The resources in BT STEM Crew can be used either in sequence or flexibly as an introduction to a topic, or for a quick activity.

Introduce the topic of nutrition with a short starter film, discussing how energy requirements vary depending on activity levels, for example, the boat crew vs. the shore team. Test students' knowledge with an engaging interactive. Our differentiated worksheets reinforce learning objectives for this topic.

This topic covers the different components in a healthy diet; why different components in a healthy diet are needed; why people of different ages/activity levels need different amounts of energy; and calculating the energy provided in a daily meal plan.


 This video explores how the team build their diets to stay fit and healthy during training and for races. Take a look at how the components of their diet differ from the diet of someone who is less active.

Interactive quiz

It's important for the crew to be in top physical condition for training and racing. This means they need to be eating well. Challenge your students on nutrition to see if they have what it takes to join the team.

Launch interactive


Test students' learning with these differentiated worksheets.

Worksheet 1

11-14 lower

Download PDF

Worksheet 2

11-14 higher

Download PDF

Teacher's notes


Students could be shown images of different foods. They write on mini-whiteboards whether they think the food is healthy or unhealthy. Where there is some disagreement, students could put forward their reasons for their answers. For instance, an isotonic energy drink could be seen as unhealthy due to being high in sugar. However, in a sporting context it is not that unhealthy.

Suggested activity

Lead a 'washing line' activity with food labels (you would need to bring them in). Students put them on a 'washing line' in order of energy content per 100 g, and then see if there are similar trends in nutrients – therefore helping them to link high sugar/high fat with high energy.


The teacher calls out different functions required, and students can suggest on whiteboards one food item which will produce the required effect. For example, the teacher could say, ‘quick burst of energy’ and the students could write, ‘jellybeans’.

Further ideas/ STEM Club ideas

Burning different food products to assess relative amounts of energy in them.

Curriculum links


KS3 NC – Biology

  • Content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed 
  • Calculations of energy requirements in a healthy daily diet

KS3 NC – Physics

  • Energy, comparing energy values of different foods (from labels) (kJ)

KS3 NC - D&T, Food technology

  • Understand and apply the principles of nutrition

GCSE – an introduction to the nutritional properties of ingredients/food products


  • A521 Introduction to designing and making requires a clear focus on nutrition


  • Unit 2 – dietary functions and sources of sugar, starch, fibre, proteins, vitamins, minerals, and energy balance


  • Examine the nutritional properties of ingredients/ food products. An understanding of the nutritional characteristics of the main nutrients: proteins, fats, carbohydrates – sugars and starches, vitamins and minerals – Vitamins A, B, C and D, Calcium, Iron
  • Have knowledge of nutritional advice. Interpret and apply current nutritional/healthy eating guidelines, e.g. apply the recommendations of the ‘Eat well plate’, 5 a day, high fire (NSP)
  • Be able to apply the nutritional advice when analysing existing food products. Understand that diets with deficiencies or excesses of particular nutrients may lead to health related problems
  • List the different components in a healthy human diet
  • Explain why each of the components in a healthy diet is needed
  • Explain why people of different ages/activity levels need different amounts of energy in their diets
  • Calculate the energy provided in a daily menu plan
  • Design a healthy daily menu plan for a person with normal activity levels and with high activity levels


KS3 Science

  • Understand how food is used by the body as fuel during respiration and why the components of a balanced diet are needed for good health

KS3 Design & Technology

  • Apply current healthy eating messages in relation to the nutritional needs of different groups in society 
  • Classify food by commodity/group and understand the characteristics of a broad range of ingredients, including their nutritional properties


Fourth level Technologies

  • Explore the properties and functionality of ingredients to establish their suitability for a task at home or in the world of work
  • Showing creativity and innovation, design, plan and produce increasingly complex food items which satisfy the needs of the user, at home or in the world of work

National 4 Biology

  • Research/investigate the importance of suitable conditions eg diet, to maintain growth and development. Debate the links between diet and growth and development disorders

Northern Ireland

KS3 Mathematics

  • Know how to collect, record, present and interpret data on food content
  • Use the details of various types of food content to make decisions about what foods and meals may be healthy
  • Investigate relationships between different food content and make decisions based on the results

KS3 Science & Technology

  • Explore physical, chemical and biological effects on personal health, for example, inherited characteristics, exercise and nutrition

GCSE Biology

In the context of how science works, students should be able to:

  • 1.3.7 understand that energy requirements vary with age, gender, activity levels and pregnancy