COLLEGE OF EDUCATION

Lesson Plan Template

Middle Years
Topic: Nutrition
This unit will teach students about what
constitutes a healthy diet. They will be
taught about the various nutritional
groups and understand the importance of
each (a balanced diet). They will be taught
about the infuence that the media has on
our opinions. It will emphasise to students
about the long-term afects of poor health
and how that may afect development and
importance of balanced diet to optimise
health and development.
Learning Intention:
L.I.
To be able to understand the dietary
requirements of adolescent children
To understand the amendments that can be
made to reach these requirements.
SC:
I can identify the types of foods we should eat
and in what proportions
I can list types of foods groups and foods found
in these groups

I can review my own diet and identify areas
which I still need to cover to reach my dietary
requirements
VELS: Strands, Domain, Foci and
Standards
Reflect on range of influences on personal food intae:
peers! advertising! mass media! mood! convenience! habit!
cultural beliefs and values! and access to food products and
services. "#$%&%'%&()
To e*plore topical issues related to eating! and identify
personal and community factors that influence their own
food selection. "#$%&%'%&()
Students consider the nutritional requirements for growth
and activity at different stages of life! and learn to set
nutritional goals using food+selection models.
"#$%&%'%&()
They learn how to analyse nutritional information provided
in advertising and product labels! and to mae decisions
about how this information can be used by! or influence!
individuals in their food choices. "#$%&%'%&()
Location / Setting
!lassroom. !luster of tables.
Organisation / Student Groups
"tudents wor# individually$ in pairs and
Classroom management strateg:
%ollowing the behavioural policy as
small group. outlined by the school.
&ach teacher will be supervising their
group$ ensuring the e'ercises are being
completed
Key Voa!"lary
,(utrition) *rotein) !arbohydrate) %at)
+itamins) ,inerals) -ater$ .ppearance$
eating disorders$ proportions $ self
esteem/
Materials# $eso"res and E%"ipment
Tables - Chairs
$aper plates
.ustralian guide to healthy eating worsheets
Ipads
Stationary and $aper
$e&erenes'(o"res
INT$ODUCTION
Connetin)# En)a)in) and Modellin) In%"iry
MAIN *ODY
G"idin) In%"iry and Pratise
CONCLU(ION
(+arin)# E,plainin) and $e-ie.in) In%"iry
0ood ,orning1.fternoon class$ %or this term we will
be focusing on (utrition.
- -hat do you already #now about (utrition2
- -hy is it important to maintain a healthy diet2
- 3ow can you maintain a healthy diet2
4riefy answer each of these 5uestions and we will
return to these 5uestions and your responses at
end of the unit.
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%irst part of the lesson is to hand out a paper plate$
to each of students. Individually$ students will draw
on their own idea of a nutritious dinner.
&ncouraging them to use a range of food groups.
7nce completed individually$ students will turn to
their partner and e'plain why they chose the food
they did and why they believe it is a nutritious
dinner.
(e't tas#$ students will be handed two
wor#sheets) &ach has a guide of all food
groups and certain foods$ which may fall into
each category. &'plain to the students the
importance of the nutritious foods$ and how it
may help achieve optimal health throughout
life.
<sing this information$ students will create in
pairs another e'ample of a =nutritious/ dinner.
This is speci?cally for an adolescent. Ta#ing
into consideration portion si@es and serving
suggestions. &'plaining that each food group is
li#e a pu@@le piece and when all pieces come
together.
!ealt" Group:
.s a whole group share and refect on the
diferences of the ?rst plate created and the
second.
Auestions$ which may be considered$ are
B. -ere there many similarities in your ?rst
plate to the second plate2
C. -as there one food group that you
consumed more regularly than others2
D. -hy may the guidelines not always be
accurate measure for an individual
dietary re5uirement2
Sel#$re%ection:
- >raw upon how students used time in
the lesson
- .ccess learning intention
- .s a class$ sit down in circle and get
students to say what they learnt
today and discuss responses to
5uestions.
&as t"e learning intention met'
Preser-ie Tea+er $e&letion Mentor Tea+er Feed!a/
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