Specific learner outcomes (by de end of pre-primary, students should be able to): 

• Explain the importance of food to good health, e.g.: to give energy, to avoid illness; 
• Identify foods that give them energy; 
• Identify foods that make them strong and healthy; 
• Select foods that make a nutritious breakfast; 
• Choose healthy snacks; 
• Eat healthy local foods; and 
• Explain how advertisements influence the choice of foods. 

• Group food according to food groups using real foods; 
• Match food samples with foods that give energy: foods that make them grow, etc;
•  Collect pictures of energy foods, that make them grow to make a collage;
•  Taste a variety of food samples, and ask students to draw pictures of their favourite energy foods, use SEMANTIC FEATURE ANALYSIS (SFA) for features of various food groups; 
• Select a food group and collect a number of samples that belong to the food group; 
• Prepare a nutritious breakfast (foods from any three food groups); 
• Collect pictures of nutritious snacks that belong to a food group sing songs and complete riddles about food; 
• Group favourite snacks into healthy and unhealthy. Have a snack party; and 
• Collect pictures of their favourite foods advertised on television and group them into healthy and unhealthy. 

Specific learner outcomes (by de end of grade 2, students should be able to): 

• State the importance of the different food groups to the body; 
• Explain why it is important to eat foods from all the different food groups; 
• Give reasons why it is important to limit food high in fat, salt and sugar; 
• Explain why it is important to have breakfast; 
• Predict the consequences of overeating; and 
• Show preference for local healthy foods (juices, snacks, etc). 

• Group food or pictures of food into the four food groups; 
• Group food items brought by students into the four food groups using SEMANTIC FEATURE ANALYSIS (SFA). Put favourite foods into food groups; 
• Group a variety of food samples into a food group. Make and a sample a fruit salad;
•  Plan, prepare and sample a balanced breakfast; 
• Prepare various simple meals making use of as many local foods as possible; and 
• Collect pictures of obese children. NB: Teacher must demonstrate sensitivity to obese children in class. 

• Specific learner outcomes (by de end of grade 3, students should be able to): 
• Name the different food nutrients; 
• Discover that foods contain different nutrients (protein, carbohydrates, fats, vitamins, etc); 
• Identify food necessary for proper growth and development; 
• Investigate the importance of water to the body, e.g. flushing of kidneys; 
• List the functions of the parts of the alimentary canal; 
• Explain the process of digestion; 
• Give reasons why the lack of nutrients can lead to deficiency diseases; 
• List diseases caused by lack of nutrients; 
• Name and classify food from plants, e.g. bulbs, leaves, lettuce, cabbage, stem, tubers, potatoes, roots, and carrots; 
• List nutrients and corresponding foods that are necessary for the proper functioning of eyes, teeth, skin, etc; 
• Monitor foods eaten to encourage healthy living; 
• Appreciate that foods should be eaten in the right amounts; 
• List the effects of overeating; 
• Demonstrate the ability to choose eating habits that enhance their growth; 
• Demonstrate the ability to choose and participate in physical activities; 
• Identify the factors that impact our choice of food (advertisements, taste, colour, peer influences, give-aways at supermarkets, packaging affordability, culture, family influences and habits, etc); 
• Comment on the nutritious value of a typical meal from another culture that they like; 
• State steps they would take to improve their nutritional habits; and 
• Explain the value of exercise and nutrition to growth. 

• Allow students to categorize actual foods based on nutrients; 
• Allow students to prepare a balanced meal; 
• Allow students to categorize nutrients in terms of their functions; 
• Allow students to use pictures to show persons lacking nutrients; 
• Allow students to carry out/investigate project of the value of water to the body;
• Allow students to record and classify food for two lunches/dinners; 
• Given the menu, allow students to prepare a balanced meal; 
• Allow students to build puzzles involving food groups. Using a pie chart, prepare different pieces depicting different nutrients (a puzzle can be used for the dinner or breakfast menu); 
• Allow students to collect and list food advertisements and categorize them into their likes and dislikes; 
• Allow students to assess the nutritional contents of the foods which they like and dislike; 
• Allow students to sing or repeat food advertisements which are advertised on TV; 
• Allow students to create counter advertisements to highlight the value of proper nutrients in foods; 
• Allow students to discuss food from other cultures which they like and assess the nutritional value of those foods; 
• Allow students to prepare nutritious sandwiches during class time indicating nutrients contained; and 
• Invite a resource person to talk to students about the amount of different types of foods which they need at their stage of development. 

• Specific learner outcomes (by de end of grade 4, students should be able to): 
  
• Name the six major nutrients; 
• List the functions of the various nutrients (carbohydrates, fats, proteins, vitamins, water and minerals); 
• Name local foods which contain each of the nutrients; 
• Group foods with similar nutritious value; 
• Select foods from the four food groups to plan a nutritious breakfast; 
• Differentiate between nutritious and non-nutritious snacks; 
• Examine the nutritious value of their favourite breakfast cereals; 
• Use refuse purchase to make a nutritious meal/drink, e.g., pineapple skin, tamarind threads; 
• Identify persons who produce foods; 
• Describe the deficiency diseases; 
• Identify the digestive juices/enzymes found in the different parts of the alimentary canal; 
• List ways of helping the proper functioning of the digestive system, e.g.: limiting the use of sugars, salts, fats, chewing food properly; eating regular meals; and eating foods that are well prepared; 
• Identify the characteristics of a good snack; 
• Identify factors that influence eating patterns and habits (availability, cost, financial power, peer influence, TV advertisements and other types of advertising, movies, celebrations, cultural influence accessibility, taste, family eating habits, etc; 
• Make personal goal statements to improve eating habits; 
• Develop a preference for the nutritious foods that are available; and 
• List the health conditions under which foods should be purchased and eaten.

• Allow students to build a web depicting food nutrients;
• Given a list of foods, allow students to categorize them according to nutritional content; Allow students to write a menu for breakfast; 
• Allow students to discuss the nutritional value of snacks and foods they like. Let them make decisions about them in terms of nutritional content; 
• Allow students to use local foods to prepare a nutritious drink/meal; Allow students to make a tree to show all the people who are involved in food production; 
• Allow students to research deficiency diseases in small groups as a project; information can be obtained from Health Centres with the aid of a diagram of the digestive system; 
• Allow students to show where juices and enzymes are produced and utilized during digestion by the body; 
• Allow students to carry out an investigation into each other's eating patterns using a questionnaire; 
• Allow students to assess the truth in the chain of food advertisements and then prepare counter-ads; and Allow students to assess the nutritional value of foods prepared in St Lucia for Jounen Kweyol, etc. 

Specific learner outcomes (by de end of grade 5, students should be able to):  

• Carry out a survey and compare the food production with the food consumption of a few households and represent findings on a graph; 
• Locate main areas in St Lucia engaged in food production; 
• List the functions of plant food nutrients to the body; 
• Give reasons for the need to include plant foods in their diets; 
• Explain the source of processed foods, e.g. animals, and plants; 
• Explain the process of digestion, assimilation and excretion; 
• List disorders of an excretory system, e.g. bed wetting, kidney or bladder stone, painful urination; 
• Identify proper ways of storing food; 
• Investigate the cause of food spoilage and how it can be prevented; 
• Analyze diets for the presence of the six nutrients; 
• Examine the value of new foods on the market; 
• Appreciate that there is enough food to eat compared to children who are deprived; 
• Express and show concern for the less fortunate by making food contributions; 
• Locate areas around the world where children experience food scarcity; 
• Explain the importance of a balanced diet for proper growth; and 
• State the environmental conditions under which food should be eaten. 

• Allow students to classify foods based on their sources, e.g. bulbs, tubes, stems, etc; 
• Allow students to interview individuals who produced foods (e.g. farmers, fishermen) to compare what they eat in relation to the food they produce, e.g. investigate whether the farmer who produces grapefruit sells them to purchase caned juices; investigate whether the fisherman sells the fish to purchase frozen meats; 
• Allow students to carry out a simple experiment to show how food physically changes in the mouth/stomach; 
• Allow students to investigate ways of storing and preserving food at home;
•  Allow students to engage in preserving some foods; 
• Allow students to examine foods on the shelves and identify preservatives contained in them; 
• Allow students to visit supermarkets to examine the expiration dates of food items on the shelves; 
• Allow students to experiment with the preservation of some foods; 
• Allow students to prepare a balanced lunch indicating the nutrients contained; 
• Allow students to record eating habits in an effort to encourage healthy eating;
• Allow students to choreograph an aerobic routine; 
• Allow students to record the meals eaten for a week on a graph and assess food intake based on the nutrients; 
• Allow students to investigate the nutritional value of new food products; 
• Allow students to contribute to the less fortunate, e.g. collecting money from classmates and schoolmates; and seeking donations of actual food from supermarkets; 
• Allow students to identify groups or individuals to which food must be given; and 
• Allow students to research international organization which contributes to feeding the poor in St. Lucia and the type of contribution made. 

Specific learner outcomes (by de end of grade 6, students should be able to): 

• Name deficiency diseases caused by lack of nutrients; 
• List foods that prevent deficiency diseases; 
• List eating disorders caused by poor eating habits, e.g. bulimia, anorexia, neurosis; 
• Name a variety of foods which contain the nutrients; 
• List the factors that influence individual diets; 
• Select some foods and investigate how they can be preserved; 
• Use research skills to find out the functions of food additives; 
• Formulate arguments for/against processed foods; 
• Give reasons why food should be conserved; 
• Accept that food should be conserved and not wasted; 
• State the hygienic conditions under which food should be handled; and 
• Appreciate the need to be a discriminating consumer. 

Suggested activities: 

• Allow students to research diseases caused by lack of nutrients and the foods needed to prevent such deficiencies; 
• Allow students to collect pictures of persons suffering from various eating disorders; 
• Allow students to plan a nutritious meal; 
• Allow students to research the various types of eating disorders;
• Allow students to engage in discussions focusing on what influences their diets; Allow students to compare their diets to those of other cultures;
• Allow students to write on the topic of how I will influence my Parents to prepare more nutritious meals;
• Allow students to collect empty food containers and boxes to observe the presence of additives and preservatives in those foods; 
• Allow students to research the advantages and disadvantages of additives and preservatives; and Allow students to plan and prepare nutritious dinners.