Scope and Sequence

UNIT
:

AREA OF
STUDY:

Understanding Australias
Health

OUTCOM
E:

DURATION
:

8 Weeks 35
Lessons

Unit Outcome: On completion of this unit students should be able to compare the health status of Australias
population with other developed countries, explain variations in health status of population groups in Australia and
discuss the role of the National Health Priority Areas in improving Australias health status.
Wee Key Knowledge
Key Skills
Literacy
Teaching
Assessment Resources
k
Strategies
Strategies
Definitions of physical, social
- Define key
1
- Word Wall
Direct instruction Completion
- Textbook
and mental dimensions of
health terms
of
glossary
Reading
health and health status.
comprehension
Exit slips
Word wall
activities
2

Different measures of health

status of Australians, including
the meaning of burden of
disease, health adjusted life
expectancy and DALYs, life
expectancy, under-five
mortality rate, mortality,
morbidity, incidence,
prevalence.

Define key
health terms

- Word Wall

Direct
instruction
Word wall
activities

Completion
of glossary
Exit slips

- Textbook

Health status of Australians

compared with other
developed countries, including
Sweden, United States of
America, United Kingdom and
Japan.

Analyse data
- Word Wall
about the health
status of
Australias
population and
that of other
developed
countries

Direct
instruction
Group work

- Data
analysis

Textbook
UNICEF: The
State of the
Worlds
Children
Report
2009
<www.unicef.or
g
/sowc09/docs/SO
WC09FullReportEN.pdf

Variations in the health status of population groups in

Australia, including males and
females, higher and lower
socio-economic status groups,
rural and remote populations
and indigenous populations.

Analyse data
about the
health status of
Australias
population and
that of other
developed
countries
Interpret and
analyse data to
compare the
health status of
selected
population
groups in
Australia

Word Wall

Direct
instruction
Data and
graph
analysis
Working in
pairs

Quiz

>
World Health
Organisation
website:
<http://www.
w
ho.int/topics/e
n/ >
Australian
Bureau of
Statistics
website

Biological, behavioural and

social determinants of health
in explaining variations in
health status.

The NHPAs including:

key features, determinants that
act as risk factors and reasons for selection of each NHPA
direct, indirect and intangible
costs to individuals and
communities of NHPAs
one health promotion program
relevant to each NHPA
Glycaemic index and function
and food sources of major
nutrients as a determinant of
health, including protein,
carbohydrate (including
fibre), fats (mono, poly,
saturated and trans), water,
calcium, phosphorus, iron,
fluoride, iodine, sodium,

Define key
health
terms Use the
determinants of
health to
explain
differences in
the health
status of
Australians and
between
population
groups
Define key
health terms
Explain and then
justify one
health
promotion
program
that addresses
each
NHPA

Word Wall

Word Wall

Define key
health terms
Explain the
functions and
identify food
sources of the
major
nutrients
required for

Word Wall

Direct
instruction
Word wall
activities
Analysing
scenarios

Exit slip

Case studies
Textbook

Direct
instruction
Reading
comprehensio
n Word wall
activities

Completio
n of
glossary
Entry/exit
slips

Textbook
AIHW; NHPAs;
http://www.ai
h
w.gov.au/heal
t hpriorityareas/

Word Wall
activities
Think, Pair,
Share

Completio
n of
glossary
Quiz
Exit slip

Textbook

Nutrition
Australia:
www.nutritiona
u
stralia.org/

vitamin A, vitamin D, vitamin

C, folate and B12.

The role of nutrition in

addressing the following
conditions recognised in the
NHPAs; cardiovascular health,
diabetes mellitus, colorectal
cancer, obesity and
osteoporosis.

health

Define key
health terms
Explain the role
of nutrition in
addressing
specific
conditions
within the
NHPAs

Word Wall
Revision

Direct
instruction
Revision
SAC
preparation

Unit
summar
y sheets
Quiz
Entry/exit
slips
SAC

Textbook
What the
World Eats:
http://www.ti
me.com/time/
p
hotogallery/0,
2
9307,162651
9_
1373680,00.h
t ml

Health and Human Development

Lesson Plan 1
UNIT:
Week: 7
Date: 15/5/12

3 AREA OF STUDY: 1 Understanding Australias Health OUTCOME: 1 DURATION: 8 Weeks 35 Lessons

Duration of lesson: 50 minutes

Key Knowledge:
Key Skills:
Glycaemic index and function and food sources of major nutrients as a
Define key health terms
determinant of health, including protein, carbohydrate (including fibre),
Explain the functions and identify food sources of the major
fats (mono, poly, saturated and trans), water, calcium, phosphorus, iron,
nutrients required for health
fluoride, iodine, sodium, vitamin A, vitamin D, vitamin C, folate and B12
Lesson Intention:
At the conclusion of the lesson, students should be able to explain the glycaemic index and explain the functions and identify food
sources of the major nutrients required for health.
Literacy Strategy &/or
Vocabulary: Word Wall
Resources:
Textbook
Nutrition Australia: www.nutritionaustralia.org/
THE LESSON
1.

2.

3.
Opening
Mini
link 3 mins Lesson 8
mins

4.
Work
Time 14
mins

1. Opening Link: (3 mins)

Introduce lesson intention
Brainstorm major nutrients
Relevant/correct nutrients to be added to Word Wall and definitions to be added
later
2. Mini Lesson: (8 mins)
Discuss the glycaemic index and what is meant by the terms high,
medium and low GI.
- Introduce major nutrients and their food sources
- Allocate students to a major nutrient

Catch
Link 3
mins

5.
More Work
Time 19 mins

6.
Debriefin
g 3 mins

3. Work Time: (14 mins)

-

All students are allocated to one of the major nutrients

They must complete a poster on their nutrient, with information covering the different functions of their nutrient and the major food
sources in which the nutrient is derived from.
4.
Catch Link: (3 mins)
Teacher to help with any questions/problems students may have
Provide feedback on how students are completing the task and clear any confusion about what is required

5. More Work Time: (19 mins)

-

Students to continue with their poster

Once all have finished, each student will read aloud their nutrient and the information they have collected. Teacher to write information
on Word Wall displayed for the class to see.
Students to copy into books the information on each nutrient
Debriefing: (3 mins)
6.
- Students to complete an exit slip before leaving class
Homework:
Students to bring in examples of food items for next class
Reflection & Self Evaluation
Reflect on classroom management skills and how the students worked to meet the learning intention
Evaluate whether the key knowledge was delivered efficiently and if the key skills were displayed during lesson

Health and Human Development

Lesson Plan 2
UNIT:

3 AREA OF STUDY: 1 Understanding Australias Health OUTCOME: 1 DURATION: 8 Weeks 35 Lessons

Week: 7
Date: 16/5/12
Duration of lesson: 50 minutes

Key Knowledge:
Key Skills:
Glycaemic index and function and food sources of major nutrients as a
Define key health terms
determinant of health, including protein, carbohydrate (including fibre),
Explain the functions and identify food sources of the major
fats (mono, poly, saturated and trans), water, calcium, phosphorus, iron,
nutrients required for health
fluoride, iodine, sodium, vitamin A, vitamin D, vitamin C, folate and B12
Lesson Intention:
At the conclusion of the lesson, students should be able to explain the glycaemic index and explain the functions and identify food
sources of the major nutrients required for health.
Literacy Strategy &/or
Vocabulary: Word Wall
Resources:
Textbook
THE LESSON
1.
2.
3.
4.
5.
6.
Opening
Mini
link 3 mins Lesson 8
mins

Work
Time 14
mins

Catch
Link 3
mins

More Work
Time 19 mins

1. Opening Link: (3 mins)

Recap previous lesson
Students to complete entry slips
2. Mini Lesson: (8 mins)
Students to bring out their examples of food items (pictures, labels, packets etc.)
Teacher to use own example of food item to demonstrate how to determine glycaemic index and major nutrients
3. Work Time: (14 mins)
- As a class, the students will rank the foods from high to low glycaemic index
4.

Catch Link: (3 mins)

Teacher to help with any questions/problems students may have
Provide feedback on how students are completing the task and clear any confusion about what is required

5. More Work Time: (12 mins)

Debriefin
g 3 mins

After the foods have been ranked in order of their glycaemic index, students will create a table of foods in their workbook which
will include the food item, its glycaemic index and the major nutrients it possesses.
Debriefing: (3 mins)
6.
Recap previous 2 lessons
Exit slips
Homework:
Complete glossary of key terms (i.e. major nutrients, glycaemic index)
Reflection & Self Evaluation
Review entry and exit slips to determine how well key knowledge/skills has been transferred to students

Vocabulary List/Glossary of Key Terms

Glycaemic index
Health

Protein
Carbohydrate
Fibre
Fat
Saturated Fat

A ranking system of foods according to their effect on

the level of blood glucose in the body.
A complete state of physical, social and mental
wellbeing, and not merely the absence of disease or
infirmity.
A chain of amino acids which aid in growth and repair of
muscle tissue.
A common source of energy found in fruit, bread, pasta,
rice and cereals.
An essential nutrient which keeps the body regular and
maintains digestion.
Most common source of energy.
A type of fat found in animal food sources which
increases LDL cholesterol levels and is associated with
diseases such as high blood pressure.

Monounsaturated Fat
Trans Fat

Polyunsaturated Fat
Calcium

Phosphorus
Iron

Fluoride
Iodine
Sodium

Folate

A type of fat found in avocado and olive oil which

increases HDL cholesterol.
A type of fat found in processed foods which increases
LDL cholesterol and is associated with high blood
pressure, CVD and stroke.
A type of fat found in fish, nuts and seeds which
increases HDL cholesterol.
An essential nutrient found in dairy products which
works with phosphorus maintain bone strength and
reduce risk of osteoporosis.
An essential nutrient found in dairy products which aids
in the absorption of calcium.
An essential nutrient which assists in the formation of
haemoglobin and myoglobin found in meat and
vegetables.
An essential nutrient which strengthens tooth enamel,
prevents decay and increases bone density.
An essential nutrient needed for producing thyroid
hormone for normal body metabolism and growth.
Commonly known as salt, regulates the amount of water
in the body, assists in the transition of nerve impulses
and muscle contraction and is a risk factor for
hypertension, CVD and osteoporosis.
An essential nutrient found in fruit and vegetables which
is required for adequate cell division, DNA synthesis and
cell maintenance and is critical for the development of
the nervous system of the foetus.

Vitamin A

Vitamin C

Vitamin D

B12

An essential nutrient found in carrots and dairy products

which maintains vision, bone health, immune system
function and cell division.
An essential nutrient found in fruit and vegetables which
assists in collagen production and functioning of the
immune system.
An essential nutrient found in dairy products and some
fish which is required for the absorption of calcium and
phosphorus, prevents osteoporosis and assists in skin
cell production.
An essential nutrient found in dairy products and some
fish which is important for the function of the brain and
nervous system, the formation of red blood cells,
immune function and energy production.