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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 : 17

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

The purpose of the interactive powerpoint were to: create an interesting presentation of content, allow a degree of building student literacy skills by review comprehension questions, facilitate discussion, and engage learners through creative design. In designing the interactive powerpoint and associated activites within, an attempt to incorporate some of Garner’s intelligences – linguistic, visual, and interpersonal – and the stage of knowledge and comprehension in Bloom’s taxonomy (Armstrong, 2009) (McDonald & Hershman, 2010). The linguistic, visual and interpersonal intelligences were catered to as ongoing elaboration, class discussion, and display of related imagery was presented to support understanding of the different diet-related disorders. From Bloom’s taxonomy, the stage of knowledge was addressed by asking probing questions before each diet-related disorder was introduced, to determine what students may already know; and the stage of comprehension was addressed by small comprehension review questions being asked straight after each topic was introduced. In addition, the use of probing questions throughout the interactive powerpoint presentation served to encourage students to utilise their white thinking hats to recall previous knowledge, from de Bono’s Six Thinking Hats (De Bono, 2010). The use of a YouTube video during the presentation to aid students’ understanding was another powerful tool that added appeal, particularly to visual learners (Armstrong, 2009)

Modelling The purpose of using modelling as a teaching strategy during the interactive powerpoint presentation was to present a simulation of what happens to body organs in those who suffer from CHD or hypertension. The effect of this teaching strategy was to cater to those with kineaesthetic intelligence who appreciate demonstrations and hands-on tasks (Armstrong, 2009).

Use of IT equipment to focus teaching on concept attainment

According to (Hramiak & Huson, 2011), it has been shown that the use of IT allows ease of delivery and planning, and that new technologies can be utilised to engage learners (Hramiak & Hudson, 2011). This is due to students’ being increasingly aware and intrigued as to how technology is developing and their familiarity with its use. The capacity of using IT to prepare and deliver content also saves teachers critical time, which would be wasted on writing the same notes on a board. Therefore, use of IT equipment by teachers to deliver key concepts is time efficient and allows for a streak of creativity to immerge.




REFERENCE LIST:

Armstrong, T. (2009). Multiple Intelligences in the Classroom (3rd ed.). USA: ASCD.

De Bono, E. (2010). Six Thinking Hats . London: Viking.

Hramiak, A., & Hudson, T. (2011). Understranding Learning and Teaching in Secondary Schools. England: Pearson Education Limited.

McDonald, E., & Hershman, D. (2010). Classrooms that Spark! Recharge and Revive your Teaching. San Francisco: John Wiley & Sons.

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




SUBJECT: Food Technology DATE: 21/03/2014 PERIOD: 4

UNIT: Food for Special Needs STAGE: 5 TIME: 12:30 to 13:30

LESSON: Practical – food for people with 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

To outline the impact of a diet-related disorder on the individual, and society at large

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

Explore the impact of diet-related disorders on the individual and society

What am I assessing? Ability to recall and extend on key concepts about Diet-related disorders that have been taught How am I assessing? Each set group of students are assigned to give a presentation on a diet-related disorder that has been covered, using content that has been taught and ability to expand on this information

PREPARATION PRIOR KNOWLEDGE

Personal analysis of Journal Article : ‘Nutrition related disorders in Indigenous Australians: How things have changed’ (2007) https://www.mja.com.au/journal/2007/186/1/nutrition-related-disorders-indigenous-australians-how-things-have-changed

Personal analysis of Newspaper Article: ‘Lifestyle’ Diseases – the world’s biggest killer (April, 2011)http://www.abc.net.au/news/2011-04-28/lifestyle-diseases-the-worlds-biggesLit-killer/2695712

Graphic Organiser

Prompt students’ to determine if they recall previous lesson’s content and other related material, in the form of probing questions

Question: What are Dietary requirements? How do they arise? By who?Question: Recall what a diet-related disorder is.Question: Differentiate between diet-related disorders resulting from overconsusmption and underconsumptionQuestion: what are the impacts of developing diet-related disorders in the short and long-term?

QUALITY TEACHING FRAMEWORK RESOURCES

Intellectual Quality: High-Order Thinking Hardware: Laptops or ipads, for each student Smartboard or white board with markers Overhead projector Journals Article:

Things: Large butcher’s paper Set of 12 Permanent markersWeb Addresses:Quality Learning Environment: Student Direction


http://www.abc.net.au/news/2011-04-28/lifestyle-diseases-the-worlds-biggesLit-killer/2695712


https://www.mja.com.au/journal/2007/186/1/nutrition-related-disorders-indigenous-australians-how-things-have-changed





Newspaper Article: http://www.abc.net.au/news/2011-04-28/lifestyle-diseases-the-worlds-biggesLit-killer/2695712

Significance: Connectedness

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 5 mins

15 mins

5mins

Begin class with probing questions to determine extent of prior knowledge –; assist in expanding on students responses

Question: What are Dietary requirements? How do they arise? Recommended by who?Question: Recall what a diet-related disorder is.Question: What are the impacts of developing diet-related disorders in the short and long-term?

Activity: Media Analysis

Analyse 2 media sources about prevalence of diet-related disorders as a class – population affected, contributing factors, effects and impact on particular population

Ask students to use their ipads or laptops to find another newpaper article, report or case study about the prevalence of a diet-related disorder in australia; compare it to the international world; share and discuss it with their neighbour. Facilitate class discussion on observed trends.

Activity: Pretend you’re a Nutritionist

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

Analyse media sources as a class. Determine trends and impacts upon different populations.

In pairs, assign one to find a media source about a particular diet-related disorder in Australia, while the other finds a media source regarding global scale. Share, compare and discuss resources. Participate in class discussion and analysis of sources retrieved as a whole.

Smartboard or Whiteboard with markers Newspaper article: 'Lifestyle' diseases the

world's biggest killer, 2011http://www.abc.net.au/news/2011-04-28/lifestyle-diseases-the-worlds-biggest-killer/2695712 Journal Article:


Laptops or ipads





http://www.abc.net.au/news/2011-04-28/lifestyle-diseases-the-worlds-biggest-killer/2695712










20mins Give students a case scenario where

someone with particular systems approaches them in an attempt to determine what disease they have

(Over 40, sedentary lifestyle, smoker, female, back pain)

Activity: ‘Teach the teacher’ Introduce new task. Instruct students that the

activity entails for them to ‘teach the teacher’. Remaining in the same groups as previous lesson, and utilising the mind-maps that were created, students are to create a 2-3min presentation that would educate the teacher and the class about their allocated disorder. They are free to present it how they wish, but must include an ICT component. Apart from content that has been covered, instruct students to find three more interesting bits of information about their disorder. Students must also find a recipe of a dish that would be suitable for someone with their diet-related disorder, and analyse why it is suitable.Monitor and supervise students as they undertake task, offering assistance as required.

Students attempt to determine what disease their patient suffers from have

In groups of 6, collaboratively design and prepare a presentation about their allocated diet-related disorder. Research information for inclusion in presentation using laptops or ipads that provide access to the internet and other presentation tools (eg: Microsoft PowerPoint).

Present their presentation to the teacher and class.

Whiteboard and markers

6x Large butcher’s paper 12 Permanent markers Laptops or ipads Overhead projector or smartboard

CLOSURE10 mins

Review lesson using a graphic organiser Interpret student understanding using review

questions:Question: What factors (nutritional and lifestyle) contribute to the prevalence of diet-related disorders? Make reference to a particular diet-related disorderQuestion: What are the implications of conducting case studies and investigations for diet-related disorders?

Acknowledge review of class proceedings Reflect on and answer Review questions Leave when dismissed.

Powerpoint Slide




Dismiss class




FOLLOW UP:

Ease of accessibility to ICT equipment and tools Students’ ability to locate relevant and current case studies, newspaper articles and journal articles Size of work groups facilitates learning for all members (6 too great a number?)

REFLECTIONS:

Students’ ability to analyse relevant and current media releases related to food and nutrition issues Students’ ability to locate and compare relevant and current media releases relating to Australian statistics and global statistics Ample time to prepare materials and perform a presentation regarding concepts covered over 2 lessons

LESSON ASPECT RESEARCH SUPPORT FOR THIS ASPECT OF THE LESSON

Activity – Media Analysis

This teaching strategy mainly aimed to accommodate learners with characteristics of the logical and interpersonal intelligences (Armstrong, 2009). The logical-mathematical intelligence was catered to by giving reasoning of the significance of analysing media sources and how they related to the interpretation and understanding of diet-related disorders. Leaners with interpersonal intelligences appreciate the opportunity to make relations and distinction between intentions. In locating, analysing and comparing various media sources, those with interpersonal intelligences were catered to. Bloom’s learning principle of analysis and evaluation were also exercised (McDonald & Hershman, 2010). In addition, in finding the linkages and probing for the benefit and value of this activity, de Bono’s yellow thinking hat was worn (De Bono, 2010).

Activity – ‘Teach the Teacher’

This strategy aimed to accommodate learners with characteristics of linguistic, kinaesthetic, and spatial intelligences. In this activit, students were required to review the concepts that had been taught, design a creative presentation of what they’ve learned (kinaesthtic, spatial), and then present it to the teacher and their fellow peers (linguistic).Students were also able to wear de Bono’s green thinking hat for creativity as they designed their presentation (De Bono, 2010).

REFERENCE LIST:Armstrong, T. (2009). Multiple Intelligences in the Classroom (3rd ed.). USA: ASCD.

De Bono, E. (2010). Six Thinking Hats . London: Viking.

McDonald, E., & Hershman, D. (2010). Classrooms that Spark! Recharge and Revive your Teaching. San Francisco: John Wiley & Sons.




APPENDIX 2A: Lesson Questions and Model Answers

Stage of Lesson

Question Model Answers

IntroductionWhat are Dietary requirements? How do they arise? Recommended by who?

Set of nutritional recommendations. Depend on physical characteristics, stage of lifecycle, any illnesses. Health professionals

Recall what a diet-related disorder is. A nutrient-related disease or condition that causes illness. What are the impacts of developing diet-related disorders in the short and long-term?

Short-term: demand for change in lifestyle and eating habitsLong-term: if not managed properly, can lead to health complications, even death

Closure What factors (nutritional and lifestyle) contribute to the prevalence of diet-related disorders? Make reference to a particular diet-related disorder

Lack of eating a variety of healthy and nutritious foods and regularly exercising.Eg: Type II Diabetes – caused by a diet high in sugar and fat, sedentary lifestyle, obesityCHD – caused by diet high in saturated, fat, smoking, sedentary lifestyle, obesityHypertension – caused by diet high in sodium, smoking, obesityOsteoporosis – caused by a diet lacking in Calcium, can be prevented by regular exerciseAnaemia – caused by a diet lacking iron. Pregnancy, endurance sports and growth require iron in high demand.

What are the implications of conducting case studies and investigations for diet-related disorders?

To determine how individuals are impacted, how society is impacted, and recognise trends.




APPENIDX 2B: Graphic Organiser


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