SECONDARY

LESSON PLAN
TOPIC/FOCUS: Nutrition Nutrients
Involved in the production of Blood

DATE: 30/04/15

YEAR LEVEL & SUBJECT: Year 11

Health

LESSON DURATION: 50 Minutes

NO. OF STUDENTS: 24
AusVELS: (Strand/Domain/ Dimension) Domain: Students explore the
importance of nutrition and the developmental functions it performs on the body.
Key Knowledge: The function of major nutrients in the production of blood
GOALS: For the students to gain a basic understating of the major nutrients used
for the production of blood. To gain an understanding of the students progress
throughout the unit to date.
LESSON OUTCOMES AND INDICATORS
1. Students are able to work collaboratively to summarise a nutrient
involved in the production of blood
2. Students are able to demonstrate their knowledge gained by sharing
with their fellow students and teach each other about a specific nutrient
and the role it plays in the production of blood.
3. Students are able to participate in the summative classroom activity.

TEACHING MATERIALS AND PREPARATION - VISUALS

-

Fill in the blanks slideshow

Who Wants to be a Millionaire Quiz

TEACHING MATERIALS AND PREPARATION - EQUIPMENT

-

Different coloured Whiteboard Markers

LESSON PROCEDURE
Introduction/focusing activity (The lesson begins with this activity.)
Teacher

TIME
Students

Minute
s
10

The primary function of blood is to provide a rapid transport system for the
distribution of oxygen to the bodys cells. Blood also supplies the essential
nutrients, hormones and proteins required for the processes undertaken by
the cells in the tissue. Also used in the transportation of waste materials
(carbon dioxide, urea and lactic acid), transport of cells involved in defending
the body against bacteria and toxins.

Lesson development
Teacher
Protein, Iron, B group Vitamins (B9 [Folate] and B12 [Cobalamin]), Vitamin C,
Water, Copper (Food source [Seafood(Oysters), Kale, Mushrooms, Organ Meats
(Liver)].

Students are to fill in the blanks

on the board. They are to research
blood in their own method
whether it is in groups or
individually. They can use the text
book, iPads or any other method
they wish.

Student
Jigsaw Collaboration

Students will have 10 minutes to work in their research group and then another
10 minutes sharing with their home group.

Students are handed a card at

random each with 1 number and 1
letter. The number signifies which
research topic the students will have
and the letter signifies which home
group the student will be apart of.

Use the Who Wants to Be a Millionaire Quiz as a form of assessment to gage the
students progression and understanding throughout the unit.

Students are to answer the questions

with a flash card of ABCD.

As a teacher you perform the role of game show host for Who Wants to Be a
Millionaire So all students are involved students are to flash the sheet ABCD to

20

15

respond to their answer. Each questions is assigned to a sum of money the

student with the most money at the end wins.

Formative Assessment (Questions or actions used throughout the lesson to check on student understanding and
application of information)
By having the students present their nutrient to the class, it shows that they have done the work and understand the
nutrient as they can explain it to their classmates.

Closure (Options include: summarising or reflecting on the learning achievements/analysing errors; the presentation of
selected students work/preparation for future lesson/s etc.)
Teacher
Student
Students are to write down on a piece of paper two thing
that they have learnt from todays lesson

OPTIONAL
Adaptations/Differentiation
At this point the teacher checks each students progress and decides who
needs re-teaching, extension, and or independent practice. Beginning
practicum: reflection, Experienced practicum: in planning.
Allow students a choice in activities, Who Wants to Be a Millionaire (Graduated
Learning)

Extension (Extension is for students who need more challenge.)

Students are to research each of the nutrients themselves and summarise

Independent Practice (This is for students who need more practice. It can be done
without teacher guidance, perhaps as homework.)

Students can take home the Who Wants to Be a Millionaire Quiz for further
practice.

PRE-SERVICE TEACHERS POST LESSON REFLECTION

Student learning (Was the stated Standard Formulated as a Student Learning
Outcome with Indicator/s achieved by all students or only some students?)

Effectiveness of the learning and teaching strategies (For example,

review your questioning skills in checking for understanding or your explaining skills in
information and modelling, or your organising and communicating skills, for example,
giving instructions, encouraging student participation etc.)

Reflection on what you have learned and changes for future

lessons. (Identify a key learning/insight that you have gained about effective learning
and teaching and those changes you will make when planning and implementing your next
Direct Lesson Plan.

ASSOCIATE TEACHER FEEDBACK

Pre-service Teacher preparation for lesson, use of resources, teaching
strategies, class room management. Lesson introduction and closure.
Acknowledgement of individual learning styles.