Healthy Eating Unit Stage 4-3 - Eliza Reid - Home

Mix and Match: match the name of the food group to the definition.Activity: Your plate (10 minutes)-how much of each food category do students think they are eating per day?-write down everything you have eaten/will likely eat today-categorise these into carbs, fruit, vegetables, dairy, protein, and other-refer to an example menu to assist students-draw on a plate the percentage of each food group for your diet todayWhat should your plate look like: (7 minutes)Copy down a picture of the Australian Healthy Food Plate in your books.quantitiesExamples from the food groups-carbohydrates/grains: cereal, bread, pasta, noodles,oats, crumpets-fruit: apple, banana, orange-vegetables: broccoli, carrot, kidney beans, corn-dairy: milk, yoghurt, cheese-protein: meat, fish, chickpeas, tofu, eggs, nuts-other: soft drink, chocolate, energy drinks, shapes,chips, ice-cream, cream, confectionary etc.-30x mix and match worksheets-example menu for today-picture of healthy plateguidelines:Compare your plate to the national guidelines and answer the followingquestions in your book.-Was yours different? By how much?-Did this surprise you?-What affects your food choices? Family, friends etc.-Offer some alternative meals/snacks you could have instead to make yourdiet more balancedHomeworkFor next lesson, write down everything you eat for the weekend-include breakfast, lunch, dinner, drinks and snacks-write homework down in your booksObservational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding)-Have students gained an understanding of the different types of food we need to be healthy?-Do students understand why we need different food groups and the way in which they affect our body?-Are students able to compare their own ‘plates’ to the National Australian guidelines and make a judgment on their own diet?Reflection Questions; Student / Staff – Why was the lesson successful, what could chang-did students have enough opportunity to deepen their knowledge about the different types of foods and why we need them to maintain a balanced diet?-did this lesson make students understand the need for and WANT to try and implement a more balanced diet in their daily lives?

The Balancing ActPre-QuizName:Class:1. Why should I eat carbohydrates?a. They build bones and musclesb. They give me energyc. They taste good with chocolate2. Complex carbohydrates give you longer lasting energy than simple carbohydrates. Which of these arecomplex carbohydrates? Circle all correct answers.a. Potato chipsb. Oatsc. White breadd. Wholemeal breade. Pasta3. Why do we need protein?a. For healthy muscles and bonesb. To transport nutrients around the bodyc. To stop us from having smelly feet4. Which of these foods are good sources of protein? Circle all correct answers.a. Fishb. Carrotsc. Milkd. Eggse. Broccoli5. Potatoes, bread and pasta are all high in which nutrient?a. Carbohydratesb. Proteinc. Fat6. Saturated fat is healthier than unsaturated fat.a. Trueb. False

7. Which foods contain ‘good’ fats? Circle all correct answers.a. Avocadob. Peanutsc. Sausagesd. Creame. Sunflower oil8. Fruit and vegetables are good sources of:a. Vitamins, minerals and fibreb. Fatc. Protein9. How many servings of fruit should I have per day?a. 1b. 2c. 3d. 4e. 510. How many serves of vegetables should I have per day?a. 1b. 2c. 3d. 4e. 511. How much of your body is made up of water?a. 60-75%b. 30-45%c. 20-30%

Mix and MatchLook at the descriptions provided below, and match the following nutrients to the correct definition. In the nextcolumn, include some examples of different foods which are a source for these types of nutrients-Fat-Saturated fat-Carbohydrates-Minerals-Simple carbohydrates-Protein-Dietary fibre-IronNutrient- Unsaturated fat-Vitamins-Complex carbohydrates-CalciumDescriptionProvide the body with energy, alongwith heat insulation and buoyancy. Hasa high amount of energy per gram,meaning that foods high in this grouphave a large amount of kilojoules.Break down slowly to provide longlasting energy for the body.Plays an important role in the growthand repair of body tissue. It is not thebody’s preferred source of energy.Do not supply any energy to the body,but are important for the metabolismof other nutrients. E.g. Vitamin C inoranges helps the body absorb ironfrom other food sources.Our major source of energy foractivity, and should make up around60% of our diet.Animal fats, also known as ‘bad fats’,as they are very high in cholesterol andincrease risk of heart disease.A non-nutrient aspect of our diet,which contributes to good health byregulating body processes. It acts as abrush when going through thedigestion process, clearing out wasteand encouraging regular bowelmovements.Very important for body functions,particularly calcium and iron.Vegetable fats, also known as ‘goodfats’ when eaten in small amounts.They help to lower cholesterol levelsand reduce the risk of heart disease.A mineral vital in strengthening bonesand teeth.These are also known as sugars, andare the quickest source of energy asthey are so rapidly digested.A mineral required in the process of 1.forming red blood cells that carryoxygen around our bodies.Example Foods

Mix and Match – TEACHER COPYLook at the descriptions provided below, and match the following nutrients to the correct definition. In the nextcolumn, include some examples of different foods which are a source for these types of nutrients-Fat-Saturated fat-Carbohydrates-Minerals-Simple carbohydrates-Protein-Dietary fibre-Iron- Unsaturated fat-Vitamins-Complex carbohydrates-CalciumNutrientDescriptionExample FoodsFatProvide the body with energy, alongwith heat insulation and buoyancy. Hasa high amount of energy per gram,meaning that foods high in this grouphave a large amount of kilojoules.Break down slowly to provide longlasting energy for the body.Plays an important role in the growthand repair of body tissue. It is not thebody’s preferred source of energy.Do not supply any energy to the body,but are important for the metabolismof other nutrients. E.g. Vitamin C inoranges helps the body absorb ironfrom other food sources.Our major source of energy foractivity, and should make up around60% of our diet.Animal fats, also known as ‘bad fats’,as they are very high in cholesterol andincrease risk of heart disease.A non-nutrient aspect of our diet,which contributes to good health byregulating body processes. It acts as abrush when going through thedigestion process, clearing out wasteand encouraging regular bowelmovements.Very important for body functions,particularly calcium and iron.Vegetable fats, also known as ‘goodfats’ when eaten in small amounts.They help to lower cholesterol levelsand reduce the risk of heart disease.A mineral vital in strengthening bonesand teeth.These are also known as sugars, andare the quickest source of energy asthey are so rapidly digested.A mineral required in the process of 2.forming red blood cells that carryoxygen around our bodies.Chocolate, burgers, avocado,nutsComplex carbohydratesProteinVitaminsCarbohydratesSaturated fatDietary FibreMineralsUnsaturated fatCalciumSimple carbohydratesIronPasta, wholegrain bread, cereal,oats, vegetablesFish, eggs, meat, nuts, peasFruit, vegetables, dairy products,fish and meat.Cereal, bread, pasta, sugars,cake, biscuitsCream, cheese, butter, meat,milk, dairy products, chocolate,burgersWholegrain foods, oats, brownrice, fruit, dried fruit, nutsMilk, fish, meat, fruit, vegetablesOlive oil, sunflower oil, nuts,avocadoMilk, cheese, dark leafy greens,yoghurt, green beans, almondsSugar, cakes, biscuits, whitebreadRed meat (‘heme’ iron), seeds,nuts, whole grains, spinach, darkchocolate (non-heme iron)

Year 8 – ‘The Balancing Act’Teacher’s name:Strand:Miss ReidIndividual and Community HealthOutcomes (K/U, Skills)Lesson number:4.6. Describes the nature of health and analyses how health issues mayTwoimpact on young people.4.15. Devises, applies and monitors plans to achieve short-term and longterm goals (Planning)Learn About’s:Learn To’s:Healthy food habits Design a realistic weekly meal plan for a family that reflects healthy food habits The relationship of food habits to healthTeaching and Learning StrategiesHow are they going to learn about it?What is the order of learning?Recap of Last Lesson:True or False? – 10 minutesAll students stand up and teacher reads out true or false question.True hands on head, False hands on bottom.If you get it right, stay standing. If incorrect, sit down.Intro – 5 minutes-focus of this lesson is on improving the nutritional value of what we eat andfinding healthier options-understanding how our food habits affect our healthHomework:Get out menu of what you ate for the week.Weekend Meal Plan – 40 minutes-based on what you ate this weekend, your aim is to design a realisticweekend meal plan that is healthy and balanced-go through your meals and change the meals/snacks that were unhealthyand provide healthy alternatives-make the menu something you would ACTUALLY want to eat for a weekend-nutritional content books/internet/recipe books available to get ideasKey Teaching PointsWhat do I want them to learn and understand?-nutrients we need in the body-role of different food groups-average heath of young peopleEquipment/ ResourcesWhat will I need?-list of true/false questions(available on slide show)-don’t always need to completely change our diet,just make adjustments to make it healthier, e.g.eating grain bread instead of white bread to increasefiber intake-diet affected by both society and culture-focus is on being REALISTIC and BALANCED-is eating nothing but vegetables every mealrealistic? Does this menu make you want to try it?-example weekly menus forstudents who didn’t bringanything in-healthy recipe books/healthyeating ideas-A3 paper for posters

-present the menu in a creative way-have some students present their menus to the class, explain how it showsa balanced diet-take home to your parents to implement for one day, you can change themeals to be more delicious but they have to be nutritious!-make the menu appealing-in Woolworths, they put wax on the fruit to make itlook more appetizing: AND IT WORKS!Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding)-are students able to understand how their diet affects their health and why they should strive to eat healthy foods?-are students able to consider the foods they eat and offer alternate meals/snacks/ingredients to better meet their dietary needs?-can students create a healthy meal plan for a weekend, and set a realistic goal to implement this diet into their lifestyle?Reflection Questions; Student / Staff – Why was the lesson successful, what could change-did it surprise you how many foods you ate over the weekend that you don’t consider to be healthy options?-did you find it difficult to find healthy alternatives for these unhealthy foods that still appealed to you?-what kind of factors affected the decisions about what you ate this weekend? What other factors regularly affect young people’s decision on what to eat?-were students able to create realistic weekly meal plans with the available resources and in the time provided?-were students motivated to create a healthy and appetizing menu?-did students seem motivated to take these menus home and ask their parents to include these foods in their diet?

Year 8 – ‘The Balancing Act’Teacher’s name:Strand:Miss ReidIndividual and Community HealthOutcomes (K/U, Skills)Lesson number:4.6. Describes the nature of health and analyses how health issues mayThreeimpact on young people.4.13. Demonstrates cooperation and support of others in social, recreationaland other group contexts (Interacting)Learn About’s:Learn To’s:Healthy food habits Recognise the cultural and social influences on food choices Cultural and social meanings of healthTeaching and Learning StrategiesHow are they going to learn about it?Intro – 5 minutes-focus of lesson on what might act as a barrier to eating healthy food, andhow cultures and social situations can affect our choices-Poll everywhere: Text in a response on the board for ‘What social andcultural factors affect the food we eat?’-in books, write down the 4 examples which affect you the mostScenarios – 10 minutesFor the following scenarios, discuss as a class what social and cultural factorsaffect the following characters.1. Steve’s parents offer him the chance to go to any restaurant hewants to with two friends for his birthday. He chooses McDonalds.2. Ting is Vietnamese. He goes on school camp and has difficultyfinding any food he wants to eat. It is mostly stewed and fried foods.Ting rarely eats this food at home.3. Two sisters do not want to eat breakfast cereal unless it is organic.International Food Activity – 40 minutes-research a country other than Australia and give some examples of the foodthey eat, including breakfast, lunch, dinner, and snacks (be specific)-Are these high in carbohydrates/fats etc.?-are there any other cultural practices which influence their diet?Key Teaching PointsWhat do I want them to learn and understand?-family or cultural background-halal diet, vegetarian/vegan diet, allergies-desire to be healthy-food or money available-self-image and sense of self-advertising-family culture: Sunday roast, pizza everyWednesday, TV meals1. advertising, enjoyment of food, peer pressure,money available, food preparation time2. family background, cultural background, desireto be healthy, foods available, food preparationtime3. family background, desire to be healthy-there are many different countries which have verydifferent diets – but there are multiple ways toachieve a balanced, healthy dietEquipment/ ResourcesWhat will I need?-computer lab-if not available, print outresources

Create a poster on Microsoft word/other online program that highlights: The country’s name and flag Example meals for breakfast, lunch, dinner and snacks What types of meals are these? Are they high incarbohydrates/fat/protein etc.? Any cultural practices that affect their diet Special events or festivals where they celebrate food-religious and cultural specifications for diets, e.g.Ramadan, halal, vegetarian, vegan-e.g. in France, all school students go home for lunchand is the biggest meal of the day-computer access-projector at front of room todisplay students work-thumb drive-copy your poster onto the class thumb drive-share your information/posters with the group on the projector at the frontof the classroomQuestions – 5 minutes-What international foods do you already eat?-How has increasing diversity within Australia affected the Australian diet?HomeworkLog onto ‘fablet’ and contribute to the brainstorm on the board.Add a source of health information that has not been said yet, and post withyour name.To make a post: go to the link, double click anywhere on the page and typein your response. Leave your name in the section rvational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding)-were students able to effectively research information about other countries and their diets?-were students able to create a poster using ICT’s which was creative and appealing, and were they able to communicate their findings to the class?-did students cooperate with their peers and support each other’s social backgrounds?Reflection Questions; Student / Staff – Why was the lesson successful, what could change-were students able to gain an insight into alternate countries and cultures and how their diet is different to ours? Were they able to take this knowledge andunderstand the wide variety of ways in which out diet can be affected?-were students engaged with the activity and motivated to learn about other countries?

Year 8 – ‘The Balancing Act’Teacher’ s name:Strand:Miss ReidIndividual and Community HealthOutcomes (K/U, Skills)Lesson number:4.8. Describes how to access and assess health information, products andFourservices4.12. Assesses social influences and reflects on personal experience to makeinformed decisions (Decision Making)Learn About’s:Learn To’s:Accessing health information, processes and services Identify health information, products and services designed to address the Sources of health information, e.g. family, peers, internet etc.health needs of young people, e.g. mental health, youth health services Reasons for preferred services and products Critically analyse food labels and advertising to determine nutritional value andto expose myths and fallaciesAssessing health information, processes and services Consumer protectionTeaching and Learning StrategiesHow are they going to learn about itIntro – 5 mins-put your hand up if you did the homework-discuss responses posted onto Fablet page-in your books: rank these in order of those you are most likely to use (1-5)against those you think are the most reliable (1-5)Where would you go? – 7 minutes-each corner of the room represent a different source of information:parents, friends, internet, health professional-for each scenario, move to the corner of the room representing the placethat you are most likely to go for informationScenarios:-have a headache and a sore stomach-want to know more about what you should be eating to stay healthy-have been feeling depressed or anxious-want more information on sexual healthReflection questions:-why were you most likely to use these sources to get health information?-did it differ based on what you wanted information about? e.g.Key Teaching PointsWhat do I want them to learn and understand?-family (parents, older siblings), peers, internet (Dr.Google, government website), school (nurse,teachers), GP, children’s hotline etc.Equipment/ ResourcesWhat will I need?http://padlet.com/wall/omeoz62vp0la-printed cards with blutac:parents, friends, internet,health professionals-where we access health information differs basedon what we want to know-if we are embarrassed and don’t want to go to adoctor, we may end up using sources of healthinformation that are less reliable

embarrassment, worried about confidentiality etc.Assessing Health Information – 10 minutesDr. Google: Input a symptom, and see what Dr. Google diagnoses.-is this a reliable source of information?Video: https://www.youtube.com/watch?v svgpMchQ48Y-take note of the claims they are making on the video-is there any scientific evidence to support this?-what could you do if you purchased this product and it did not meet theclaims?-consumer protection needed so we get the product we wanted-important to protect ou

Healthy food habits Defining healthy food habits . worksheets -example menu -healthy recipe books -computer lab -thumb drive -printed cards: parents, . e.g. diet (over eating/under eating and why this happens), exerci