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.
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
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.
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
8. choose and use the
appropriate tools, materials and
techniques to create a design
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