Lesson Plan 2

Physical Education Food for fuel

Class: Year 9 Size: 20
Learning Conditions: Theory Lesson Duration: 50mins
AusVELS: Students identify and describe strategies that address current trends in the nutritional status of
Australians. They analyse and evaluate the factors that affect food consumption in Australia.
Cross-Curriculu Priority: !Sustaina"ility !ersonal "ellbeing. Ade#uate amounts of e$ercise and daily
food inta%e.
Conte#t: Students "ill ta%e notes from a food for fuel po"er point& complete a "or%sheet and do"nload
'(y)itness!al* application. The lesson incorporates cognitive& affective and psychomotor ob+ectives
throughout. ,-loom*s ta$onomy
Ai: Students "ill understand "hy food is a fuel during e$ercise. .alorie inta%e and "hat foods "ill provide
the most energy.
$C%: !o"er!oint& (y)itness!al
Student tas&: Thin% pair and share activity. Students "ill discuss in small groups "hat foods they believe
help the body during e$ercise. A po"er point "ith relevant food for fuel information "ill be e$plained and
elaborated for the students. A "or%sheet on energy systems "ill be completed by the students. A tutorial on
'(yfitnesspal* ho" to create a profile and "hat their e$pectations are for the ne$t "ee%.
$C%: !o"er/point& '(yfitnesspal*0 1!hone& 1!ad application& 2$cel to present Assessment 3.
E'ui(ent:
/ !o"er point connection
/ 1!hone41!ad
/ 5or%sheet
Assessent: Forati)e* +uestions to chec& understanding
5hat does our body use energy from food for6
The food "e burn through e$ercise is released ho"6
7o" energy is measured
5here "e get our energy from6
Procedure
,* Thin% pair and share activity. 1n small groups students "ill discuss "hat foods they believe help
during e$ercise. Sharing %no"ledge and ideas "ith each other.
2* )ood for fuel po"er/point
-* Students "ill complete the "or%sheet0
4. Students move to the food technology room and look at different food products and practice using
the MyFitnessPal app.
.or&sheet - Energy Systes and Food for Fuel
8esearch and apply %no"ledge of energy systems and food fuels to sporting situations
S!98TS ,choose 3 from each group
a. 300m sprint& cycling& long +ump& aerial s%iing
b. 300m butterfly& :00m sprint& 500m speed s%ating
c. Triathlon& .ross/country s%iing& 8oad cycling& (arathon running
For each of the 3 sports complete the task below
3. 8esearch the sport to find out the e$pected duration and intensity at an elite level& include any
"orld records if applicable.
2. ;iscuss "hich energy system is dominant and "hy as "ell as the level of contribution from the
other 2 energy systems
<. 9utline and +ustify the main food fuel,s the athlete "ould re#uire.
/0yfitness(al1 $C% Co(onent
- Students "ill do"nload the app and create a profile
- Students can play around on the app& understand ho" to loo% up food items and add them to their
diary
- Student*s practice using the app by loo%ing at different products in the food technology room and
trying to find them "ith the app
- )or a "ee% the students "ill record "hat food they are eating and "hether they are engaging in
any physical e$ercise& this "ill all be processed on the application.
- =e$t lesson "e "ill see if the students stayed to the recommended calorie inta%e
- Students "ill "rite a paragraph reflecting on their "ee%& facilitate a self/assessment.
E2 Pedagogy
Engage- Students develop shared norms "ith the thin%& share& and pair activity. Students can discuss
ideas and %no"ledge "ith each other to establish leaning.
E#(lore- Students "ill discuss a po"er/point presentation "hich "ill prompt students to thin%0 "hat does
our body use energy from food for6 The food "e burn through e$ercise is released ho"6 7o" energy is
measured3 5here "e get our energy from6
E#(lain- Students "ill then engage in a "or%sheet "hich "ill re#uire the students to present ne" content&
develop language and provide strength connections "ith ne" learning.
Ela"orate- The students "ill trial a ne" application& '(yfitnesspal*& this "ill re#uire higher order thin%ing to
access and use the application. The students "ill create an account and record their eating and e$ercise
habits for one "ee%. This "ill monitor their progress and see if they can maintain a healthy lifestyle.
E)aluate- Students are re#uired to "rite a reflection after recording their "ee% of eating and e$ercise to
see ho" they felt and "hether it changed their normal routine.
4esources
- http>44""".vcehelp.com.au4energy/systems/po"er/vs/yield/5?54
- http>44""".ncbi.nlm.nih.gov4pmc4articles4!(.2:<02524
- 7ealth and !hysical 2ducation& @ump Start 9 A 30. Sally Lasslet& .ambridge .ollege.