Unit Title: My Food Choices Stage 4 Unit Length: 5 lessons (50 minutes)
Unit Description- This unit aims at developing students understanding of young people’s food habits and how the choices on what you eat can lead to poor health. It focuses on students assessing their own food habits and dietary needs to effectively manage and promote healthy eating, and reviewing the influences that impact on decisions when it comes to food and drink consumption. The aim is for students to understand what are healthy choices, and equip them with skill to make healthy decisions in regards to physical activity and diet.
Knowledge and Understanding Outcomes
4.6 – A student describes the nature of health and analyses how health issues may impact on young people.
Skills Outcomes
4.11 – Selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations.
4.12 – Assesses risk and social influences and reflects on personal experience to make informed decisions.
4.15 – Devises, applies and monitors plans to achieve short-term and long-term goals. 4.16 – Clarifies the source and nature of problems and draws on personal skills and support networks to resolve them.
Content
Healthy Food Habits
o Defining healthy food habits o Nutritional Requirements
o The relationship of food habits to health o Cultural and Social meanings of food
o Relationship between diet, physical activity and health.
Students Learn to
Review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents
Design a realistic weekly meal plan for a family that reflects healthy food habits
Recognise the cultural and social influences on food choices
Unit Title: My Food Choices
Teaching and Learning Sequence Classroom Resources
Lesson Outlines: Lesson 1:
Nutrition Facts and Myths: students select true/false in regards to a statement about health, and move to the corresponding side of the room. Students are asked to give a reason for their anser. This introductory activity provides the teacher with some understanding of students’ prior knowledge.
Health Info Discussion:
Discuss as a class, where health information comes from and what/who determines what healthy food is or what healthy food habit are and why opinions differ Who tells us? Do you think people have different ideas? Why? Discuss the importance of healthy eating (for the short-term and long-term). Discuss the importance of healthy eating.
What are nutrients?
Explain to students that there are different components of food, and they each play a different role in our body. Watch
True/False Sheet
Food groups Jigsaw
Split class into 5 groups. Each with a piece of card with the heading of one of the food groups. Each group has 2 minutes to write down as many types of foods that come under that category. Rotate the cards around the class, and present at the end.
With the card that each group started with, research how large a serving size should be and how many servings you should eat daily.
Getting the servings right
Using laptops/Ipads fill out online form, with how much each student ate yesterday. Ask students to share their results, whether they were less than or over the recommended guidelines. Repeat the activity, this time aim to fill out the correct servings.
Conclude with revising importance of eating the right amounts of foods from each food group.
Lesson 3
How many servings does it really have?
A variety of boxes, tins and bags of popular foods will be displayed at the front of the class. Students have to guess how many servings are in each pack/box. Students write estimates in book. Then teacher explains how many servings are in each item. Revise last lesson by asking which food group each item belongs in and how much from that group should be eaten daily?
Supermarket Online Activity
Explain how to use the online activity. Complete the “Breakfast” section as a class, then students work through the “Lunch” and “Dinner” sections in pairs.
Food and Culture Discussion
Students are grouped into 3-4. Answer questions related to their culture and food. Compare answers with group members, and discuss how different cultures and families have different meanings of food.
After groups have discussed their own cultural view of food and their family’s traditions, one spokesperson from each group will explain to class examples of their groups family traditions.
Conclusion: Families and food around the world
Watch Youtube clip that shows what foods different families eat per week. Write down observations and comparisons. Highlight how privileged we are to live in Australia with an abundance of food options.
Guidelines:
http://www.eatforhealth.gov.au/ guidelines/ australian-dietary-guidelines-1-5
Food groups & serving sizes:
https://www.youtube.com/ watch?v=A9T206CJz6o
Food groups fact sheets, printed from: http:// www.eatforhealth.gov.au/food-essentials/five -food-group
-Healthy eating self assessment:
http://daa.asn.au/for-the-public/smart- eating-for-you/healthy-eating-self-assessment
Bag of chips, block of chocolate, box of shapes, 3 bananas, box of cereal, bag of nuts, bag of lollies, loaf of bread.
Laptops/Ipads
http://daa.asn.au/hesy/
Own notebook/workbooks
Lesson 4:
Why Physical Activity?
Show clip on the overall benefits of physical activity. Summarise the benefits and highlight the relationship between diet, physical activity and health. Explain the relationship between intake and energy expenditure.
Physical activity guidelines
Explain physical activity guidelines for teens. Fill out the Activity Diary for the previous week. Food & health in the media
Bring together topics covered, discuss what messages about health and fitness are advertised on TV. Show Youtubes clip to stimulate ideas.
In groups of 2-3, create your own advertisements/media campaign that promotes a healthy diet and physical activity. This can be done as a Facebook page, a radio advertisement or a short iMovie.
If time- present to class. Food Diary (5 minutes)
For the next 5 days, students are to keep a record of all meals and snacks, including portion sizes. Bring Food Diary to next lesson.
Lesson 5: Food Diary
In pairs, using Physical activity guidelines and Australian Dietary guidelines evaluate your Food Diary with a partner Assessment: Weekly Meal Plan
Using their 5-day food diary, students in pairs are to create a basic weekly meal plan for their families. The plan should take into account ages of family members and their needs.
Peer assessment
Each pair compares their menu with another pair, to evaluate whether their menu meets the Dietary Guidelines. Conclusion:
If time ‘Nutrition Celebrity heads’. Three students sit out front with topics above their heads, must guess what they’re topic is. Topics could include: water, fats, minerals, protein, carbohydrate, fibre, grains, lean meats, fruit etc.
https://www.youtube.com/watch? v=dUdVUlZ4D8Q
Laptops
Food Diary (in workbooks or on own laptops)
Food Diary
Dietary Guidelines (can be found at: http://www.eatforhealth.gov.au/sites/ default/files/files/the_guidelines/ n55a_australian_dietary_guidelines_s ummary_131014.pdf
Sample Weekly Meal Plans:
http://www.eatrightontario.ca/EatRightOntar io/ media/ERO_PDF/en/Menu%20Plans/ SampleFamilyMenuPlan_en.pdf
make informed decisions. Learn Abouts:
Healthy Food Habits
o Defining healthy food habits o Nutritional Requirements
o The relationship of food habits to health o Cultural and Social meanings of food
o Relationship between diet, physical activity and health.
Learn To’s:
Review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents
Design a realistic weekly meal plan for a family that reflects healthy food habits
Recognise the cultural and social influences on food choices
Learning and Teaching Strategies How are they going to learn about it?
1.2.1 What is the order of learning?
Key Teaching Points
What do I want them to learn and understand?
Equipment/ Resources What will I need?
Introduction (5-10 minutes)
Nutrition Facts & Myths
Teacher reads out facts/myths relating to health and nutrition. Students stand to the left of the classroom if believe statement is True, and to the right of the classroom if believe False. Students are asked for reason for decision. Provides teacher with an idea of students’ prior knowledge and understanding relating to nutrition.
Health Info Discussion (5 mins):
Discuss as a class, where health information comes from and what/ who determines what healthy food is or what healthy food habit are and why opinions differ Who tells us? Do you think people have different ideas? Why? Discuss the importance of healthy eating (for the short-term and long-term).
-A healthy eating myth or fact will be read out. Decide whether you think it is true or false.
-If you think the statement is true, stand on the left hand side of the room, if you think it is false, stand on the right hand side of the room.
-Once you make your decision you need to be ready to give a reason for your choice.
-What are your reasons for choosing true/false -Where did you get your information from? Sources? -Where does information about health come from?
-What/who determines what healthy food is or what healthy food habit are?
-Do you think people have different ideas of health and why opinions might differ? (Discuss social and cultural differences)
What are nutrients? (10 minutes)
Explain to students that there are different components of food, and they each play a different role in our body. Watch intro video on nutrients and complete Cloze Passage.
Nifty Nutrients you Need (25 minutes)
Split class into 6 groups. Each group is allocated a Nutrient to research and present information on. Create a short advertisement for the nutrient. Can be recorded as a Podcast or made into an Imovie.
Present advertisements to class.
-Why do we need to eat healthy? For the short-term and long-term.
--Research your nutrient, and present in your own words, why the nutrient is important to our bodies.
Questions to focus on:
-What is this nutrient made up of? - What does it do in the body? -What foods is it found in?
-How much for your nutrient should we eat?
Nutrients Video:
https://www.youtube.com/watch ?v=8v6wcgprHXM
Nutrition Cloze Passage
make informed decisions. Learn Abouts:
Healthy Food Habits
o Defining healthy food habits o Nutritional Requirements
o The relationship of food habits to health o Cultural and Social meanings of food
o Relationship between diet, physical activity and health.
Learn To’s:
Review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents
Design a realistic weekly meal plan for a family that reflects healthy food habits
Recognise the cultural and social influences on food choices
Learning and Teaching Strategies How are they going to learn about it?
1.4.1 What is the order of learning?
Key Teaching Points
What do I want them to learn and understand? Equipment/ ResourcesWhat will I need?
Intro (5 mins):
Use questioning to revise previous lesson. Guidelines for healthy eating (10 minutes)
Show Guidelines for healthy eating on board; discuss differences between the needs to different ages/gender. Play Youtube video explaining the food groups & serving sizes. Food groups Jigsaw (20 minutes)
Split class into 5 groups. Each with a piece of card with the heading of one of the food groups. Each group has 2 minutes to
-What are good sources of information on food? -What are the 6 nutrients?
-Where can we gain these nutrients from?
-How can you increase your intake of the important food groups?
-What are strategies to decrease intake of ‘sometimes’ foods.
-What foods fit into that category?
Guidelines:
http://www.eatforhealth.gov.au/ guidelines/australian-dietary-guidelines-1-5
Food groups & serving sizes:
https://www.youtube.com/ watch? v=A9T206CJz6o
write down as many types of foods that come under that category. Rotate the cards around the class, and present at the end.
With the card that each group started with, research how large a serving size should be and how many servings you should eat daily.
Getting the servings right (10 minutes)
Using laptops/Ipads fill out online form, with how much each student ate yesterday. Ask students to share their results, whether they were less than or over the recommended guidelines. Repeat the activity, this time aim to fill out the correct servings.
Conclusion (5 minutes)
Revise the importance of eating the right amount from each food group, and ways to improve health healthy eating habits.
-Why is it important to have a variety of foods?
-How much of your food group should you eat per day? What is meant by RDI and serving size?
-Add your age and whether you are male or female to the online self assessment. Fill our how many servings of each food group you consumed yesterday. The drop down menu explains how big a serving size is, to help you decide how much you ate from that food group.
- Share your results with a partner.
-Repeat the online assessment, but this time use the feedback given previously, to enter the correct amounts recommended for you by the Australian Guidelines for Healthy Eating.
-Which food groups did you eat too much of? How do you think you can change this?
-Which food groups did you eat too little of? What are some tips to eat more?
-How might your health be affected if you ate this way every day?
-Eating a wide variety of nutritious foods is so important during teenage years and your body is growing and developing and everything your body needs to power this growth and change can be found in food.
-Eating a variety of healthy foods will ensure all your needs are met.
from:
http://www.eatforhealth.gov.au/fo od-essentials/five-food-groups
make informed decisions. Learn Abouts:
Healthy Food Habits
o Defining healthy food habits o Nutritional Requirements
o The relationship of food habits to health o Cultural and Social meanings of food
o Relationship between diet, physical activity and health.
Learn To’s:
Review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents
Design a realistic weekly meal plan for a family that reflects healthy food habits
Recognise the cultural and social influences on food choices
Learning and Teaching Strategies How are they going to learn about it?
1.6.1 What is the order of learning?
Key Teaching Points
What do I want them to learn and understand? Equipment/ ResourcesWhat will I need?
Introduction (10 minutes):
How many servings does it really have?
A variety of boxes, tins and bags of popular foods will be displayed at the front of the class. Students have to guess how many servings are in each pack/box. Students write estimates in book. Then teacher explains how many servings are in each item. Revise last lesson by asking which food group each item belongs in and how much from that group should be eaten daily?
-Write down how many servings you think there are in each of these boxes/packets of food.
-Discuss answers with a partner
-Some foods have higher salt/sugars or fat than we expect and therefore our serving sizes should be kept small.
-Remember to always check the label of your food, to see what serving sizes are recommended.
Supermarket Online Activity (20 minutes)
Explain how to use the online activity. Complete the “Breakfast” section as a class, then students work through the “Lunch” and “Dinner” sections in pairs.
Food and Culture Discussion (10 minutes)
Students are grouped into 3-4. Answer questions related to their culture and food. Compare answers with group members, and discuss how different cultures and families have different meanings of food.
After groups have discussed their own cultural view of food and their family’s traditions, one spokesperson from each group will explain to class examples of their groups family traditions.
Conclusion: Families and food around the world (10 minutes) Watch Youtube clip that shows what foods different families eat per week. Write down observations and comparisons.
Highlight how privileged we are to live in Australia with an abundance of food options.
-This virtual shopping tour will help you make healthy choices for you and your family. Read through the instructions, and answer the questions to choose the healthiest meal options.
- Read the Nutritional Information parts carefully to figure out which food items are healthiest.
-Which items surprised you with the ingredients?
-What is one healthy eating and shopping tip you learned from this activity?
-The culture you grew up with affects the way you view food, and affects the food you eat.
-List meals/foods that your family eats regularly. Compare with group members.
-List ways your family uses foods to celebrate (birthdays, special events)
-List traditions your family has to do with foods (Pizza on Fridays, Sunday roast, Pancakes for breakfast on the weekend). -What were some of the key differences you found in your group? -What does this show you about how culture affects the way we view food?
-What might the foods eaten by these families represent in terms of their overall health?
-How does location and culture affect foods? -Which family had the most balanced died?
-The video highlights how privileged we are in terms of options and variety of foods. How does this affect the way you view your food?
Laptops/Ipads
http://daa.asn.au/hesy/
Own notebook/workbooks
make informed decisions. Learn Abouts:
Healthy Food Habits
o Defining healthy food habits o Nutritional Requirements
o The relationship of food habits to health o Cultural and Social meanings of food
o Relationship between diet, physical activity and health.
Learn To’s:
Review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents
Design a realistic weekly meal plan for a family that reflects healthy food habits
Recognise the cultural and social influences on food choices
Learning and Teaching Strategies How are they going to learn about it?
1.8.1 What is the order of learning?
Key Teaching Points
Why Physical Activity? (5 mins)
Show clip on the overall benefits of physical activity. Summarise the benefits and highlight the relationship between diet, physical activity and health. Explain the relationship between intake and energy expenditure.
Physical activity guidelines (10 minutes) Explain physical activity guidelines for teens. Fill out the Activity Diary for the previous week.
Food & health in the media (25-30 minutes)
Bring together topics covered, discuss what messages about health and fitness are advertised on TV. Show Youtube clip to stimulate ideas.
In groups of 2-3, create your own advertisements/media campaign that promotes a healthy diet and physical activity. This can be done as a Facebook page, a radio advertisement or a short iMovie.
If time- present to class.
Food Diary (5 minutes)
For the next 5 days, keep a record of all meals and snacks, including portion sizes. Bring Food Diary to next lesson.
-What are the benefits of Physical Activity? Benefits include weight loss, maintaining weight.
Strengthens heart, heart becomes more efficient at pumping blood. Boosts immune system. Improve efficiency of blood and oxygen to muscles, strengthens joints. Improves mental, and social health. -How does physical activity affect your diet and health? (Discuss improving all dimensions of health, not just physical).
Children and adolescents should have 60 minutes (1 hour) or more of physical activity daily.
Aerobic: Most of the 60 or more minutes a day should be either moderate- or vigorous-intensity aerobic physical activity and should include vigorous-intensity physical activity at least 3 days a week. Muscle-strengthening: As part of their 60 or more minutes of daily physical activity, children and adolescents should include muscle-strengthening physical activity on at least 3 days of the week. Bone-strengthening: As part of their 60 or more minutes of daily physical activity, children and adolescents should include bone-strengthening physical activity on at least 3 days of the week. It is important to encourage young people to participate in physical activities that are appropriate for their age, that are enjoyable, and that offer variety.
-Calculate time spent on physical activity each day. Which days do you need to increase the time or type or physical activity?
-We’ve seen how important physical activity and nutrition is, and how they impact on our health.
-How is this reflected in the media/TV/ads?
-What messages are being sent in the advertisements on TV? -How does the media influence what we eat?
-What health messages should we be seeing more of? Why?
-Create a radio/TV ad or Facebook page that promotes a healthy, balanced diet and an active lifestyle. Explain the importance of diet and physical activity to your overall health. Use the internet for health tips and ideas.
Youtube clip
https://www.youtube.com/ watch?v=FjdJLtvH84M
Physical Activity Guidelines for teens:
http://www.cdc.gov/healthyyout h/
physicalactivity/guidelines.htm (use data projector).
Activity Diary (1 per student)
Food advertising:
https://www.youtube.com/ watch?v=2aQ4suFiEUE Laptops/Ipads for advertisements.
make informed decisions. Learn Abouts:
Healthy Food Habits
o Defining healthy food habits o Nutritional Requirements
o The relationship of food habits to health o Cultural and Social meanings of food
o Relationship between diet, physical activity and health.
Learn To’s:
Review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents
Design a realistic weekly meal plan for a family that reflects healthy food habits
Recognise the cultural and social influences on food choices
Learning and Teaching Strategies How are they going to learn about it?
1.10.1 What is the order of learning?
Key Teaching Points
What do I want them to learn and understand?
Food Diary (10 minutes)
In pairs, using Physical activity guidelines and Australian Dietary guidelines evaluate your Food Diary with a partner
Weekly Meal Plan (25-30 mins):
Using their 5-day food diary, students in pairs are to create a basic weekly meal plan for their families. The plan should take into account ages of family members and their needs.
Peer assessment (5 minutes)
Each pair compares their menu with another pair, to evaluate whether their menu meets the Dietary Guidelines.
Conclusion: (5 minutes)
If time ‘Nutrition Celebrity heads’. Three students sit out front with topics above their heads, must guess what they’re topic is. Topics could include: water, fats, minerals, protein, carbohydrate, fibre, grains, lean meats, fruit etc.
-Which food groups did you eat sufficient amounts of? - Which food groups did you not eat enough of, how can you improve this?
-Using your food diary, in pairs create a weekly meal plan that will work for both your families.
-In this plan, you must consider all family members and their needs (e.g. allergies).
-You must also consider the types of food you include and how they will work with the lifestyle (e.g. work hours, leisure activities, sports).
-Compare your menu with another pair.
-Does the menu have the correct amount of servings per food group every day?
-Is there a wide variety of food options?
-Do they include approx. 5 servings of vegetables per day and 2 servings of fruit?
-Do they limit intake of store bought sweets and salty foods?
-Revise Nutrients and Food groups.
Food Diary
Dietary Guidelines (can be found at: http://www.eatforhealth.gov.au/sites/ default/files/files/the_guidelines/ n55a_australian_dietary_guidelines_s ummary_131014.pdf
Sample Weekly Meal Plans:
http://www.eatrightontario.ca/EatRightOntar io/ media/ERO_PDF/en/Menu%20Plans/ SampleFamilyMenuPlan_en.pdf
