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Point Cook (P-9) College Year 8 Health/Science

By Morgan Davies
Topic: Introduction to unit of nutrition
Date: Lesson 1 (60 minutes)
Location: Classroom (cluster of tables)
Learning
Intention
Success Criteria
We are learning about what makes a balanced diet.
I can group food into the different food groups.
I can take into consideration portion sizes and serving suggestions.
I can understand the importance of good nutrition for optimal health.


This unit will teach students about what constitutes a healthy diet. They will be
taught about the various nutritional groups and understand the importance of each
(a balanced diet). They will be taught about the influence that the media has on our
opinions. It will emphasise to students about the long-term affects of poor health
and how that may affect development and importance of balanced diet to optimise
health and development.

AusVELS
Health:
Students reflect on the range of influences on personal food intake: peers,
advertising, mass media, mood, convenience, habit, cultural beliefs and
values, and access to food products and services.
They explore topical issues related to eating, and identify personal and
community factors that influence their own food selection.
Students consider the nutritional requirements for growth and activity at
different stages of life, and learn to set nutritional goals using food-selection
models.

Assessment Formative
Observing students answers during group discussions.
Students were able to compare their first plate to second and describe
Time Topic and activities Materials required
Time
Allocati
on
8.50am -9.05am Mark roll

E5: Engage

Good Morning/Afternoon class, For this term
we will be focusing on Nutrition.

Discuss:

- What do you already know about Nutrition?

- Why is it important to maintain a healthy
diet?

- How can you maintain a healthy diet?

Briefly answer each of these questions and we
will return to these questions and your
responses at end of the unit.
Roll
Whiteboard
White board
markers
5-10
mins
Point Cook (P-9) College Year 8 Health/Science

By Morgan Davies

*NOTE BEFORE WE BEGIN THE NEXT TASK, I
WILL BE ASKING YOU TO REFLECT ON YOUR
IDEA OF A NUTRITIOUS DINNER. KEEP IN
MIND IT DOESNT HAVE TO REFLECT YOUR
OWN DIET AND THERE IS MANY DIFFERENT
BELIEFS OF DIETS BASED ON CULTUTRAL,
RELIGIOUS AND POLITICAL BELIEFS.


9.05am -9.20am
E5: Engage
Blooms: Creating

First part of the lesson is to hand out a paper
plate, to each of students.
Individually, students will draw on their own
idea of a nutritious dinner.
Encouraging them to use a range of food
groups.
Once completed individually, students will
turn to their partner and explain why they
chose the food they did and why they believe
it is a nutritious dinner.

Paper plates
Stationary and
Paper
10-15
minues
9.20am-9.40am E5: Explore and explain
Blooms: Evaluate and analyse
Next task, students will be handed two
worksheets; Each has a guide of all food
groups and certain foods, which may fall into
each category.
Explain to the students the importance of the
nutritious foods, and how it may help achieve
optimal health throughout life.
Using this information, students will create in
pairs another example of a nutritious dinner.
This is specifically for an adolescent. Taking
into consideration portion sizes and serving
suggestions.
Explaining that each food group is like a
puzzle piece and when all pieces come
together it is a complete piece
Australian
guide to
healthy eating
Paper plates
Pens / pencils

20 mins
10 minutes e5: Engage/Explore
Blooms: Evaluating and analysing
As a whole group share and reflect on the
differences of the first plate created and the
second.
Workbook
Pens/pencils


Point Cook (P-9) College Year 8 Health/Science

By Morgan Davies
Questions, which may be considered, are:
1. Were there many similarities in your first
plate to the second plate?
2. Was there one food group that you
consumed more regularly than
others?
3. Why may the guidelines not always be
accurate measure for an individual
dietary requirement?

5 minutes
E5: Elaborate and Evaluate
Self-reflection:
- Draw upon how students used
time in the lesson
- Access learning intention
- As a class, sit down in circle and
get students to say what they
learnt today and discuss responses
to questions.

Was the learning intention met?


Home Learning: Students are to explore another cultures guidelines to healthy eating. Students will
explore the cultures accessibility to food, portions and nutrition requirements according to 12-13 year
old age group. This will get students thinking about diets around world and factors that contribute to
food availability.