Unit 6: The Impact of Nutrition on Health and Wellbeing ...
Scheme of work
Guided learning hours (GLH): 30
Number of lessons: 20
Duration of lessons: 90 minutes
Learners should spend lesson time and non-supervised time working on assignments.
This scheme of work is provided as a suggestion only of how the teaching of these two units could be combined to give you a starting point to help you make the most of your planning time; other units could be combined. Customise this document by adding your own activities/lesson ideas to the ‘Activities’ column.
|Lesson |Unit content |Activities |Links to other units |
|Learning aim A: Explore the effects of balanced and unbalanced diets on the health and wellbeing of individuals |
|1 |Introduction to unit |Teacher/tutor-led introduction: Introduce the unit, outline the nature of the learning |Unit 5: Promoting Health and Wellbeing |
| |Topic A.1 Dietary intake and food groups |aims and the number of assignments that learners must do. |Unit 9: Healthy Living |
| |What is a balanced diet |Individual activity: Learners to list everything they ate in their last full meal (lunch| |
| |Carbohydrates |or dinner). Ask them to break the meal down into different nutrients. | |
| | |Whole group activity: Discussion on carbohydrates. | |
|2-3 |Topic A.1 Dietary intake and food groups |Teacher/tutor-led discussion: Discuss protein foods. | |
| |Proteins |Whole group activity: Host a quiz – name foods and get learners to identify which are | |
| |Fats |protein foods. | |
| | |Teacher/tutor-led presentation: Explain what amino acids are. | |
| | |Whole group activity: Video-sharing sights like YouTube have useful educational videos | |
| | |exploring proteins and fats which you could show to learners. | |
| | |Teacher/tutor-led presentation: | |
| | |Explain: | |
| | |the difference between saturated and unsaturated fats and why some fat is necessary | |
| | |the health implications of fat intake | |
| | |the fat content of different foods – look at food labels and identify hidden fats and | |
| | |how much is in different foods. | |
|4 |Topic A.1 Dietary intake and food groups |Teacher/tutor-led presentation: | |
| |Vitamins, minerals, water |Explain: | |
| | |why vitamins and minerals are termed micronutrients | |
| | |water- and fat-soluble vitamins and minerals, why they are essential to good health, | |
| | |sources and functions in the body. | |
| | |Paired activity: Each learner writes down everything they have eaten and drunk over the | |
| | |last two days. Categorise your food according to the food group it came from. | |
| | |Small group activity: Bring together groups of two or three pairs and ask them to | |
| | |discuss each person’s food log. Was it healthy? Balanced? Too much of anything? Too | |
| | |little of anything? Ask learners to record notes for later use. | |
|5 |Topic A.1 Dietary intake and food groups |Teacher/tutor-led feedback on the previous activity in the context of essential | |
| |The five food groups and their functions |nutrients and the five food groups and their functions. | |
| | |Teacher/tutor-led presentation: Explain what the five different food groups are, and | |
| | |their functions in the body. | |
| | |Individual activity: Guidance suggests we eat at least five fruit and vegetable portions| |
| | |a day but what does a portion actually mean? Learners to research what a portion means | |
| | |when taking about different fruits and vegetables. Is it the same for all? | |
|6 |Topic A.1 Dietary intake and food groups |Teacher/tutor-led discussion: Explain how much of each nutrient and food group should be| |
| |Recommended daily intakes |eaten. | |
| | |Teacher/tutor presentation: Guidance on sources for RDIs and differences between British| |
| | |and American and kilojoules/kilocalories. | |
| | |Paired activity: Learners to research what kilojoules and kilocalories are. | |
| | |Individual activity: Learners to research further the eatwell plate, intake and needs. | |
| | |Learners to complete activity on what makes a balanced diet. | |
|7 |A.2 Long-term effects of balanced and unbalanced diets |Teacher/tutor presentation: Explain: |Unit 5: Promoting Health and Wellbeing |
| |Effects of a balanced diet |how diet can contribute to raised immunity, energy levels and concentration, healing |Unit 9: Healthy Living |
| | |the balance of good health. | |
| | |Small group work: Groups to research the Government’s Eight Guidelines for a Healthy | |
| | |Diet. Ask groups to consider how they would apply the rules to groups of people with | |
| | |differing dietary needs and nutritional intake. Groups could feed back their findings as| |
| | |a presentation or in a poster or booklet format. | |
| | |Teacher/tutor-led discussion: Learners present feedback on groups’ key findings and | |
| | |presentations, and recap of the cause and effect of an unbalanced diet. | |
|8-10 |A.2 Long-term effects of balanced and unbalanced diets |Teacher/tutor-led activity: Create a series of flash cards and on each card write an |Unit 5: Promoting Health and Wellbeing |
| |Effects of an unbalanced diet including malnutrition |effect of over nutrition or under nutrition. Hold the cards up and ask learners to |Unit 9: Healthy Living |
| |(over-nutrition and under nutrition), vitamin and mineral |identify which group they belong to. (You could use a clothes line and hang the cards on|Unit 10: Human Body Systems and Care of |
| |deficiency, nutrient excess |either side.) Talk through each effect and ask learners their thoughts on each. |Disorders |
| | |Activity to get learners thinking about balanced and unbalanced diets. | |
| | |Small group work: Groups to research and prepare short presentations on over- and | |
| | |under-nutrition, vitamin and mineral deficiencies and nutrient excess; they may work in | |
| | |pairs or small groups depending on size of class and time allowed. | |
| | |Whole group work: Groups to present their presentations. Allow for a brief Q&A at the | |
| | |end of each presentation. | |
| | |Teacher/tutor-led discussion: Summarise key points from the presentations, provide | |
| | |general feedback on presenting skills and reflect on how the presentation work went. | |
|11-12 |Assignment 1 |Learners to start work on Assignment 1 and complete in their own time as required. | |
| |Use authorised assignment briefs from Pearson. | | |
| |Alternatively, use adapted or centre-devised assignment | | |
| |briefs. | | |
|Learning aim B: Understand the specific nutritional needs and preferences of individuals |
|13-14 |Topic B.1 Factors influencing the diet of individuals and |Teacher/tutor presentation: Introduce Learning Aim B. |Unit 9: Healthy Living |
| |their associated dietary needs |Learners complete activity on factors that influence diet. |Unit 10: Human Body Systems and Care of |
| |Factors influencing diet: religion and culture, moral |Small group work: Research each factor and gather information. Learners could initially |Disorders |
| |reasons, environment, socio-economic factors, personal |record information in a table format. | |
| |preference, illness, underlying health conditions |Teacher/tutor-led discussion: Talk about the information learners have researched, | |
| | |comparing the findings between groups. | |
| | |Small group work: Groups to create a visual presentation using the research they have | |
| | |gathered. They could create an information poster or a leaflet or small booklet to | |
| | |display their results. | |
| | |Whole group work: Groups present their work. Allow for a brief Q&A at the end of each | |
| | |presentation. | |
| | |Teacher/tutor-led discussion: Summarise key points from the presentations, provide | |
| | |general feedback on presenting skills and reflect on how the presentation work went. | |
|15 |Topic B.1 Factors influencing the diet of individuals and |Paired activity: Pairs to research vegetarian and vegan food recipes. Learners should |Unit 9: Healthy Living |
| |their associated dietary needs |then create their own recipe booklet covering three meals – breakfast, lunch and dinner |Unit 10: Human Body Systems and Care of |
| |Factors influencing diet continued |– for: |Disorders |
| | |a lacto-ovo vegetarian | |
| | |a vegan. | |
| | |Each meal needs to be balanced to ensure there is sufficient protein. | |
| | |Individual activity: Learners to research different causes for loss of appetite and | |
| | |increased appetite. Ask them to pair up and compare their findings. | |
|16 |Topic B.2 Nutritional variation during life stage |Teacher/tutor presentation: Explain nutrition variation during life stage development. |Unit 1: Human Lifespan Development |
| |development |Small group work: Assign each group a different life stage. Ask them to think about | |
| |Nutritional variation during life stage development: |their target group’s nutritional requirements and ways to encourage people to eat more | |
| |infancy, early childhood, adolescence, early to middle |healthily. Again thinking about who their target group is, ask them to design a ‘eat | |
| |adulthood, later adulthood |healthily’ advertisement. | |
| | |Individual activity: Learners to write down the names of five or six of their family | |
| | |members and then compare the types of food each person eats, the quantity and the | |
| | |frequency. Where are the similarities? Why? Where are the largest differences? Why? | |
|17 |Topic B.3 Considerations for nutritional planning |Small group work: Groups to write down the questions healthcare professionals would need|Unit 9: Healthy Living |
| |Nutritional planning: factors influencing the diet of |to ask or consider when considering a person’s nutritional planning. |Unit 10: Human Body Systems and Care of |
| |individuals and their associated dietary needs; life stage|Individual activity: Learners to create a fictional diet plan for a specific person for |Disorders |
| |of individual and associated nutritional requirements |seven days. | |
| | |Paired activity: Learners to swap their fictional diet plan with a partner. Does the | |
| | |plan suit the person? Is it nutritionally balanced? Does it take account of the person’s| |
| | |home life? | |
| | |Individual activity: Learners to record what they eat/drink over a seven-day period. Ask| |
| | |them to self-assess their own plans and then create a healthier/more nutritionally | |
| | |balanced version. | |
| | |Learners to complete activity on nutritional planning. | |
|18 |Reflection on what has been learned in unit |Teacher/tutor-led session: Recap each learning aim and the key areas covered. Run an | |
| | |active learning session per learning aim, asking learners to self-evaluate whether they | |
| | |feel they understand a topic in the right level of detail. Address any areas around | |
| | |which learners need clarification. | |
|19-20 |Assignment 2 |Learners to start work on Assignment 2 and complete in their own time as required | |
| |Use authorised assignment briefs from Pearson. | | |
| |Alternatively, use adapted or centre-devised assignment | | |
| |briefs. | | |
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BTEC Level 3 National Children's Play, Learning and Development
Teaching and Assessment Pack
Unit X [TITLE]
BTEC Level 2 First Health and Social Care
Unit 6: The Impact of Nutrition on Health and Wellbeing
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