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PLANNING FOR TEACHING AND LEARNING

SUBJECT: Food Technology DATE: 18/03/2014 PERIOD: 3

UNIT: Food for Special Needs STAGE: 5 TIME: 11:30 to 12:30

LESSON: Diet-related disorders CLASS: Year 9 LENGTH: 60 mins

SYLLABUS OUTCOME LESSON OUTCOMES STUDENTS LEARN ABOUT STUDENTS LEARN TO ASSESSMENT

5.3.2 justifies food choices by analysing the factors that influence eating habits

Determine the relationship between food and disease

Identify the relationship between food/ingredients to a diet-related disorder

circumstances which lead to special food needs for diet-related disorders

Identify factors that lead to the prevalence of diet-related disorders

Recognise how diet-related disorders can be managed and/or prevented

What am I assessing? If students understand the relationship between food and disease How am I assessing?Students are to complete a ‘Fact sheet’ for one diet-related disorder related to overnutrition, and one diet-related disorder related to undernutrition

PREPARATION PRIOR KNOWLEDGE

Powerpoint Presentation slides – ensure at least one interactive component is evident, ensure hyperlinks are active

Prepare and print ‘Information Sheet’ templates

Seek to determine students’ prior knowledge, to be built upon, by asking questions that could lead into a discussion.

Question: Why do we eat what we eat?Question: What are the nutrients our bodies require to function normally?Question: What are the possible effects of over-consuming or under-consuming certain nutrients?

QUALITY TEACHING FRAMEWORK RESOURCES

Intellectual Quality: Deep Knowledge Things: 5x butcher’s paper Set of 12 permanent markersMaterials: Flexible, hollow red pipe Yellow dyed wool/string/bluetack Bowl of clean water 1T salt

Web Addresses: https://www.youtube.com/watch?

v=emrNnef3LEw http://www.thedoctorstv.com/videolib/init/757

Hardware: Laptop & projector smartboard

Quality Learning Environment: Engagement

Significance: Background Knowledge

Prepared by: Date : 10

http://www.thedoctorstv.com/videolib/init/757

https://www.youtube.com/watch?v=emrNnef3LEw


Subject: Lesson: Unit:


TIME TEACHER ACTIONS STUDENT ACTIONS RESOURCES

OPENING5 mins

Monitor students entering the food technology classroom.

Mark the roll.

Enter room in an orderly fashion. Sit at desks with required stationary, ready for the

lesson. Respond appropriately when name is called.

Class Register

BODY

10 mins

20 mins

Begin class with probing questions to determine extent of prior knowledge – Nutrients: what they are, their role in health; facilitate arousal of discussion; assist in expanding on students responses

Question: Why do we eat what we eat?Question: What are the nutrients our bodies require to function normally?Question: What are the possible effects of over-consuming or under-consuming certain nutrients?

Using an Interactive Powerpoint presentation Question: Can anyone define what a diet-related

disorder is? Introduce concept of diet-related disorders. [Slide 1] Produce a vocabulary list of key terms: nutrient,

overnutrition, undernutrition. Ask students if they know what the terms mean before defining. [Slide 2]

Overview of nutrients [Slide 3] Acknowledge 7 diet-related disorders [Slide 4], but

explain that 4 will be elaborated on in this and the next lesson.

Pose Interactive Question: Can you guess which diet-related disorders are caused by overnutrition? (animation causes correct answer to pop up) Interactive Question: Can you guess which diet-related disorders are due to undernutrition? (animation causes correct answers to pop up)

Collaboratively respond to probing questions by sharing thoughts, interpretations, ideas, or facts they’ve encountered. Participate in class discussion that arises.

Attempt to define ‘diet-related disorders’ using pre-conceived ideas

Remain attentive and take notes as powerpoint presentation progresses

Attempt to define or interpret key terms

Review the 6 different nutrients and their functions

Attempt to differentiate between which diet-related disorders are caused by overnutrition or undernutrition

Smartboard OR laptop and overhead projector

Prepared PowerPoint Presentation – Diet-Related Disorders




Explore Diabetes [Slides 5-7]. Probing Question for discussion: Does anyone know someone with type II diabetes? Encourage students to share what they know already about Diabetes.

Differentiate between Type I and Type II Diabetes [Slide 5]. Give ‘Did you know fact?’ about current Australian statistics. Play YouTube video (1:01) [Slide 6]. Review facts from video. Interactive slide [7] – show images of a variety of foods. Ask students’ to discern which foods are to be consumed or avoided by diabetics. Animation will reveal answers when class has made a decision.

Conduct ‘What do you Know?’ test your knowledge comprehension to review diabetes [Slide 8].

Probing Question for discussion: What kind of factors do you think could influence the prevalence Coronary Heart Disease? Address Coronary Heart Disease as a result of a diet high in saturated fats. Simulate how CHD develops using a flexible red pipe and wool dyed yellow when red pipe is hollow, arteries working well; when fat deposits build up (gradually add yellow dyed wool into flexible red pipe), it leads to CHD. Give facts, information, and any current statistics or findings. [Slide 9] Conduct ‘What do you Know?’ test your knowledge comprehension to review CHD [Slide 10].

Probing Question for discussion: Is anyone familiar with hypertension, or know if it runs in their family? Encourage students to share what they know. Address Hypertension as a result of a diet high in salt. Simulate how Hypetension develops using a flexible red pipe, bowl of clear water, salt when red pipe is hollow in clear water, arteries work well; when sodium intake increases (gradually add salt to water flexible red pipe sits in), there’s an imbalance of

As applicable, share what they know about type II diabetes

Watch YouTube video. Take notes. Review collectively. Indicate which foods diabetics should consume and

which foods they should avoid

Discuss in pairs answers to “What do you know?’ comprehension question. Share answers together.

As applicable, share what they know about CHD.

Observe simulation of how CHD develops.



As applicable, share what they know about CHD. Observe simulation of how CHD develops.

YouTube Video: Dealing with Diabetes

(Today Tonight segment 2012) https://www.youtube.com/watch?v=emrNnef3LEw (3:41)

Flexible, hollow red pipe, yellow dyed wool or string, or yellow bluetack

Flexible, hollow red pipe, bowl of clean water, 1T salt






5 mins

10 mins

sodium and more pressure required to restore balance (start to squeeze and release flexible red pipe). Give facts, information, and any current statistics or findings. [Slide 11] Conduct ‘What do you Know?’ test your knowledge comprehension to review hypertension. [Slide 12]

Probing Question for discussion: Does anyone know why curved spines and bone fractures are common in the elderly, particularly women?Play segment from TV Show ‘The Drs’ [Slide13].Address Osteoporosis as a result of a diet lacking calcium. Give facts, information, and any current statistics or findings. [Slide 14] Conduct ‘What do you Know?’ test your knowledge comprehension to review osteoporosis. [Slide 12]

Probing Question for discussion: Does anyone know of what nutrient is lacking in anaemics?

Address Anaemia as a result of a diet lacking iron. Give facts, information, and any current statistic findings [Slide 16] Conduct ‘What do you Know?’ test your knowledge comprehension to review anaemia [Slide 17]

Activity: Assessment of Learning. Hand out ‘Information Sheet’ template to students.

Instruct them to complete worksheet by reviewing a diet-related disorder to overnutrition and undernutrition. Monitor as students complete worksheet.

Activity: Mind-mapping [Assessment of Learning] Instruct students to organise themselves into groups

of 6. Assign each group a diet-related disorder (Type II Diabetes, Coronary Heart Disease, Hypertension,


As applicable, share their theories of the cause of curved spines and bone fractures in the elderly

Watch excerpt from TV Show ‘The Drs’. Take notes and review.


Account for what nutrient is lacking to call anaemia, if possible


Complete ‘Information Worksheet’ by filling in information

about one diet-related disorder due to overconsumption, and one diet-related disorder due to underconsuption

Organise themselves into groups of 6. Informed of allocated Diet-related disorder. Collaboratively discuss and undertake take, recalling prior knowledge as well as what was presented, to construct a mindmap related to

Excerpt ‘The Drs’ TV show – Understanding Osteoporosishttp://www.thedoctorstv.com/videolib/init/757

32x printouts of ‘Information Sheet’ template

5x large butcher’s paper Set of 12 Permanent markers






Osteoporosis, Anaemia). Explain task: Construct a mindmap collectively about your Diet-related disorder – name, is it due to overnutrition or undernutrition, major contributing factor/s, cause, effect, prevalence, management, foods to choose and avoid, prevention, statistics (extra).

Monitor students as they undertake the task, offer prompts or elaborate understanding as required.

their allocated Diet-related disorder.

CLOSURE10 mins

Review lesson using a graphic organiser Interpret student understanding using review

questions:Question: What are the conditions of over and under nutrition, make reference to at least two diet-related disordersQuestion: Describe how a healthy diet can assist in preventing/managing diet-related disorders.

Homework: research 2 other diet-related disorders, and present information gathered in form of a self-designed ‘Fact sheet’.

Dismiss Class

Acknowledge review of class proceedings Answer review questions collectively.

Write down assigned homework.

Leave when dismissed

Powerpoint slide – Graphic organiser




FOLLOW UP:

Degree of interaction possible in aiming to focus on concept attainment Working order of ICT tools Ample working space for group work

REFLECTIONS:

Student’s ability to attain concept through means of an interactive powerpoint Size of working groups Opportunity for any hands-on experiences Degree of difficulty in literacy tasks (‘What Do You Know?’ comprehension)

LESSON ASPECT RESEARCH SUPPORT FOR THIS ASPECT OF THE LESSON

Interactive Powerpoint Presentation

Modelling

Use of ICT equipment to focus teaching on concept attainment

REFERENCE LIST:

APPENDIX 1A: Lesson Questions and Model Answers




Stage of Lesson

Question Model Answers

IntroductionWhy do we eat what we eat? To obtain energy and nutrients; to achieve an aspired body shape/figure

by being helathyWhat are the nutrients our bodies require to function normally?

Water, Protein, Lipids, Carbohydrates, Vitamins, Minerals

What are the possible effects of over-consuming or under-consuming certain nutrients?

Illness, gaining weight, malnourishment

Closure What are the conditions of over and under nutrition, make reference to at least two diet-related disorders?

Overnutrition – excess consumption of [certain] nutrients/food ingredientsEG: Type II Diabetes – due to high sugar and high fat content in dietCHD – due to high intake of saturated fatsHypertension – results from a high sodium dietUndernutrition – lacking [certain] nutrients/food ingredientsEG: Osteoporosis – lack of Calcium in diet throughout lifeAnaemia – lack of iron

Describe how a healthy diet can assist in preventing/managing diet-related disorders.

A healthy diet means a variety and balance between healthy foods/unhealthy foods. Best to increase consumption of fruit, vegetables, and wholegrains; and limit consumption of sugars and fats.




APPENDIX 1B: INTERACTIVE POWERPOINT [SLIDES]

APPENDIX 1C: Information Sheet Template




APPENDIX 1D: Graphic Organiser


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