of water, carries oxygen to all the cells in our
bodies. Without oxygen, those tiny cells would die and our bodies would stop working. Humans need more
water when they exercise or when it is hot. If we feel thirsty, it is the body telling us that we are already
dehydrated and need to drink fluid, such as water and milk. Alternatively, we could eat fruit or vegetables
which contain water, such as melon and tomatoes.

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Unit 2 Being healthy

The activities on page 20 start to develop learners’ knowledge

of different food groups, beginning with fruit and vegetables. Work safely !
Vegetables and fruit provide important minerals and vitamins Throughout this part of the
such as vitamin C (found in citrus fruits) which help to fight off unit, be aware of learners who
illness. Carrots contain vitamin A which is good for healthy eyes. have food intolerances, both in
Fruit and vegetables are also high-fibre foods that help the digestive discussions and when offering
system, for example, eating beans and broccoli help to prevent foods for tasting.
constipation. Ask learners if they have heard about food groups.
Ask them what they know about different food groups, and talk
about why fruit and vegetables are important.

Starter activity suggestions

• Ask learners to think about what they have already learnt about what living things need to stay alive.
Guide them towards focusing on food and water. Ask learners to talk to a partner about why they think
the body needs water, and how they know when they need to drink.
• Use the idea that our bodies are about 60% water for a class demonstration. Ask a learner to come to
the front. Using blue paper and beginning at the feet, gradually cover the learner’s body with the paper
until it reaches just over halfway up their body. This helps to illustrate to learners how much of the body
is water and how important water is to humans. Learners will not have covered percentages yet, so
visualisation of this sort is very helpful. Make sure learners understand that their bodies are not simply
filled with water up to this line though!
• Start the lesson with everyone drinking a paper cup full of water, and then have regular water breaks
throughout the day.
• Make a water diary of your own for one week. It would help learners if this were a pictorial diary, showing
the number of glasses of water that you drank each day. Show it to the class and ask them questions
about how much water you drank over the week. For example: Do you think I drank enough water? Which
day did I drink the least? Which day did I drink the most?
• Make a class pictogram showing how many learners drank 1–8 glasses of water on one day of the week.
• Bring a range of fruit and vegetables to school for learners to look at, compare and taste.
• Provide a range of pictures or real foods for learners to sort into groups to help ascertain if they
understand the concepts, ‘healthy’ and ‘unhealthy’, and of different food groups. Encourage learners to
sort foods in different ways and to explain how they have sorted them. Sort the foods yourself into groups
and ask learners how you have sorted them. Foods could include those of similar shapes and colours, such
as red apples and red tomatoes, to provide additional options for grouping, based on colour and shape.
• Ask learners to name the different fruit and vegetables. Teach the names of those that they do not know.
Use the term, ‘food group’. Explain that fruit and vegetables is a group of food that are good for people.
• Ask learners to sort the fruit and vegetables, initially into categories of their own choice.
• Give learners time to explore the outside of the fruits and vegetables. They could draw, paint or photograph
their favourites. Then cut the fruits and vegetables open so that
learners can compare the outside and inside, as well as record what Work safely
they look like. Use vocabulary such as, ‘skin’, ‘seeds’, ‘stringy’, !
‘flesh’, ‘segments’ and ‘juice’. It is important to check which
• Have tasting sessions with the fruit and vegetables. Encourage learners may have food allergies
learners to use words associated with food, such as ‘sweet’, ‘sour’, or intolerances before tasting.
‘crunchy’, ‘soft’ and ‘hard’.

Activity notes and answers

Page 19 What do living things need?

What do you remember about being healthy? Life processes include eating (accept feeding); air (accept
breathing, however, be careful that this does not create the misconception that plants are not really living
things); needing water; growing; having young; using their senses.

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 Unit 2 Being healthy

Let’s talk This activity provides an opportunity to make cross-curricular links to English and ESL. Learners work
in pairs. Listen to learners’ ideas about the different words we can use to say we are hungry, and observe how
they sort the words into the given groups. Ask learners to explain the criteria they used for sorting the words.
Activity 1 Learners work in pairs or small groups. Listen to learners talking about what makes them thirsty and
what they drink. This is an opportunity to do a survey of the class’s favourite drinks and to record the data in a
table on the board and then transfer this to a block graph. Learners decide on their favourite drink and get into
groups of these drinks. Ask learners which is the class favourite. Model how to turn this into a block graph – ask
learners to stand in lines one behind the other all starting along a marked line on the ground to act as the
x-axis. Take a photograph of this and share it with learners to show that groups can be turned into a block
graph. The biggest group should be easier to see. Alternatively, create a display as a mind map with learners
adding their drinks as images or sticky notes.
Page 20 Fruits, vegetables and water
Activity 1 Provide learners with the names of fruits Global Perspective® Challenge
and vegetables for them to use in their drawing and to
A healthy body
learn. Provide pictures to help them, if necessary. Again,
there is the opportunity for a class tally to establish the What should we eat?
favourite fruit and vegetables of the class. Explain that Activity 1 Carry out a taste test of
learners could create their own fruit diary and record the vegetables in class. Encourage learners to try
fruit and vegetables they eat each day for a few days. foods they have not tried previously.
They could then count how many fruit and vegetables Activity 2 Encouraging learners to try new
they eat each day and use this information to construct foods will help them to broaden their tastes
a class block graph or class pictogram to show how and consider more carefully what they eat
many learners ate five portions of this food group on and why. Learners could be asked to suggest
one particular day of the week. alternatives to more common fruits they eat
Activity 2 Learners could use the photograph on page and consider why they like the food they do,
20 or they can choose from a selection that you provide. for example, is it because it is sweet, or juicy,
Learners could try new fruit and vegetables at home, or or is it related to the fruit colour?
bring them from home and talk about their favourite.
Challenge yourself! Learners should estimate how much water they think they have consumed. Discuss
how to record what they have drunk in a day to check their answers. This links with the Workbook activity
on page 15. If learners keep a diary of liquids drunk, give them time to share their diaries and what they
have found out about each other. Ask: Do you think that you drink enough water or other fluids? Were you
correct with your prediction of how much you drank?

Further activities
• Ask learners what it would be like to not have enough food and water. Ask: How would you feel? What
would you not be able to do?
• Ask: What sayings do you know about food? What do your parents say, for example: an apple a day keeps
the doctor away, or that sweets are bad for you? What do you think of these sayings?
• Give learners samples of different fruit and vegetables. Ask them to decide which one has the most water
and would be good to eat to make sure they get plenty of water.
• Create a food display, with pictures of favourite fruit and vegetables.
• Make a fruit and vegetable stall role-play area to use for naming, weighing and using coins to buy fruit
and vegetables.
• Ask learners to complete Workbook pages 15–17. Ask learners to think about how they could drink more
water or milk, or eat more fruit and vegetables.

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Unit 2 Being healthy

Workbook answers
Page 15 Water diary
1 a Friday   b Thursday   c strawberries   d Tuesday
2 Check what learners have written. They can share their writing with a partner.
Page 16 Down the snakes and up the ladders!
1 Encourage learners to play the game in pairs. Support learners who need help.
Page 17 Fruit and vegetables
1 grapes, carrots, okra, sweet potato, bananas
2 a can of cola   b biscuit   c chocolate
3 They help to keep us healthy.

ICT links
Ask learners to vote for their favourite drink and create a class pictogram. You could use a data package to
create the pictogram on the interactive whiteboard or on a computer.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
2Bp.01 Know that humans need to manage Learners can recognise the need for water and
diet, maintain hygiene and move regularly to be can describe foods, including fruits they like to
healthy. eat. They can recognise why we need to eat fruit
and vegetables.
2TWSp.02 Make predictions about what they Learners can predict how much water they may
think will happen. drink during a day.
2TWSc.06 Collect and record observations and/ Learners can record how much water they have
or measurements by annotating images and consumed, in an appropriate manner, such as in
completing simple tables. a simple table.

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 Unit 2 Being healthy

Focus on food groups

Learner’s Book
pages 21–23 Learning objectives
Workbook page 18 • 2Bp.01 Know that humans need to manage diet, maintain
hygiene and move regularly to be healthy.
• 2TWSm.01 Know that a model represents an object or idea
Unit 2 Slide 1 in a clear way.
• 2TWSm.02 Make and use a physical model of a familiar
system or idea.
• 2TWSp.02 Make predictions about what they think will
happen.
• 2TWSc.01 Sort and group objects, materials and living
things based on observations of the similarities and
differences between them.
• 2TWSc.06 Collect and record observations and/or
measurements by annotating images and completing
simple tables.
• 2TWSa.01 Describe what happened during an enquiry and
if it matched their predictions.
• 2TWSa.03 Present and interpret results using tables and
block graphs.

Background information
The activities on pages 21 and 22 of the Learner’s Book develop learners’ knowledge of two key food
groups: carbohydrates (bread, rice, pasta and potatoes) and dairy foods. Learners do not need to use
the term ‘carbohydrate’. They should know, however, that carbohydrates such as pasta, bread, rice and
potatoes are important because they are an energy source that allows us to do everyday things, play sport
or run. Fibre from carbohydrates, such as potato skins, is important for bowel movement and for reducing
constipation. These foods also help us to feel full, and we are therefore less likely to eat too much.
Dairy foods such as milk, cheese and yoghurt are especially important in young children’s diet, but also for
older children and adults. Like carbohydrates, they are a source of energy, protein, vitamins and minerals.
One mineral – calcium – is important for building healthy bones and teeth.
The activities on page 23 continue to develop learners’ knowledge of different food groups, focusing on meat,
fish, eggs and beans. This is the protein group of foods that are important for building tissues, cells and muscles,
as well as for providing antibodies to fight illness. Illness will be covered in more detail later in this unit.
Be sensitive to those who are vegetarian or vegan – explain that they need to get enough protein from
the other foods they eat. The term ‘protein’ is not required at this stage, but learners should gain a simple
understanding that this food group helps us stay healthy and repair ourselves.

Starter activity suggestions

• Bring a range of pasta, rice, bread and potatoes to the classroom for learners to explore and, where
appropriate, sample. Ask the class to share experiences of how these foods are eaten, such as cooked,
with sauces or for making sandwiches.
• Have tasting sessions with different carbohydrates, such as pasta
salad, sweet potato and different kinds of breads. Ask: Which ones Work safely !
do you prefer? Encourage them to discuss the different tastes and It is important to check which
textures with each other. Include something that learners perhaps learners may have food allergies
have not encountered. Encourage them to try something new. or intolerances before tasting.
Take a class vote on who did and did not like the mystery food.

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Unit 2 Being healthy

• Ask them to draw a meal and to label the fruit, vegetables, pasta, rice, bread and potatoes.
• Give learners different kinds of pasta (including different shapes) and ask them to make up their own
names for them, such as pasta twists, pasta bows and pasta tubes.
• Bring in a range of different kinds of milk (or kinds of cheese or yoghurts) from different animals, and
even soya and other plant-based milk. Again tasting and testing is good for developing observation skills.
Create a class tally chart of which milks are drunk at home, and which learners liked the taste of.
• Show learners pictures of different kinds of meat, fish, eggs and beans, particularly those eaten in your
local area or country. Ask: Do you recognise any that you eat at home? Which ones do you like?

Activity notes and answers

Page 21 Bread, rice, pasta and potatoes
Activity 1 Listen to learners’ predictions or guesses about whether they eat more rice, pasta, bread or
potatoes. Learners should note down when they eat rice, pasta, bread and potatoes in a food diary. Use this
as an opportunity to discuss how to create a table and record each time they eat each type of food using a
tally chart. The block graphs will vary from learner to learner.
Activity 2 Learners should note that they do not eat these foods in isolation and they are often served with
meat, fish or vegetables, and often with a sauce because they can be dry.
Let’s talk Listen to learners describing when they eat most rice, pasta, bread and potatoes. This is likely to
be their largest meal of the day. The type of carbohydrate eaten most often will depend on preference and
culture at home.
Page 22 Dairy foods
Activity 1
a Learners could choose from the pictures or from packets of labelled dairy foods to say which they eat.
b Learners could draw or tell someone else about the other dairy foods they like to eat.
c If yoghurt is not eaten at home, this could be a food to try.
d Learners could draw or cut out pictures of dairy foods that they eat and label them. Ask learners to say
why these foods are important to eat as part of their diet.
Challenge yourself! Learners may answer with only a few cheeses, such as local ones, or famous ones
like Halloumi and Labneh, or Feta. Again, this is an opportunity for a taste test, and perhaps to ‘guess the
cheese’ while eaten blindfolded.
Activity 2 Learners will need to research foods that make bones
and teeth strong. Answers should include nuts, pulses and products Work safely !
made from rice. Once these have been turned into ‘milk’ they can
It is important to check which
be made into cheese and cream and ice-cream as substitutes. Green
vegetables will help also. learners may have food allergies
or intolerances before tasting.
Page 23 Meat, fish, eggs and beans
Activity 1 fish plate – sardines/salmon; meat plate – chicken/red meat; eggs plate – hen eggs/duck eggs;
beans plate – lentils/chickpeas/red kidney beans
Activity 2
a Check that learners have included their favourite foods from the protein food group.
b This is an opportunity for peer-assessment. Learners check the healthy meals. Learners should realise they
need dairy, perhaps as a pudding or as a drink, or cheese with the meal. Some learners may suggest water
to drink. Remind them that, while essential for being healthy, it is not a food. Learners should be able to
recognise that their picture model is not real, cannot be eaten and is only a representation of their meal.

Further activities
• Challenge learners to recognise where we combine the food groups, such as tomato sauce and pasta, stir-
fried vegetables and rice, a cheese sandwich, or flatbreads with vegetable curry. Ask them to draw food
combinations on a paper plate, or to paste pictures of food combinations on the plate.
• Using pictures, packets of food or toy food, learners could create their own plate of food from the
different food groups.

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 Unit 2 Being healthy

• Ask learners to make dough models of different foods and paint them, to be placed on a plate.
• Ask learners to complete Workbook page 18.
• Use Unit 2 Slide 1 (boost-learning.com) to recap on the different food groups that learners have learnt
about so far. Talk about the meat, fish, eggs and beans group, explaining why they are an important part
of a healthy diet. Compare the groups. Ask: Should we eat more of this group than fruit and vegetables or
pasta, rice, potatoes and bread? Why or why not?

Workbook answers Unit 2 Slide 1 answers

Page 18 Food groups a This will depend on personal preferences. Encourage
1 Check that learners have drawn the learners to think about healthy food from different
appropriate food on each plate. food groups.
2 Learners’ own choices. b Focus on the idea that sugary foods can be bad for
us if we eat too much, although they do provide us
with energy.

ICT links
Ask learners to make their favourite milkshake using fruit. They could take photographs of making the milkshake.
They could then use their photographs to create a recipe card or book. Alternatively, they could video each other
while explaining how to make a milkshake. Discuss how many food groups are in the milkshake.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
2Bp.01 Know that humans need to manage Learners can recognise the foods in different groups,
diet, maintain hygiene and move regularly and can describe why we need to eat these, for
to be healthy. example potatoes and rice for energy to move about,
dairy for strong bones and teeth.
2TWSm.01 Know that a model represents Learners can recognise that the pasta plate is not a
an object or idea in a clear way. real plate of food. Learners can describe why they
cannot eat their model of a meal.
2TWSm.02 Make and use a physical model Learners can draw a plate of food to represent a
of a familiar system or idea. healthy meal.
2TWSp.02 Make predictions about what Learners can make a simple prediction about which
they think will happen. food from a group they eat most of in a week.
2TWSc.01 Sort and group objects, materials Learners can sort the foods in the starch group into
and living things based on observations of their constituents of rice, bread, pasta and potatoes.
the similarities and differences between They can also sort these foods from other food groups
them. such as fruit and vegetables and dairy foods.
2TWSc.06 Collect and record observations Learners can record their dairy consumption using a
and/or measurements by annotating block graph and a method of their choosing, such as a
images and completing simple tables. tally chart.
2TWSa.01 Describe what happened Learners can identify whether or not their results
during an enquiry and if it matched their matched their prediction of which food they eat most.
predictions.
2TWSa.03 Present and interpret results Learners can identify which food they eat most using
using tables and block graphs. their block graph.

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Unit 2 Being healthy

Focus on a balanced diet

Learner’s Book Learning objectives
pages 24–25
• 2Bp.01 Know that humans need to manage diet, maintain
Workbook pages 19–20 hygiene and move regularly to be healthy.
• 2TWSp.02 Make predictions about what they think will
Worksheets 1–2 happen.
• 2TWSc.01 Sort and group objects, materials and living
Unit 2 Slide 2 things based on observations of the similarities and
Visual 4 differences between them.
• 2TWSc.06 Collect and record observations and/or measure-
ments by annotating images and completing simple tables.
• 2TWSa.01 Describe what happened during an enquiry and
if it matched their predictions.

Background information
The activities on page 24 of the Learner’s Book develop learners’ knowledge of the effect of sweet, sugary foods
on health, including dental health. This is taken further as we progress through the unit. Sweets and sugary foods
are less healthy than other foods. They are part of a food group that is called ‘fats’. The body will store these if
they are not used and this leads to being overweight. In addition, sugary foods do not have the vitamins and
minerals needed for health. Too much of these foods in one go, including sugary drinks, can lead to what is called
a sugar rush, which is a feeling of being light-headed. These types of foods are popular almost for this reason!
However, these foods do not need to be excluded from the diet, only moderated. The activities on page 25
help to develop the idea of a balanced diet, but without the detailed knowledge of the proportions of each
food. A balanced diet consists of a range of different types of food that provide nutrients, vitamins and
energy for the body to function. Food is a form of energy or fuel.
The healthy eating traffic light system provides learners with a simple way of classifying the food groups.
Red-light foods are high in fat or sugar. Yellow-light foods are those in the high protein or dairy produce
food groups. Green-light foods are for energy, minerals and vitamins, and are found in starchy foods and
fresh vegetables and fruits.

Starter activity suggestions

• Create a collection of menus and pictures of favourite foods to generate interest in nutrition. These can
be of fast food restaurants, examples of local meals, or just local foods. Look at the different foods. As a
class, classify the food groups using coloured stickers or felt pens. Ask: How many of these foods are less
healthy, and high in fat or sugar?
• Display Unit 2 Slide 2 (boost-learning.com). Draw the traffic lights on the board and ask learners to sort
pictures of different foods according to the system.

Unit 2 Slide 2 answers

a You should eat red-light foods only occasionally.
b You should eat yellow-light foods every day in small portions.
c Yellow-light foods help the body to grow and repair itself.
d Red-light foods contain high amounts of sugar (which can rot teeth) and fat (which is not good for
the body).
e Green-light foods should be eaten at every meal, every day.
f Green-light foods give the body energy and make sure that the body works well.

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 Unit 2 Being healthy

Activity notes and answers

Page 24 Which are your favourite foods?
Activity 1 Extend this activity by asking learners to label the meat, vegetables, or dairy in their drawing.
Ask: Are there starchy foods and if so, which ones? Learners may not know if a food is healthy at this point
but should attempt to share their ideas.
Activity 2 This activity provides several opportunities to make cross-curricular links to Mathematics. Ask
learners to predict which food they think is most likely to be the favourite. Learners should then complete
their own tally chart. This could be done in small groups and the data collated as a class, to make it more
manageable. Learners may ask about any foods that they like, or you could provide a list of common foods
for them to ask about, such as chocolate, apples, bread, chicken, eggs, peas, bananas, biscuits, cheese,
crisps, fish, pasta. Use the tally chart data to create simple block graphs.
The answers to the questions in the Learner’s Book will vary depending on the class’s vote, however, it is
likely that most learners’ favourite food will be sweet. This is also likely to have been the prediction.
Page 25 Healthy eating traffic light
Activity 1 Use the Learner’s Book or display Visual 4 Global Perspective® Challenge
(boost-learning.com) on the whiteboard. A healthy body
a blue lunchbox: green foods – starfruit, banana, grapes, Why do we need food?
carrots; yellow foods – egg, cheese, chicken;
Activity 1 Talk to learners about a healthy
red foods – sweet
diet and ask them for suggestions about
green lunchbox: green foods – none; yellow foods – foods which are good for us, and those
sandwich; red foods – lollipops, crisps, sweets, cupcakes, which we should not eat too much of. This
soda activity offers learners an opportunity
b This requires learners to identify that a balanced meal to consider if their meals are healthy
contains something from each food group. Neither based on their favourite foods. They
lunchbox is balanced. Some learners may consider that apply their learning to make a decision.
the blue lunchbox is healthier. Ask for their reasons (less There is opportunity for development of
sugary and fat foods). presentation and talk as learners could
c Examples of new lunchboxes: present their justification to the rest of
blue lunchbox: a carrot (green light), grapes (green the class, illustrating their understanding
light), banana (green light), eggs (yellow light) and of how they need a balance of foods to
chicken (yellow light), bread (green light) and cupcake be healthy.
(red light)
green lunchbox: starfruit (green light), a carrot (green light), sandwich (yellow light), cheese (yellow light),
water (green light) and sweets/lollipops (red light)
There are many ways of doing this, as there are many different foods. Also, some people do not like the
same foods. The balance of the foods is the most important thing, so not too much red, more yellow and
mostly green-light foods.

Further activities
• Ask learners to work with a partner and make a list showing what they have eaten that day. Ask: What
are you eating that is healthiest? Are there some foods that you could exchange for healthier options and
why? (Crisps exchanged for fruit?) Has your partner eaten things they do not like or have not tried?
• Ask learners to think about foods they eat at different times of the day. Ask: Would you eat foods that
you have for dinner, at breakfast time? This activity will help learners to talk about food and what
happens around mealtimes.
• Ask learners to complete Workbook pages 19 and 20.
• Ask learners to complete Worksheet 1 (boost-learning.com) to reinforce the activity on page 25 of the
Learner’s Book.

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Unit 2 Being healthy

• Ask learners to complete Worksheet 2 (boost-learning.com). Explain how adding labels turns their
drawing into a diagram.

Workbook answers
Page 19 Healthy eating traffic lights
1 Green – cabbage, grapes, bread, potatoes, pear, rice, apple, pasta, beans, tomato, sweet potato, carrot
Yellow – eggs, cheese, milk, fish, meat
Red – cake, chocolate, sweets, fizzy drink, ice cream, cookies
Page 20 Healthy choices
1 Any alternative food that is healthier should be accepted. Examples include: chocolate biscuit – plain
biscuit; iced doughnut – raisins; fizzy drink – water; crisps – corn biscuits; sweets – fruit
2 Healthy foods – cheese, meat, water, apple, bread; less healthy foods – ice cream, doughnut,
chocolate. Learners should add their own food choices to each group.

Worksheet 1 answers
1 a Friday, because he ate lots of red foods.
b Wednesday and Friday
c Tuesday and Thursday, because on those days he had the most green foods, a good amount of
yellow foods and a small amount of red foods.
2 The lunchbox drawn by learners should show a balanced diet. Make sure that learners have used the
proportions of red, yellow and green food groups according to the traffic light system.
Worksheet 2 answers
Check learners have drawn a balanced meal that includes all food groups. Provide support for them to
write labels for the different foods and the drink.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
2Bp.01 Know that humans need to manage Learners can use the information from previous
diet, maintain hygiene and move regularly to be learning to recognise healthy foods. They can
healthy. start to suggest alternatives to foods that are not
so healthy.
2TWSp.02 Make predictions about what they Learners can make a simple prediction about
think will happen. which foods their class would like best. This may
be based on their own preferences.
2TWSc.01 Sort and group objects, materials Learners can sort foods into those that are
and living things based on observations of the healthier and those that aren’t. They can re-sort
similarities and differences between them. foods to make healthy alternatives.
2TWSc.06 Collect and record observations and/ Learners can collect responses from their class on
or measurements by annotating images and which is the favourite food and record this as a
completing simple tables. simple tally chart or in a simple table.
2TWSa.01 Describe what happened during Learners can describe which is the most popular
an enquiry and if it matched their predictions. food in the class and recognise if this is the same
as they predicted.

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 Unit 2 Being healthy

Focus on human teeth

Learner’s Book
Learning objectives
pages 26–28
• 2Bs.02 Identify the different types of human teeth, explain
Worksheet 3 how they are suited to their functions and describe how to
care for teeth.
Visual 5 • 2TWSm.03 Describe the difference between a diagram and
a picture.
• 2TWSc.01 Sort and group objects, materials and living
things based on observations of the similarities and
differences between them.
• 2TWSc.06 Collect and record observations and/or
measurements by annotating images and completing
simple tables.

Background information
The mouth contains unhealthy bacteria which feed on the sugars that we eat. This creates an acid that
destroys the shiny outer covering of teeth (enamel). This is known as ‘tooth decay’. Tooth decay can lead to
cavities (holes in the teeth), toothache and sensitivity to sweet, hot or cold foods or drinks. If left untreated,
tooth decay can result in teeth having to be removed, gum disease and bad breath.
While recognising that some foods can cause tooth decay, it is important that learners realise why they
should care for their teeth. The activities on pages 26 and 27 of the Learner’s Book introduce learners to
this and the function of their teeth.
When discussing the types of teeth on page 28 of the Learner’s Book, use words such as ‘incisors’ and
‘molars’. Take the time to explore which teeth are best suited for chewing food. Establish why we need to
chew food (to swallow it). A set of teeth from a dentist, or models of teeth, will help show learners the shapes.
Discuss why we use diagrams to show the inside of our mouths rather than looking at the real thing each
time. Stress that, unlike a picture, a diagram has labels and is an image that gives us information. Some
diagrams are coloured, but strictly a diagram should be a very simple, but accurate representation of a real
thing. It is a scientific way of sharing information. Sometimes models are used alongside diagrams. Models
may be three-dimensional or they may be a drawing.

Starter activity suggestions

• Ask: Why are teeth important? What could happen if we do not look after them?
• Ask: What would happen if we only ate sweet things and did not clean our teeth?
• Recap the different food groups and discuss which foods are good for teeth.
• Give learners a mirror each, so that they can observe their teeth. Discuss different teeth and their functions.
Activity notes and answers
Page 26 Tooth decay
Let’s talk Learners work in pairs. Listen to the discussions to find out what they know about dental hygiene.
a black, rotten, broken  
b because of eating too many sweet things, drinking fizzy drinks or juices, not brushing teeth
Activity 1
a The teenager has white straight teeth. None are missing. None are broken.
b Learners should recognise that they would rather have the healthy smile.

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Unit 2 Being healthy

Activity 2
a milk, cheese, toothpaste, toothbrush
b Encourage learners to discuss things their family does and the foods they eat to keep their teeth healthy.
Page 27 How many teeth?
Activity 1 Learners use a mirror to observe their teeth. Scaffold learning here by encouraging learners to
slow down, observe carefully, count their teeth, look for teeth that are different shapes and sizes, and to
notice whether the teeth on the top row are the same as those on the bottom row.
Use Worksheet 3 (boost-learning.com). This is a tooth record for learners to record their teeth and any
fillings or missing teeth. Explain that this is how a dentist would fill in a tooth card. Discuss with learners
why a diagram of teeth is needed. Answers might include that it is a way of keeping a record and of sharing
information scientifically. Ask learners to compare their smiling picture with the tooth record. Ask: Which is
a diagram? (tooth record) Why? (It has labels and gives information.)
Let’s talk Many learners may remember things, such as the mouse or the tooth fairy or other local events
that surround a newly lost tooth. Ask at what age this happened. This should reinforce change as we get
older, from the previous unit.
Page 28 Why are teeth important?
Activity 1 Let learners reread the Think like a scientist! box. Display Visual 5 (boost-learning.com) on the
whiteboard. They should recognise that the pointed canines will grip. You could liken this to a fork. Learners
could compare a fork to the point on the canines. They identify how many of each tooth type they have.
Activity 2 These labels should be added to Worksheet 3 (boost-learning.com). Ask learners how this
addition makes Worksheet 3 a diagram (adds more information).
Challenge yourself! Learners should name the teeth correctly: incisor for biting, molars and premolars for
chewing. Suggest they try this at home. They could eat a piece of bread to help them understand which teeth
perform which function. Encourage them to try biting with their molars and chewing with their incisors.
Ask: Is it as effective or as easy?

Further activities
• Create a display of photographs of learners in the class. Make sure that each one is smiling. Around the
photographs, you can use, for example, speech bubbles for learners to write how old they were when they
lost their first tooth or had a filling.
• Create a class poem about teeth. Each pair decides on something that teeth do, for example:
What do our teeth do?
Our teeth eat.
Our teeth chew.
Our teeth bite.
So, look after your teeth.

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 Unit 2 Being healthy

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
2Bs.02 Identify the different types of human Learners can locate and name the different teeth
teeth, explain how they are suited to their they can see in their mouths. They can describe the
functions and describe how to care for teeth. shape of each tooth and relate this to its function.
2TWSm.03 Describe the difference between a Learners can recognise that a diagram has labels
diagram and a picture. and provides information, such as the one used for
their teeth.
2TWSc.01 Sort and group objects, materials Learners can sort the different teeth into groups,
and living things based on observations of the based on their shape.
similarities and differences between them.
2TWSc.06 Collect and record observations Learners can use a tooth record to record what they
and/or measurements by annotating images observe in their mouths.
and completing simple tables.

Focus on preventing tooth decay

Learner’s Book Learning objectives
pages 29–31
• 2Bs.02 Identify the different types of human teeth, explain
Workbook page 21 how they are suited to their functions and describe how to care
for teeth.
Visual 6 • 2TWSc.06 Collect and record observations and/or measurements
by annotating images and completing simple tables.
• 2TWSa.03 Present and interpret results using tables and
block graphs.
• 2SIC.02 Talk about how science explains how objects they use,
or know about, work.

Background information
The activities on pages 29–31 of the Learner’s Book are designed to help learners recognise how we should
look after our teeth and what happens if we don’t. To avoid tooth decay, we need to reduce sugar intake,
brush teeth regularly, eat dairy foods to strengthen teeth, and drink milk and water rather than sugary
drinks and juices (which are acidic). The acid in sugary foods and drinks weakens and dissolves the enamel
covering our teeth so that they decay faster. This part of the unit is an excellent opportunity to invite a
dentist or dental nurse to talk to the class, or for a visit to a dental surgery.
There are many types of toothpaste and learners may be able to name some brands. Toothpaste contains
fluorides which help to clean teeth. They are minty to help with bad breath caused by bacteria in the
mouth. Many claim to give us a whiter smile. These have small gritty particles that help remove stains from
drinks, such as tea and coffee, or from smoking.

Starter activity suggestions

• Visit a dental surgery or invite a dentist or dental nurse to the class. Encourage learners to ask questions.
• Show learners a range of dental hygiene products, such as toothbrushes, toothpaste, interdental brushes
or floss. Ask learners if they know what they are, what they are used for, and so on.

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Unit 2 Being healthy

• Ask learners how often they brush their teeth and with what type of toothbrush – manual or electric.
Create a physical block graph of learners in rows and take a photograph to show which toothbrush is
used by most learners.
• Provide learners with their own plaque disclosing tablets and mirrors to see their teeth before and after
brushing.
• Bring in false teeth for learners to explore or ask them to research different types of false teeth.
• Ask learners what questions they could ask about toothbrushes and toothpastes, and what tests they
would do to answer these questions. Gather their ideas and place them on a display in the classroom.
• Ask learners to share their experiences about a trip to the dentist. Ask: What did the dentist use to look
inside your mouth? How did you have to sit? How did the dentist check your teeth? Did you have any fillings?

Activity notes and answers

Page 29 Look after your smile
Activity 1 This activity provides an opportunity to make cross-curricular links to Mathematics. This survey
offers learners an opportunity to ask questions about the type of toothpaste they use and to record
information. It can be carried out in small groups or as a whole class. To focus on drawing a block graph,
you can use the data in the Learner’s Book and below instead of the class’s data.
a Discuss with learners how they can find an answer to the question. Listen for ideas such as: ask people,
count up the number we use, or do a survey.
b The block graph should look similar to this one. The amount of support you provide depends on your class.

Block graph showing learners’ favourite toothpaste

16
Number of learners who like it

14
12
10
8
6
4
2
0
type 1 type 2 type 3 type 4
Type of toothpaste

c Type 2   d This will depend on the results from your class.
Page 30 Science in context: How to clean your teeth
Activity 1 This reading activity provides an opportunity to make cross-curricular links to English and ESL.
a 2 minutes   b at least twice (two times)   c pea-sized (accept anything similar sized)   d No
Activity 2 Learners work in pairs. Learners could make a short video to show how to clean teeth.
Give learners access to interactive activities on the computer which teach about dental hygiene.
Page 31 Plaque causes tooth decay
Let’s talk Display Visual 6 (boost-learning.com) on the whiteboard. Listen to learners’ comparisons. The
darker the stain of the tablet on the teeth, the more plaque there is. Learners should identify that more
plaque means the possibility of more tooth decay. There will be more plaque near the edges of the teeth
and between teeth as these are harder to clean.
Did you know? Ask: What do you think it would be like to lose all your teeth? How would you eat?
Mime trying to eat foods without any teeth. Ask: Would you want any of these false teeth in your mouth?
When do you think you might not have any teeth? What type of foods would you need to eat? Which foods
could you not eat? Which would you miss most?

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 Unit 2 Being healthy

Further activities
• Learners add to the previous classroom display. Around the photographs, add speech bubbles for learners
to write how they keep their teeth healthy.
• Give learners pictures of food and dental hygiene items to sort into things that are good for teeth and
things that are not good.
• Ask learners to create a set of pictures to show how to look after teeth.
• Test different toothbrushes for their ability to clean.
• Take the most popular question the learners asked earlier and discuss how to carry out a test to find the
answer.
• Encourage learners to think about their own dental hygiene and what they could do to improve it. Give
learners access to books, video clips, and so on, to find out about what dentists do.
• Ask learners to describe a recent trip to the dentist and what happened when they were there.
• Ask learners to complete Workbook page 21.

Workbook answers
Page 21 Look after your teeth
1 a Pictures could show, for example, brushing teeth twice a day; drinking water and milk.
b Check that learners’ sentences make sense.
c He should brush his teeth twice a day.
d Milk and water

ICT links
Provide learners with opportunities to find out about other ways of improving oral hygiene, such as
mouthwashes and flossing.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
2Bs.02 Identify the different types of human Learners can describe how to brush their teeth
teeth, explain how they are suited to their effectively and why they need to do so. They can
functions and describe how to care for teeth. describe what the toothbrush and toothpaste do.
2TWSc.06 Collect and record observations Learners can carry out their enquiries and record
and/or measurements by annotating images their findings in simple tables or in simple
and completing simple tables. sentences.
2TWSa.03 Present and interpret results using Learners can draw a block graph with help or using
tables and block graphs. a template, from data provided.
2SIC.02 Talk about how science explains how Learners recognise how using a toothbrush and
objects they use, or know about, work. toothpaste correctly helps to keep teeth clean and
prevents tooth decay.

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Unit 2 Being healthy

Focus on the importance of an active lifestyle

Learner’s Book Learning objectives
pages 32–33
• 2Bp.01 Know that humans need to manage diet, maintain
Workbook pages 22–23 hygiene and move regularly to be healthy.
• 2TWSc.01 Sort and group objects, materials and living
Unit 2 Slide 3 things based on observations of the similarities and
Visuals 7–8 differences between them.
• 2TWSa.03 Present and interpret results using tables and
block graphs.

Background information
The purpose of the activities on pages 32 and 33 of the Learner’s Book is for learners to understand the role
of exercise. Exercise is important because it helps to build strong bones. It prevents learners from becoming
overweight and reduces the risk of developing Type 2 diabetes. Children who exercise and sleep well are
also emotionally stronger. There is increasing evidence that the link between emotional well-being and
exercise is related to chemicals that are released as a result of exercise.
Different exercises support health in different ways. Some exercises help to build endurance, such as
running, tennis and basketball. ‘Endurance’ means being able to continue doing exercise for longer.
Other exercises help the body with flexibility, such as bending, stretching, dancing or gymnastics, or they
help to develop strength, such as climbing or handstands. Some activities are more active than others.
Screen time refers to the time spent in front of a television or a computer. When computers were first
introduced, more than a third of parents thought they were good for their children’s development. In
fact, increased screen time is a medical issue with an increase in serious illness being linked to time spent
inactive in front of a screen.

Starter activity suggestions

• Ask: What regular exercise activity do you do? (swimming lessons, dancing, playing football) Write the
activities on the board. Use a simple show of hands to ascertain the favourite exercise that learners
engage in.
• You could ask learners to jog in the classroom and time them to see how they feel after 3 minutes! Write
the headings: Endurance and Flexibility on the board. Invite learners to work in pairs. Ask learners to
decide which types of exercises they know would go under each heading. Ask them to think of three
types of exercise for each category.
• Display Unit 2 Slide 3 (boost-learning.com). Let learners work in pairs. Ask learners to decide which activities
are the most/least active. Then ask learners to order them. Listen to the discussion, as this will help with
assessing learners’ understanding.

Unit 2 Slide 3 answers

a active – A (playing football), F (cycling), D (running)
b inactive – B (sitting), C (reading a book), E (playing a computer game)
c (MOST ACTIVE) running, cycling, playing football, playing a computer game, reading, sitting
(LEAST ACTIVE)

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 Unit 2 Being healthy

Activity notes and answers

Page 32 Active and inactive
Activity 1 Display Visual 7 (boost-learning.com) on Global Perspective® Challenge
the whiteboard. As with much in science, there are A healthy body
different views about active and inactive activities. Activity 2 Discuss with learners what sports
Some learners will say they play active games on and activities they carry out with their family.
the computer. Learners’ conversations and the
Learners will apply learning from activities on
justifications that they make are as important as
how active an exercise is, to sequence their
the answers.
own activities and explain how and why it
very active: C (playing football), A (riding a bike) makes them healthier.
active: D (walking) Challenge yourself! Ask learners to bring in
inactive: E
 (playing a computer game), F (reading), images of sports or activities they play, either
B (sitting) photographs or cut out from magazines
Activity 2 During the activity, ask learners to identify or printed from the internet. Learners can
whether their favourite exercise involves endurance sort these into how active they are on a
(making their heart beat more, and allowing them to continuum, or generate a pictogram of the
sustain activity for longer, such as running and playing most popular sports played.
tennis), flexibility (such as gymnastics), or strength Learners will apply their learning about how
(such as judo). Make learners aware of the different to make decisions about how active a person
things that they might do in a day that are neither is based on their exercise choices.
screen nor sport related.
Page 33 A day with Jack
Activity 1 These questions develop learners’ ability to extract information from block graphs. This links to
the Mathematics curriculum. Display the block graph on Visual 8 (boost-learning.com). Similar questions
could be asked of the next activity of their own graph.
a sleeping
b playing, washing and reading
c He can swap computer/TV for more active playing or more sport.
d Jack is leading a healthy life as he plays sport and sleeps for a good amount of time.
e Jack could increase the amount of sport he does, walk, or play outside instead of on the computer.
Activity 2 Ask learners to start with a list of what they do in a 24-hour time period (a day). Then ask them
to think in terms of half-hour blocks of time. Ask: How much time does each activity take? How could you
make your life healthier? Learners will need help to create their own block graph, as this is a challenging
activity. Try to avoid using a template, but provide an example instead. Providing frameworks and
templates limits learners’ ability to show what they can do.

Further activities
• Create an ‘I tried a new exercise’ block graph in the classroom and award learners with a star for trying
something new. This could be riding a bike, going swimming or playing an active game at playtime or
lunchtime. Ask learners to set themselves a personal target to try a new active exercise.
• Ask learners to complete Workbook pages 22 and 23.

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Unit 2 Being healthy

Workbook answers
Page 22 Active and inactive
1 Active – a skipping, b jogging, e swimming; inactive – c watching TV, d sleeping, f reading a book.
Remind learners that sleeping is inactive, but vital.
2 dance, swim, play golf, watch football, play computer games
3 Learners should draw a picture of an active activity, such as playing sport and an inactive activity,
such as reading.
Page 23 Screen time and health
1 a Annay b Annay
c David, because he seems the most active.
d Annay, because he is the least active.
e Viti could spend less time on the computer and do more sport.

ICT links
Use the internet to find fun songs about exercise and why learners should do exercise every day. Ask them
to create their own songs about exercise and perform them for the class.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
2Bp.01 Know that humans need to manage Learners can recognise that being active is healthier
diet, maintain hygiene and move regularly to than sitting still playing on a computer or watching
be healthy. television. They can make suggestions about having
a healthier lifestyle.
2TWSc.01 Sort and group objects, materials Learners can sort activities into a continuum of how
and living things based on observations of the active they are.
similarities and differences between them.
2TWSa.03 Present and interpret results using Learners can use information in a block graph to
tables and block graphs. answer questions about being active during the
day. With help, learners can create their own block
graph of activity for a day.

Focus on being healthy and happy

Learner’s Book Learning objectives
pages 34–36
• 2Bp.01 Know that humans need to manage diet, maintain
Workbook page 24 hygiene and move regularly to be healthy.
• 2Bp.02 Describe what illness is and describe the common
Worksheet 4 signs of illness in humans.
• 2TWSc.06 Collect and record observations and/or
Unit 2 Slides 4–5 measurements by annotating images and completing
Visual 9 simple tables.
• 2TWSa.03 Present and interpret results using tables and
block graphs.

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 Unit 2 Being healthy

Background information
The activities on pages 34–36 of the Learner’s Book link well-being to healthy lifestyles and introduce
handwashing and hygiene as an important factor in good health. This reinforces the idea that health is
not just about eating the right foods, but also exercising, good hygiene, sleeping and feeling happy. These
activities also give learners practice in the scientific enquiry skill of communicating ideas that they have on
a subject.
Exercise makes the body produce chemicals that help our brain to feel happy, and the best news is that
20 minutes is all it takes every day to get the effect!
Human hands are home to between 10 000 and 10 million bacteria. While many bacteria are harmless, others
can cause illness. Effective hand washing is essential in helping to stop the spread of harmful bacteria.

Starter activity suggestions

• Ask: What makes us happy? Make a list of learners’ ideas on the board.
• Learners work in pairs. Ask learners to interview each other to find out what they each think about how
doing exercise makes them feel happy. Ask pairs to report their findings to the class.
• Talk about the importance of health and hand washing. If possible, demonstrate this using inexpensive
hair gel and powder, such as talc to show whether they are good at hand washing and highlight where
washing can be more thorough.
A Ask learners to rub the ‘potion’ on their hands.
B Learners should then wash and dry their hands as normal.
C Observation of learners’ hands will show up bits of powder stuck to hair gel, indicating if learners have
not washed their hands effectively.
• Display Unit 2 Slide 4 (boost-learning.com). Talk through the sorting activity. Learners work in small groups.
Regroup as a class to share feedback and compare ideas. The answers are given on Unit 2 Slide 5
(boost-learning.com).

Activity notes and answers

Page 34 How to keep healthy and happy

Activity 1 This activity offers an opportunity to assess Global Perspective® Challenge
what learners know about the role of diet, water, sleep A healthy body
and limiting screen time in creating a healthy lifestyle.
Each learner should write one sentence for each aspect What happens to our bodies when we
that is personal to them in terms of their own lifestyle and exercise?
choices. Let’s talk Talk with learners about doing
Let’s talk In their discussion, learners should consider the exercise and what happens to our bodies.
emotional benefits of exercise such as fresh air, learning
new skills, feeling free, making friends, beating a personal best, being part of a team, excitement.
Page 35 Keep clean
Activity 1
a Damp hands spread 1 000 times more germs than dry hands. Dry your hands properly after washing them.
b The number of germs on our fingertips doubles after we use the toilet. Wash your hands after every visit
to the bathroom.
c Water does not kill the germs on our hands. Use soap to wash your hands.
Activity 2
a and b before: eating; after: using the toilet, blowing nose, coughing, sneezing, touching animals, touching
rubbish, changing nappies; before and after: touching a sick person or a baby, going into a hospital,
preparing food

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Unit 2 Being healthy

c Using the answers above, learners should draw a tally chart, then a block graph to continue to develop
these skills. For example:
Before After Before Hand washing
and after 8

Number of times
I IIII II III 6
4
Page 36 The hand washing rule 2

Activity 1 Reading and ordering text links 0

before after before and
to the English and ESL curricula. Display after
Visual 9 (boost-learning.com) on the When we wash our hands
whiteboard.
A Turn on the tap and fill the basin. B Wet
hands. C Rub soap in hands. D Rinse hands in Global Perspective® Challenge
basin of water. E Empty basin. F Dry hands. A healthy body
Activity 2 This activity offers the chance for Why should we wash our hands?
learners to bring in soaps and to make a display Activity 1 Ask learners to discuss ideas about
of these. Again, you could produce a tally chart why washing hands is important and write these
and block graph. Learners could sort or group the down in a list. Learners apply their learning on
soaps they have by a range of criteria, reviewing hand washing to produce a set of instructions
this skill. which could then be developed into posters and
displayed in appropriate areas, such as bathrooms.

ICT links
Find a handwashing video clip from the internet that uses the UV glow lotion to show learners. There are
many videos on hand washing online to choose from.

Further activities
• Ask learners to design a poster for the toilets around the school – to remind or teach everyone how to
wash their hands thoroughly.
• Ask learners to complete Workbook page 24.
• Ask learners to complete Worksheet 4 (boost-learning.com), to support their work in this unit.

Workbook answers
Page 24 Happy and healthy
1 ý I hate going to bed and only sleep for seven hours.
þ I swim three times a week for 30 minutes.
þ I do not play on the computer.
ý I do not eat fruit or vegetables that are orange.
ý I like to eat two bowls of ice cream with chocolate sauce every day.
þ I play hopscotch and chase at school with my friends.
ý I am tired in the morning and do not eat breakfast.
ý I like eating biscuits and sweets every day.
Gabriella leads a less healthy lifestyle. She has five crosses and three ticks.
2 Changes that Gabriella could make – eat breakfast, sleep longer, eat fewer sweet foods.

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 Unit 2 Being healthy

Worksheet 4 answers
1 healthy – drink water, eat vegetables, eat fruit, play football, play tennis, ride your bike, have 9 or more
hours of sleep each night, play outdoor games
less healthy – eat pizza, eat cake, eat ice cream, drink fizzy drinks, eat chocolate, eat sweets, skip some
meals, watch TV for 5 hours, have less than 9 hours sleep each night, play computer games all day.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
2Bp.01 Know that humans need to manage Learners can describe how to wash hands
diet, maintain hygiene and move regularly to effectively and produce this as a flow diagram.
be healthy. They can recognise at least one reason why they
need to wash their hands at certain times. Learners
can name some simple changes to their lifestyle to
be healthy and happy.
2Bp.02 Describe what illness is and describe Learners can recognise that being hygienic helps
the common signs of illness in humans. prevent the spread of germs that might make us ill.
2TWSc.06 Collect and record observations Learners can draw a block graph to show whether
and/or measurements by annotating images they wash their hands more before or after
and completing simple tables. an activity, or both before and after. They can
annotate a flow diagram on hand washing.
2TWSa.03 Present and interpret results using Learners can state which activities require
tables and block graphs. handwashing before doing them, such as eating,
after doing them, such as going to the bathroom
and both, such as cooking and gardening.

Focus on preventing common illnesses

Learner’s Book
pages 37–38
Learning objective
• 2Bp.02 Describe what illness is and describe the common
Workbook page 25 signs of illness in humans.

Unit 2 Flashcards

Unit 2 Audio

Background information
Personal hygiene helps us to stay well. This includes brushing our teeth and using fluoride-based toothpaste
to ensure our teeth and gums stay healthy. Learners should already recognise this aspect of hygiene,
although now is a good time to reaffirm this.
While learners are now aware that hand washing is important, the activities on page 37 of the Learner’s
Book give opportunities to understand more about how our ideas about hygiene have changed over time.
Human hands are the biggest source of bacteria, and these bacteria can be transferred easily from one
person to another. Some will cause illness including coughs and colds, as well as more serious issues, such as
salmonella poisoning after hands have touched infected food. Other illnesses are caused by sneezing and
coughing without using a handkerchief or tissue to prevent the spread of the bacteria and viruses.

53
Unit 2 Being healthy

Starter activity suggestions

• Review learners’ quality of hand washing with a miming activity. Look for learners who remember the
timing rule of singing Happy birthday, as well as rubbing soap through fingers, and so on.
• Ask: Who has been ill? Create a mind map of illnesses the learners have had. Many learners may not
remember when they have been ill.
• Ask a doctor or nurse to talk to the class about the common types of illnesses learners might get and how
to prevent these. Encourage learners to ask questions about illness and about being clean.
• Ask a grandparent of a learner to talk about how hygiene rules have changed over time. The doctor or
nurse could also talk about this if a grandparent is not available.

Activity notes and answers

Page 37 Stop illnesses!
Activity 1 Extracting the relevant information from a text and placing it into a table, provides an opportunity
to create cross-curricular links to skills developed in both English and ESL. Learners work in pairs, then as a
class, to share ideas to complete the table. Ask: What can be done to prevent these illnesses? How can we add
this to the table? They could add a column to the end, for example.
Illness Symptoms
cold cough, sneeze, headache, sore throat
chickenpox spots, itchy, feel hot
tummy ache be sick, go to the toilet a lot

Page 38 What have you learnt about being healthy?

Activity 1 D cake
Activity 2
a The meal is not very balanced because it does not contain many fruits or vegetables.
b chicken curry – high protein foods; rice – starchy foods; naan bread – starchy foods; baked pineapple –
fruit; fizzy drink – high sugar drink
c red-light food – fizzy drink; yellow-light foods – chicken curry, rice, naan bread; green-light food – baked
pineapple
d Swap the fizzy drink for water because fizzy drinks contain a lot of sugar and water contains none.

Further activities
• Place some glitter in a balloon (confetti would also work.) Blow
up the balloon and tie it closed. Pop the balloon and see how far Work safely !
the glitter goes. See how many days later learners are still finding
Be careful that glitter does not
glitter. (You could use the paper bits from a hole punch. It will
get into learners’ eyes.
not spread as far as the pieces are bigger but does clean up more
easily.) This activity gives learners a visual understanding of how
far germs spread.
• Take the sneeze idea a little further. Use water sprayers and a roll of paper. Each learner writes their
name or draws a face on an A5 piece of paper and places it where they think the sneeze will reach.
Use the sprayer as a ‘nose’ and see which learners are hit by the sneeze. Repeat, but with a gloved hand
in front of the sprayer, to represent a hand. Then again with a handkerchief. Discuss the different spray
patterns and how a handkerchief affects this. This is even more effective if you can use different
coloured water for each method of sneezing. Ask learners to explore which is most effective – a tissue
or handkerchief.

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 Unit 2 Being healthy

• Ask learners if there are other illnesses they could add to the table in Activity 1 on page 37 of the
Learner’s Book.
• Ask learners how they feel when they are unwell. What do their families do to see if they are ill, such
as take their temperature or feel their forehead? List the types of symptoms and the actions of care of
others as two columns on the board.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
2Bp.02 Describe what illness is and describe the Learners can describe the signs of an illness in
common signs of illness in humans. simple terms, such as having a temperature
(feeling hot) and being sick. Learners can name
some illnesses, including ones they may have had.

Assessment ideas
• Use the Flashcards and Audio recordings (boost-learning.com) to assess that learners know and
understand the new words and concepts covered in this unit.
• Ask learners to self-assess using the checklist on page 38 of the Learner’s Book and the self-check
table on page 25 of the Workbook.
• Ask learners to make up a small play to show one aspect of being healthy. These can be filmed and
watched again.

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