Good Food – Good Fun
Eating for Peak Performance
Band of development: Later adolescence
Curriculum organiser: Technology, Health and Physical Education
Year level(s): 9/10
Proposed duration: 10 weeks
Essential Learning 12. The student takes action to promote health.
Achievements 25. The student designs, makes and appraises using technology.
1. The student uses a range of strategies to think and learn.
5. The student contributes to group effectiveness.
ACKNOWLEDGEMENT:
Thank you to Student Wellbeing for developing and sharing this unit/lesson.
This is a sample learning experience/unit of work. Teachers need to consider its usefulness within the context of their own Posted: students’ needs and school’s curriculum plan and adapt it accordingly. October 2008
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Good Food – Good Fun
Eating for Peak Performance
BAND OF DEVELOPMENT: Later Adolescence YEAR LEVEL: 9/10
KEY LEARNING AREA: Food Studies PROPOSED DURATION: 10 weeks
TEACHER: SCHOOL: TERM: UNIT DESCRIPTION ENDURING UNDERSTANDINGS
What will the students remember in three months or three years? Nutrition information and experiences with food are essential to making good food choices. ; Healthy food is good for you and can be fun to make. Students will cover the following areas: ; Healthy food can taste good.
; models for healthy eating ; We can all prepare healthy food.
; the Australian Dietary Guidelines (ADG) ; There are links between food and health.
; nutrient and energy composition of foods ; dietary considerations for special needs
; the relationship between diet and health
; analysis of diets
; the principles of balance, moderation and variety in our diet
; factors that influence food choices
; preparation of healthy meals
LEARNING OUTCOMES ASSESSMENT ITEMS
The students will: What evidence will I have that demonstrates learning/ achievement?
; demonstrate an understanding of the function of food and the 1. Completion of survey and definition of healthy food and drinks.
reasons for eating 2. Completion of food diary and analysis of own diet in relation to
the Australian Guidelines for Healthy Eating (AGHE). ; design, make and appraise menus and food that cater for
3. Student, self and teamwork evaluation of group work and dietary considerations for special needs and that reflect
practical skills. knowledge of the Australian Dietary Guidelines
4. Ability to relate the theory of ADG, special diets and energy ; work cooperatively in groups and follow directions to prepare
knowledge to plan menus and make food from this menu meals.
through following a design brief.
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ELA 12: The student takes ELA 25: The student ELA 1: The student uses a ELA 5: The student action to promote health designs, makes and range of strategies to think contributes to group
appraises using technology and learn effectiveness
In later adolescence, students In later adolescence, students In later adolescence, students In later adolescence, students have opportunities to understand have opportunities to understand have opportunities to: have opportunities to:
and learn about: and learn about:
5. provide useful feedback to their 1.select and apply various forms 5. sources of nutritional 1.the design process (eg of thinking (e.g. logical, peers in a timely, considerate and information. identifying needs and convergent, divergent, inductive, respectful way.
opportunities in establishing deductive, lateral, creative) to
6. the relationships among diets, design criteria; planning and issues and problems in order to 6. assess their own contribution to dieting, exercise and energy managing time; resources and consider alternative perceptions the group or team and implement balance. risk; evaluating design ideas and and value positions, put forward strategies to make improvements
procedures; appraising design a point of view or synthesise when necessary.
7. factors that influence food solutions against criteria). various points of view.
choices (eg media, gender, socio- 7. reflect on the success of group cultural, family, peers). 3.care in the use and storage of management and learning in 5.make decisions about how to materials and equipment. achieving agreed goals, and learn something independently In later adolescence, students make adjustments where and in collaboration with others, have opportunities to learn to: 4.the technical language needed necessary. including the use of ICT as a to describe, explain and evaluate thinking and learning tool. 13. assess the claims made by design concepts and production 8. identify and negotiate group health services and products. processes. goals and priorities, set timelines
7.reflect on and evaluate their and plan, matching the strengths
In later adolescence, students 16. research influences on and capabilities of group own thinking and the thinking of
have opportunities to learn to: individual’s health choices, members for the most effective others in relation to an issue or explain and justify their own results. problem, and their own learning choices and propose strategies to 5.create a design solution to meet
processes and achievements. support young people to behave an identified opportunity or need.
in healthy ways.
7.document and evaluate
decisions made throughout the
design process.
8. choose and use the
appropriate tools, materials and
techniques to create a design
solution.
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TUNING IN
Learning Experiences and Assessment Teaching Resources Essential Content
What do I want students to have What will your students be engaged in? Strategies opportunities to learn? (taken from What is/are the identified Essential Learning most effective Achievements) strategy or
strategies to teach
this?
ELA 12 Assessment Item 1 (a) Questioning See 5. sources of nutritional information. Completion of survey and definition of healthy food and drinks. Survey the class, on appendix 1 6. the relationships among diets, dieting, why we eat different foods and how food makes us feel. Use responses as formative Small group for survey exercise and energy balance. assessment to revise and modify future lessons. discussions guidelines.
ELA 25 In cooperative groups or individually ask students to create definitions for healthy food Class discussion Department 3. care in the use and storage of materials and and drinks based on their prior knowledge. Encourage students to think about concepts of Health equipment. including less fat, low fat, fat free etc Cooperative Learning and Ageing,
strategies (e.g: Think, The ELA 5 In small groups, students consider and analyse reasons for food choices, discuss Pair, Share or Rally Australian 5. provide useful feedback to their peers in a responses and share with class. As part of the discussion have students consider around) Guide to timely, considerate and respectful way. cultural influences and what the impact of this has been on the availability of food Healthy
choices in Australian today. To assist in the facilitation of this discussion provide Cut and paste activity Eating, 6. assess their own contribution to the group students with photos of food and menus from local restaurants in Canberra. using components of or team and implement strategies to make the guide
improvements when necessary. Familiarise students with the groups and requirements in the Australian Guide to
Healthy Eating (AGHE) (see Bibliography) through whole class and small group Practical food 7. reflect on the success of group discussion. In addition revise food models, including the AGHE. preparation
management and learning in achieving agreed
goals, and make adjustments where In cooperative groups, students create a daily menu using the AGHE and prepare a Student reflection of necessary. meal from that menu. group work using a
rubric
8. identify and negotiate group goals and Assessment Item 3 (a): Practical Work – preparation of a healthy meal, working in
priorities, set timelines and plan, matching the cooperative groups, following health and hygiene rules.
strengths and capabilities of group members
for the most effective results. In groups ask students to analyse a meal as part of a daily eating plan. Students create
a daily menu incorporating this meal. Students use the AGHE to determine the number
of serves in this meal.
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Learning Experiences and Assessment Teaching Notes Essential Content
What do I want students to have What will your students be engaged in? Strategies opportunities to learn? (taken from What is/are the identified Essential Learning most effective Achievements) strategy strategies
to teach this? ELA 12 Develop student understanding of the need for variety in the diet to obtain the essential Reflective thinking See Murdoch, 5. sources of nutritional information. nutrients. Use a cooperative learning strategy such as think, pair, share or inside/ frameworks (2005) 6. the relationships among diets, dieting, outside circle to have students brainstorm their current understanding of concepts exercise and energy balance. including essential nutrients and variety in diets. A graphic organiser may also be Games See J. O‟Dea, ELA 25 useful to assist students in reflecting on their knowledge. (2007) 5. Create a design solution to meet an Practical work identified opportunity or need. Use reference material to create an information table on nutrients, food sources and Department of 8. Choose and use the appropriate tools, nutrient function in the body. Questioning Health and materials and techniques to create a design Ageing, The solution. Apply knowledge of nutrition by playing class game, eg. „nutrient bingo‟ to reinforce Evaluation of Australian ELA 1 nutrient information, see O’Dea,( 2007). practical work Guide to 1. the design process (eg identifying needs Healthy Eating, and opportunities establishing design criteria, Assessment Item 3 (b): In cooperative groups students plan, prepare and analyse the Class discussion planning and managing time, resources and nutrient content of the selected meal. Students document their evaluations of the meal
risk, evaluating design ideas and procedures, in their design brief for collection and assessment. Student presentation appraising design solutions against criteria).
5. make decisions about how to learn Recipe modification something independently and in collaboration Introduction to Australian Dietary Guidelines (ADG)
with others, including the use of ICT as a Student reflection of ; students to suggest reasons for each of the guidelines
thinking and learning tool. group work using a ; research task – students allocated a guideline to research the reasons behind it
rubric and make suggestions to incorporate it into the diet ELA 5
; share information with class. 5. provide useful feedback to their peers in a timely, considerate and respectful way. Examine traditional cuisine and menus from a variety of cultures, including Indigenous 6. assess their own contribution to the group Australian communities. In cooperative groups have students apply the AGHE and or team and implement strategies to make ADG guidelines to these traditional diets and analyse. As a class, discuss the improvements when necessary. similarities and differences between a traditional diet and that of a contemporary 7. reflect on the success of group Australian diet. management and learning in achieving agreed goals, and make adjustments where necessary.
8. identify and negotiate group goals and
priorities.
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SORTING OUT
Notes Learning Experiences and Assessment Teaching Essential Content
What do I want students to have What will your students be engaged in? Strategies opportunities to learn? (taken from What is/are the identified Essential Learning most effective Achievements) strategy or
strategies to teach
this? ELA 12 Assessment Item 3 (c): Practical Work – In cooperative groups, students select a Recipe modification 5. sources of nutritional information. recipe to modify and make to fit with the ADG. Students evaluate in terms of flavour 6. the relationships among diets, dieting, and nutrient content. Evaluate food prepared in terms of health benefit and enjoyment. Practical work exercise and energy balance. Students draw conclusions about how minor changes may benefit health but have little ELA 25 or no effect on the overall enjoyment of the meal. Students document their evaluations Student evaluations 1.the design process (eg identifying needs of the meal in their work book/ journal for assessment. and opportunities in establishing design Questioning See Appendix criteria; planning and managing time; As a whole class or in small groups, students investigate and prepare an independent 2 resources and risk; evaluating design ideas oral or written response that outlines their understanding of the principles and Discussion and procedures; appraising design solutions characteristics of balance, moderation and variety in food intake. As part of the initial against criteria). discussion emphasise that ADG are part of the overall dietary plan and not to be used Web search 3. care in the use and storage of materials in isolation for individual foods and meals. and equipment. Information summary 4. the technical language needed to describe, Understand that “diet” refers to what we eat and not specific weight reduction plans. explain and evaluate design concepts and Complete a web search to investigate fad diets and why they are a problem. Providing diets for See O‟Dea, production processes. student analysis (2007) 7.document and evaluate decisions made From the information found create a Venn diagram to show the similarities and throughout the design process. differences between a fad diet and balanced eating plan. Student reflection of 8. choose and use the appropriate tools, group work using a materials and techniques to create a design rubric. solution. ELA 5 5. provide useful feedback to their peers in a
timely, considerate and respectful way.
6. assess their own contribution to the group
or team and implement strategies to make
improvements when necessary.
8. identify and negotiate group goals and
priorities, set timelines and plan, matching the
strengths and capabilities of group members
for the most effective results.
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GOING FURTHER
Teaching Essential Content Learning Experiences and Assessment Notes What do I want students to have What will your students be engaged in? Strategies opportunities to learn? (taken from What is/are the identified Essential Learning most effective Achievements) strategy or
strategies to teach
this?
ELA 12 Assessment Item 2: Recording and Analysing Daily Dietary Intake Student recording Dietary 5. sources of nutritional information. 1. Students to complete a food diary indicating everything they consumed in a analysis could 6. the relationships among diets, dieting, specified timeframe (e.g. one week or two days). It should indicate time, place, Making connections use tables exercise and energy balance. food item, quantity, what they were doing at the time and how they were feeling. Chapter 7 in 7. factors that influence food choices (e.g. Application of O‟Dea, (2007) media, gender, socio-cultural, family, peers). 2. Classifying foods consumed into groups: Students use this information to assess information or the
whether they have eaten enough of the foods from each group in the AGHE and if programme
they have consumed a sufficient amount from each nutrient group – especially Drawing conclusions “Food Choices
calcium, iron, protein and fibre. the IT way”.
Discussions
3. Students assess the number of “extra foods” they ate on the day.
Classifying
4. Students make conclusions about their own diet and make constructive and information and
realistic suggestions to improve their own diet. giving examples
Students engage in a discussion on how their company and feelings affect what they Graphic organisers See Murdoch,
eat. Through the use of graphic organisers students describe the factors that influence (2005)
our eating habits and present to the class.
Brainstorm factors affecting eating habits. Use a graphic organiser to show influences
on eating habits.
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MAKING CONNECTIONS
Pedagogy Essential Content Learning Experiences and Assessment Notes What do I want students to have What will your students be engaged in? What is/are the opportunities to learn? (taken from most effective identified Essential Learning strategy or Achievements) strategies to teach
this?
ELA 12 As a class discuss how diets can change according to lifestyle, health and other factors. Brainstorming Tables from 6. the relationships among diets, dieting, Students brainstorm people who may need specific diets, e.g. vegetarians, sports Chapter 7 in exercise and energy balance. people, people with specific health issues. Graphic Organisers O‟Dea (2007) 7. factors that influence food choices (eg indicate media, gender, socio-cultural, family, peers). In small groups or individually, research information on specific dietary needs. As a Jigsaw (see Tas Ed) carbohydrate 16. research influences on individual‟s health class discuss food intolerances and special diets for health reasons. and GI content choices, explain and justify their own choices Note taking of foods and propose strategies to support young Assessment Item 4 (a): Design brief
people to behave in healthy ways. Provide students with a design brief to design a recipe and prepare foods for one Diagrams /
of the following special diets: demonstrations
ELA 25
3. care in the use and storage of materials Food classification ; lactose intolerance,
and equipment. ; vegetarian,
4. the technical language needed to Use of information ; allergies,
describe, explain and evaluate design tables or computer ; heart disease. concepts and production processes. programme 5. create a design solution to meet an Whole class explanation and investigation of energy values of nutrients and food. As a identified opportunity or need. Guest presentation class discuss the relationship between diet and exercise – students observe diagrams 7. document and evaluate decisions made of scales relating to energy input and output. throughout the design process. Menu planning and 8. choose and use the appropriate tools, preparation Relationships between carbohydrate foods and energy – classification of foods as high materials and techniques to create a design or low GI foods. Students work in cooperative groups to classify foods according to solution. Assessment rubric their energy and GI index. In cooperative groups, have students prepare a recipe using ingredients with a low GI index. ELA 1 1. Select and apply various forms of thinking Guest speaker – a sports person to discuss nutrient needs and how diet relates to (e.g. logical and creative) to issues and exercise. problems in order to consider alternative perceptions and value positions, put forward Assessment Item 4 (b): Design brief a point of view or synthesise various points Provide students with a brief to design an eating plan for a sports person, increasing of view. carbohydrate intake and taking particular note of foods with low to moderate GI index.
As part of the design brief students must calculate total carbohydrate and GI and note
times when high GI foods are appropriate.
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TAKING ACTION
Teaching Essential Content Notes Learning Experiences and Assessment Strategies What do I want students to have What will your students be engaged in? What is/are the opportunities to learn? (taken from most effective identified Essential Learning strategy or Achievements) strategies to teach
this?
ELA 12 Individually, students to look at food advertisements on TV and in magazines to Use of media 7. factors that influence food choices (eg evaluate why they are effective and why they influence our food choices.
media, gender, socio-cultural, family, peers). Analysis in groups 13.assess the claims made by health services In cooperative groups analyse current healthy food promotions and assess their
and products. effectiveness. Analyse their target market, e.g. who is the current fruit and veg – Go for Class discussion 16.research influences on individual‟s health 2 and 5 aimed at? Once students have analysed different healthy food promotions and
choices, explain and justify their own choices assessed effectiveness, have them select a more common, longer lasting campaign Excursion
and propose strategies to support young and provide an argument for why this is a more effective campaign.
people to behave in healthy ways. Individual and group ELA 25 Excursion to local supermarket to look at how food is marketed – food wrappers, work
1. the design process (eg identifying needs positioning on shelves, placement of specials etc.
and opportunities in establishing design Design brief criteria; planning and managing time; Assessment Item 3 (c) and Assessment Item 4 (d) Follow design brief to develop
resources and risk; evaluating design ideas a healthy food product. Self and peer and procedures; appraising design solutions Students independently develop a healthy food product and devise a marketing assessment through against criteria). strategy for that product. As part of the design brief groups need to create a magazine the use of rubric 3. care in the use and storage of materials advertisement for the product. Additionally students will prepare the food product to
and equipment. meet specified criteria. Students document the processes followed, progress, decisions
4. the technical language needed to describe, and evaluations to be submitted for evaluation
explain and evaluate design concepts and
production processes. At the completion of the design brief, students present their product to their peers. Each ELA 1 student is asked to critically evaluate the advertising and foods created by their peers
7 .reflect on and evaluate their own thinking based on an effectiveness of advertising criteria.
and the thinking of others in relation to an
issue or problem, and their own learning
processes and achievements.
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SHARING, DISCUSSION AND REFLECTION
Pedagogy Essential Content Learning Experiences and Assessment Notes What do I want students to have What will your students be engaged in? What is/are the opportunities to learn? (taken from most effective identified Essential Learning strategy or Achievements) strategies to teach
this?
Discussion ELA 12 There are many barriers to healthy eating. Small group discussion and brainstorming of
7. factors that influence food choices (eg ideas on how to overcome barriers to healthy eating, e.g. price, time, skills. Note taking media, gender, socio-cultural, family, peers). 13. assess the claims made by health In cooperative groups develop strategies as to how to overcome barriers to healthy Practical work services and products. eating and present these to a designated audience. 16. research influences on individual‟s health Group work choices, explain and justify their own choices Define and give examples of convenience foods and prepare meals using convenience and propose strategies to support young foods. Comparisons people to behave in healthy ways.
Compare freshly prepared foods to convenience foods, e.g. students prepare spaghetti Use evidence to inform
conclusions ELA 25 bolognaise with:
3. care in the use and storage of materials ; all fresh ingredients PMI (Plus, Minus and equipment. ; using canned soups Interesting) chart 4. the technical language needed to describe, ; using spaghetti sauce explain and evaluate design concepts and ; frozen meal production processes. ; dehydrated meal ; packaged heat and serve ELA 1: ; canned spaghetti bolognaise. 1. select and apply various forms of Students make comparisons and conclusions based on time, taste, cost, etc and thinking (e.g. deductive, lateral) to document this in their work book/ journal. issues and problems in order to consider alternative perceptions and Assessment Item 1 (b): Students draw the unit together by using a PMI model value positions, put forward a point of indicating the positives, negatives and interesting features of healthy eating. Refer back view or synthesise various points of to the questions at the beginning to see if opinions and habits have changed in any view. way, however small.
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