Tiered unit (Differentiated by Readiness)

Name and student number:

Stephanie Leake
2108703
Unit Overview no more than a page long
Curriculum Area
Health Education Understanding how nutrition Year level

Content
Descriptor

8
impacts on our health and wellbeing
Investigate and select strategies to promote health,
safety and wellbeing (ACPPS073)

Learner

Plan and use health practices, behaviours and resources

to enhance the health, safety and wellbeing of their
communities (ACPPS077)
The class of 26 consist of 14 females and 12 males. A majority

differences/disab

of students are working at an expected standard however three

ilities in your

students have learning difficulties. Four of the students are

class

working above expected standard and one student has a

hearing impairment which can cause behavioural problems if

Achievement

not engaged with a task.

As a result of engaging with the lesson, the students will.

standard ACARA

They demonstrate skills to make informed decisions, and

or SACE

propose and implement actions that promote their own and

objective

others health, safety and wellbeing.

Learning

Students will know:

objectives

* the five food groups

know, understand

* the recommended serves of each food group

and do

* the dietary guidelines

Students will understand that:
*choices the individuals make about food impact on wellbeing
in negative and positive ways
*words, images ect on food labels can be used to influence
consumer choice rather than influence a healthy choice (eg.
Saying something is light doesnt necessarily mean it is
better for you- this could refer to the colour of the product or

home much it weighs.)

Students will be able to:
*valuate food options and how healthy
*Interpret and explore The Australian Guide to Healthy Eating
and find relevant information related to healthy eating
*Interpret nutritional value of food
Essential

How is our health and nutrition related?

Questions
Pre-Assessment
Readiness Task

No more than page long

Questions elaborated on Appendix 1

attached as
Appendices
Overview of unit
lesson 1

Nutrition Introduction, Dietary Guidelines for a balanced diet,

lesson 2

Nutrients
The Guide to Healthy Eating

lesson
lesson
lesson
lesson

Five food groups

Diet influencing lifestyle diseases
Energy intake and energy expenditure
Food labelling/nutrition value
Summative Assessment - Creating a weekly menu plan

3
4
5
6

Curriculum Area

Lesson Plan- no more than a page long

Health Education- Understanding how nutrition impacts on our
health and wellbeing
Year Level 8

Learning

Know:

objective (from

*Students will know the five food groups

Unit Overview)

*Students will know the recommended serves of each food

for this
particular

group
*Students will know the dietary guidelines

lesson

Understand:
*Students will understand that their choice of food impacts their
health including how they learn/concentrate at school
*Students will understand how dietary guidelines impact on the
what choices we make about meals
Do:
*Students will design a healthy weekly menu plan that meets
the dietary guidelines
*Students will investigate what foods should be included in a
well-balanced weekly menu plan
*Students will justify how their menu plan meets the dietary
guidelines
*Students will evaluate nutrition value of meal and snack

Essential

options
How does diet impact on our health?

questions for
this lesson
Lesson number

6 of 6

Length of lesson 110 minutes (double lesson)

from unit plan

sequence
Suggested
content or
outline of
lesson
Using the
information from

Whole classIntroduction and

recap over last
lesson
10 minutes

value were the key themes. (Refer to

PowerPoint slides in Resources appendix)

activity. Organise students into their tiers

(based on pre-assessment task completed

Activity,

in last lesson). Each student is given a

introduce the

colour and they must find the worksheet of

design a lesson
based on different

lesson where food labelling and nutritional

Explanation of todays task. Brainstorm

your preassessment task

Welcome and take roll. Recap over last

tiers:

levels of
readiness.

90 minutes

the same colour.

Ask a few members from each tier what
they learnt from creating their menu and

Readiness tasks
to be attached as
appendices.
(appendix 2)

Check for
understanding

how they went about it to meet the

Whole class

justifications. Hand out post it notes for

debrief and

students to use for their exit card before

conclusion

leaving.

10 minutes
Exit Card 3-2-1- students to write on a post it note and stick

Visual, verbal,

on door.
Smartboard, computers, microphone (teacher to speak into for

tactile and

hearing impaired student.

technological
supports
Instructional

Guided discovery learning

approaches
Resources

attach as appendices (appendix 3)

Classroom

The classroom is a positive learning environment where all

environment

students feel safe and feel confident to ask questions. Ensure

what have you

student with a hearing impairment is sitting close to the front

had to change

for best hearing results.

to meet student
needs
Lesson

What worked? What didnt? Why/Why not? What could I

reflections

change next time? (answer after lesson is completed)

Explanatory notes not to exceed 1 page (size 12 font, Calibri)

How have you linked the theory of differentiation to your lesson
unit and plan? Use the readings to support your answer.
The main way I have linked the theory of differentiation in my unit and
lesson plan is by giving the same task and learning objectives for all
students however the learning journey is accustomed for each students
readiness. My justification for this set up is based on Tomilisons (2004)
theory about adjusting the buttons appropriately for various students
needs, which equalizes their chances of being appropriately challenged.
When students are appropriately challenged deeper learning takes place
(Tomlinson, 2004). This is referred to working in Vygotskys Zone of
Proximal development.
The key understanding that underpins my unit of work and this specific
lesson is how nutrition impacts on our health and wellbeing. Wiggins & Mc
Tighe (2011, p. 129) defines understanding as using skills and facts to
focus on larger concepts or big ideas. When a person understands a
concept they are able to transfer meaning to new situations within or
beyond the subject (Wiggins & Mc Tighe, 2011). The big idea in my unit is
to transfer students understanding of what foods are healthy to why we
are recommended to eat healthy types of food and how they impact on
our health.
How are you catering for the varying levels of readiness? Attach
your activities one page per tier maximum, as appendices.
In this lesson all students will be given the same task (refer to appendix 2)
however the instruction sheet given to each tier will be different (refer to
appendix 2). This table explains how I am varying for specific levels of
readiness in the summative assessment task.
Tier 1Guided
menu
plan
Orange

Tier 2
Calculate
d menu
plan
Blue

This tier is designed for students with a low level of readiness. Students will
investigate meal ideas and evaluate which food group they fit into. Students
will be given two questions to provoke understanding of key objectives, How
does your menu portray a well-balanced diet? How do these particular foods
chosen in the weekly menu impact on students health and wellbeing?
Instructions are set out in steps for students to comprehend. Students will
also be given a menu template and a resource list to scaffold them through
the meal plan. Students are expected to come up with own justification
based on the guiding questions. By decreasing time spent on preparation of
design and finding resources to use(which most students struggle with) this
tier allows them to solely focus on investigating meal ideas and evaluating
how they impact health.
This tier is designed for students with an average level of readiness.
Students will investigate meal ideas and evaluate and measure serves of
food to ensure they are meeting the recommended intake in line with the
Dietary Guidelines. Students write their justification based on the question,
How do the number of serves we eat effect health and wellbeing? Students
will be given a menu plan example but expected to design their own.
Students will also be expected to find their own resources. Instructions will
be set out in a simple way but not given great detail to encourage selfdirected learning.

Tier 3Specific
dietary
requirem
ent menu
plan

This tier is designed for students with a high level of readiness. Students will
investigate a dietary requirement of their choice (eg. Gluten intolerance,
lactose intolerance, nut allergy) and create a menu plan based on the
specific dietary requirement and the nutritional value of the food. Students
design their own menu plan and find their own resources. Students are
expected to come up with their own justifications and conclusions on how
nutrition impacts health.

Green

Appendix 1- Pre-assessment task

Task: Complete the chart to show what you know about nutrition from this
unit. Write as much as you can.

1. Five food groups- Draw and

label the Australian Guide to
healthy eating and the
recommended serves.

2. How do the dietary guides impact on an

individuals choice of what they eat?

Food and
nutrition
3. What would you like to learn more
about
food and nutrition?

4. Name three things we want to limit

our intake of when choosing foods. What
effects does this have on our health if we
regularly choose food high in these three
things?

How will this help you to differentiate by readiness?

This task will help me differentiate by readiness as I can not only assess
students knowledge but also assess their understanding of the topic. The
pre-assessment task isolates specific topics we have focused on over the
unit (food groups, recommended serves, dietary guidelines, food labelling)
therefore my organisation of readiness would not just be based upon one
topic in nutrition. The main objective for this unit is to see students
making the connection about these key themes but advanced leaners will
have grasped the understanding of how that knowledge impacts on
peoples decisions of food choice and in turn impacting their health. This
task also allows students to address what they would like to learn more
about therefore I can use this information to apply student interest and
engagement in my lessons for the future.

How will you use this to assess students levels of

readiness/knowledge/understanding?
Through the use of this pre-assessment task I will be able to differ student
readiness by content knowledge or an understanding for the topic. For
example, questions two and four are placed as the extended questions
therefore I would be expecting students that have a high level of
readiness to be able to go into detail. Students with a middle level of
readiness should be able to list specific knowledge but may not be clear
with their understandings. Students with a lower level of readiness may
struggle with these questions or can identify the answer but are still
unsure about the underlying concepts.

Appendix 2- Tiered activities

Creating a healthy weekly menu-

Summative

assessment
Task for all students: You have been employed as a healthy eating
advocate for year 7s. Based on your knowledge and the Australian Guide
to Healthy eating, your task is to create a five day healthy menu including
breakfast, lunch, dinner and snacks for a 12-13 year old male or female
who attends school. To create the meal plan it is important for you to
investigate what types of food and snacks are available and if they would
be suitable to use in your menu. In conclusion to the menu, you must
make a connection justifying why you chose specific meals and snacks in
relation to how they impact on a 12-13 year olds health.
Explanation: This task would be handed out to all students and put up
on the smart board to refer back to. Below are the instructions the
specific tiers would be given. Students would be selected into specific
tiers due to their level of readiness shown from the pre-assessment task
and from other formative assessment throughout the unit.

Tier 1- Guided Menu Plan

In relation to the task, the guided researches also need to investigate
which food belongs in which of the five food groups.

To be successful researches on this task, here are some helpful

hints:
1. Read task to understand what it is you need to do.
2. Read through template table to understand how to set out a menu
plan.
3. Have a look at these resources as well as information in your own
workbooks to find suitable meals and evaluate which food group
they belong to:
https://www.eatforhealth.gov.au/
http://www.health.gov.au/internet/publications/publishing.nsf/Conten
t/gug-family-toc~gug-family-foods~gug-family-foods-basic
4. Read the extended response questions and think about how you will
answer these after you have created the menu plan.
5. Read the rubric, in particular you should read the highest mark to
see what standard your assignment needs to be and what you
should include.

6.

7.

Monday

8.

Tuesday

9.

Wednesd

10. Thurs

13. Bre

14. 2x wholegrain

17.

18.

19.

12.
20.

30.

31.

32.

33.

36.

37.

38.

39. Chicken a

ay

akf
ast

day

11. Friday

toast with 1 egg

15.
16. Glass of low fat

21. Fo

milk
22. Grains:

od

23. wholegrain

gro

bread

up

24.
25. Lean meats &
poultry:
26. Egg
27.
28. Dairy:

34. Lu

29. Low fat milk

35.

nc

salad who

roll
40.

42. Fo

43.

44.

45.

46.

41. Apple
47. Learn me

od

poultry:

gro

48. Chicken

up

49.

50. Grains:

51. Wholegra
52.

53. Fruit and

vegetable

54. Lettuce, to

carrot, cuc
55. Din

56.

57. Fish and

ner
61. Fo

58.

59.

60.

67.

68.

69.

73. 6 carrot

76.

77.

87.

88.

grilled
62.

vegetables
63. Learn

od

meats &

gro

poultry:
64. Fish

up

65. Fruit and

vegetable
s:
66. Broccoli,
pumpkin,
corn
70. Sn

71.

72.

ac

sticks and 4

ks

cubes of
cheese
74.

78. Fo

79.

80.

75. Banana
81. Fruit &

od

vegetables

Gr

ou

82. Carrot
sticks

83. Banana
84.
85. Dairy:
86. Cheese

89. Tier 1 Weekly menu plan template

90.

91.

92.
93.
Justification Questions:
94.
How does your menu portray a well-balanced diet?
95.
96.
How do these particular foods chosen in the weekly menu
impact on students health wellbeing?
97.
98.

99.

100.

101.

102.
Tier 2- Calculated menu plan
103.
104.
In relation to the task, your job is to create a menu plan and
evaluate number of serves for each meal and compare them to the
recommended number of daily serves. Use this table as an example
to design your own menu plan. Use the question, How do the
number of serves we eat effect health and wellbeing? to guide your
justification about how nutrition impacts on health.
106.
Mo
107.
T
108.
W
109.
105.
nday

uesday

ednesda

Thursda

110.
ay

Bre

113.

114.

y
115.

akfast
118.
Foo

119.

120.

121.

122.

123.

d group
124.
Lun

125.

126.

127.

128.

129.

ch
130.

Foo

131.

132.

133.

134.

135.

d group
136.
Din

137.

138.

139.

140.

141.

ner
142.

Foo

143.

144.

145.

146.

147.

d group
148.
Sna

149.

150.

151.

152.

153.

155.

156.

157.

158.

159.

112.

y
116.

111.
117.

cks
154.

Foo

d Group
160.
161.
Recom
me
nde
d

162.

163.

164.

165.

166.

167.

168.

169.

170.

ser
ve

172.
173.
174.

175.
Tier 3- Specific Dietary Requirement menu plan
176.
177.
In relation to the task, you are required to choose one dietary
requirement (eg. Lactose intolerance, gluten intolerance, nut allergy
ect) and design a menu plan based around this dietary requirement
ensuring it still meets the dietary guidelines. Please check with
teacher once you have chosen to make sure it is suitable. Justify
your decision for your menu plan, evaluating how it impacts on
health. Your justification is required to be two paragraphs long.
178.

179.

180.

181.

182.

183.

a.

Appendix 3- Resources

PowerPoint

presentation used in class.

184.

Mar

king

185.
t

Rubric

Todays
Brainstorming
Big Idea
activitylearning
What
objectives
have we
Food
andMen
Nutrition
189.
192.
already learnt?Week 6, lesson 6

Last lesson 186.

Food labelling
and nutritional 187
Insufficien
Developing
value

What do you remember?

What
are the four key words to look
Task
Creating
a weekly
menu
Menu plan
is
193.
Menu
is
194.
for
on abeen
nutrition
label?
You have
employed
as aplan
healthy

(Assessment
task)
eating advocate
for year 7s.
Based on your
not completed.
Very
relative
clear.Guide
Menutois
knowledge
and the
Australian
learn/concentrate at school
Healthy eating, your task is to create a five
Todays
is toatie
alldifficult
theto
information
Why
istask
it important
look
day
healthy
menu
including
breakfast,
190.
hard to understand.
bit
to at we have
learnt
in
the
unit
to
applying
our
knowledge
*Students will understand that eating a variety of foods
lunch, dinner and
for ahow
12-13
year
ingredients
in snacks
food
and
are
through
designing
a
menu
plan
for
another
and the number of serves of food eaten impact health.
old
male
or
female
who
attends
school.
To
191.
40%
Meals are notthey organised?
understand.
Few
student.
create the meal plan it is important for you
Guiding questions
to investigate what types of food and snacks
and not
meals are left out.
Why is it important for school students to have ahealthy
wellare available and if they would be suitable
balanced diet?
to use in your menu. In conclusion to the
How does diet impact on our health?
menu, you must make a connection
Why can it be confusing to know what snacks are
justifying why you chose specific meals and
healthy and which ones are not?
snacks in relation to how they impact on a
*Students will understand that their choice of food

Year
7
u plan
impacts their health including
how they

is

to

suitable for a school

Menu plan provides

aged student.

some of a well-

balanced diet however

food not very suitable

so

for a school aged

su

student.

sc

st
196.

Inve

199.

No

200.

Little

201.

stigation

investigation or

investigation and

and

evaluation on

evaluation present.

so

evaluation

creditable resources

Some resources have

in relevant. No

been used. Some

information reflects

information reflects

the Australian

the Australian Guide

in

Guide to healthy

to healthy eating.

In

197.
198.

20%

eating.

re

to

203.

Justi

fication
204.
205.

30%

206.

Justification is

207.

Justification

208.

not completed.

struggles to explain

is

Justification is

how nutrition impacts

irrelevant to menu

on students health

plan and key

and wellbeing. Some

understanding.

parts are irrelevant.

210.

Spell

213.

A lot of

214.

Some spelling

ing and

spelling and

and grammar

sp

grammar

grammar mistakes

mistakes.

211.

which makes

212.

10%

assignment hard to
understand.

217.

Resource- Marking rubric used to assess all students for the

summative assignment.

a.

Reference List:

218.
Australian Curriculum, Assessment and Reporting Authority,
ACARA (2013) Health and Physical Education, Year 7 and 8 content
descriptors. viewed
http://www.australiancurriculum.edu.au/healthandphysicaleducation
/Curriculum/F-10#level9-10 on 13/3/14
219.
220.
221.
Tomlinson, Carol Ann 2004, 'The how to's of planning lessons
differentiated by readiness', in Tomlinson, Carol A, How to
differentiate instruction in mixed-ability classrooms, 2nd edn,
Association for Supervision and Curriculum Development,
Alexandria, Va, pp. 45-51.
222.
223.
Wiggins, Grant P & McTighe, Jay 2005, 'Crafting
understandings', in Wiggins, Grant P & McTighe,
Jay, Understanding by design, Expanded 2nd edn, Association for
Supervision and Curriculum Development, Alexandria, VA, pp. 126145.
224.
225.

215.