YR 7 WELLBEING NUTRITION



YR 7 WELLBEING

NUTRITION UNIT

Useful websites with games and activities – you can use for students who finish early or add in to your lessons:







Lesson 1

Materials: Nutrient cards Jan’s office (5 sets)

• As a class brainstorm different foods on the board – try to put them into categories eg fruits, meat, takeaway etc.

• Ask students to think about how these different foods affect the body. Eg cereals provide the body with energy, takeaway foods often contain a lot of fat which can lead to overweight/obesity.

• Read pages (50) “Healthy food habits” discuss as a class. Ask students to complete “healthy food habits” questions on page (58)

• Read about the nutrients page (51) discuss and fill in the nutrient chart with information on function and food source page (54)

• Use nutrient cards to play games. Eg 1 set per table, time them to see which table matches the nutrient the function and food sources fastest OR/ 1 set for the class, give a card to each student and they have to find their matching nutrient, function and food source.

Lesson 2

Materials:

Computers

Nutrient cards

• Digestion

• Students need to log onto

• Use the information on this site to fill in the chart on page (59-61)

• Discuss how the digestive system works as a class.

• Spend some time reviewing the nutrients and using the nutrient cards before going through Nutrient Quick Quiz page (62)

Questions

1) What am I?- I am an important part of food but not actually a nutrient – (Dietary fibre)

2) I am the major source of fuel for energy? (Carbohydrates)

3) I am found in both animals and plants and I help with the absorption of fatty acids. (Fats)

4) I am only needed in small amounts and assist with the normal functioning of our bodies- metabolism. (Vitamins)

5) I am used to make new cells for muscle tissue- essential for growth. ( Protein)

6) I am very essential as I make up 2 thirds of peoples body weight. ( water)

7) I am necessary for normal body functioning. I am important for hormones. (Minerals)

8) I am found in cereals, pasta, rice, fruit and vegies. (Carbohydrates)

9) I am found in meat, poultry, fish, eggs and dairy. ( Protein)

10) I am found in all foods. ( Minerals)

• Correct as a class

• Students can complete Vegetable quiz in pairs on page (63)

Lesson 3

Materials:

Food for health brochure (some on my desk)

• Australian Guide to Healthy Eating (AGHE)

• Read pages (64) and discuss how the AGHE places foods into different groups according to the nutrients they contain for example – Meat (chicken, beef, nuts as they all contain protein) Visual AGHE poster is on page (66). Go through the number of serves per day a teenager (12-18 years) should be eating from each of the food groups page (64) . Page (65) explains and provides examples of what constitutes a serve.

• Use the “Nutrition Tracker” on page (67) ask students to fill in using all the food they ate yesterday and then tally the servings. Students should fill in their tallied servings on page (68) underneath the AGHE recommendations. They need to compare their diet to the AGHE and answer questions 1-4 page (68-69)

• Dietary Guidelines for Children and Adolescents in Australia – Food for health brochures. Read through the 4 guidelines and fill in chart on page (70 – 71). Discuss why the guidelines are like a puzzle – because they all fit together to make the guidelines work.

Lesson 4

GIVE OUT PERMISSION FORMS FOR GROWTH AND DEVELOPMENT – students must return these before starting the G&D unit

Materials:

Data projector/speakers

Clickview – Guess who’s coming to breakfast

Nutritional panels - cereals (Jan’s office)

Computer access

• Watch clickview “Guess who’s coming to breakfast” discuss as a class and answer questions on page (73)

• As a class discuss how most foods have nutrition panel that tell us what levels of nutrients are found in that food. (hand around sample cereal nutrition panels). Things to look for are sugars, fats particularly saturated, sodium (salt) and fibre.

• Log onto

• Students should click on the cereals listed on page (72) of their workbooks and fill in whether they have “a little, a lot, ok” amounts of fat, sugars, sodium and fibre. Once this is filled in ask students to complete the questions.

• Page (74) shows four different nutritional panels for potato based foods. Discuss how foods nutritional content can be altered depending on how it is processed or cooked. Eg baked potato compared to potato chips. Ask students to fill in and answer questions.

• Students that finish early can log onto Gobbliser araratcc.vic.edu.au/learn_objects/HE_9L_GFGH_GO/data/content/content.html complete pages (77-78)

Lesson 5 & 6

Catch up lesson and begin Assessment task

Assessment task and rubric in wellbeing booklet page (80-82) – page 79 can be used to draft a menu for the assessment task.

Nutrition Assessment Task

Part A

Create an edible daily menu for a teenager – using the recommended amounts of serves from each food group according to the Australian Guide to Healthy Eating. You should include breakfast, lunch, dinner and snacks.

|How many serves per |Cereals, bread and|Vegetables |Fruit |Milk |Meat |Extras |

|day |grains | | | | | |

|12-18 years | | | | | | |

| | | | | | | |

| |5-11 |3 |3 |3 |1 |1-3 |

Part B

Using the foods from your menu – identify the nutrients they contain and the function of the nutrient.

For example:

2 Weetbix with low fat milk – Weetbix contains carbohydrates which provide the body with energy. Milk contains calcium which helps to build strong bones and teeth.

Part C - OPTIONAL

At home – cook your family the dinner meal from your menu. Include a photo of the finished product and a review and score out of 10 from at least 1 family member.

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