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. 6(7T& 4&%78& -& 4&0I( T3& (&9T T.":$ I -ILL 4& .":I(0 ;7< T7 8&%L&!T 7( ;7<8 =I>&./ 7% . =(<T8ITI7<" >I((&8/. :&&* I( ,I(> IT >7&"(/T 3.+& T7 8&%L&!T ;7<8 7-( >I&T .(> T3&8& I" ,.(; >I%%&8&(T 4&LI&%" 7% >I&T" 4."&> 7( !<LT<T8.L$ 8&LI0I7<" .(> *7LITI!.L 4&LI&%". %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/ Preser-ie Tea+er Name 00 Mor)an00000000000000000Mentor Tea+er Name 0000000000000000000000000000000000000000000 (i)nat"re00000000000000000000000000000000 Date 0000000000000000 (i)nat"re00000000000000000000000000000000 Date 000000000000000000
Summary: Fast Like a Girl: A Woman’s Guide to Using the Healing Power of Fasting to Burn Fat, Boost Energy, and Balance Hormones: Key Takeaways, Summary and Analysis