Project 3
Nutrition
The Task: Working in groups of 3 or 4, Review and Plan a balanced diet
Starters: 15mins: Number Talk:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Multiples / division of simple amounts (scaling up and scaling down)
Multiplication involving decimals
Unitary Method
Interpreting pie-charts/bar charts
Estimation used for Calculations
Phase 2: 25mins: Teaching Phase
Lesson 1
Lesson 2
Lessons 3 & 4
Lesson 5
Unitary Method : 100g = 230K so 250g contains?
Fractions, decimals and equivalent values
Comparative Bar Charts and Pie Charts
Imperial & Metric Conversions
Phase 3: 40mins: Project Phase
Brief: Working in groups of 3 or 4, Review and Plan a balanced diet
Part 1 – Dietary Needs
1
2
3
Estimation of calorie intake (weights or portion size) – bringing real portions in
for discussion
Writing an account of ‘yesterday’ – what you ate; what activities you did?
Using the lists to evaluate calories taken in, calories used through activities
During this part of the project students will calculate the amount of carbohydrate,
protein and fat they use during the week as a result of exercise
Introductory PowerPoint
Help sheet to help students layout the calculations
List of calories used by different forms of exercise
Part 2 – Planning a Weeks Menu
During this part of the project students will be given the information for different
types of food and will use this to design a menu that meets their needs.
Introductory PowerPoint
Help sheet to help students layout the calculations
List of Nutritional Content of different food types
Draw a Comparative Bar Chart or a Pie Chart to show the recommended
composition of a balanced diet and compare it with your menu:
Part 3 – Design a menu for different target audiences:
A
A
A
A
Business Woman
Sportsman
Teenager
6 year old
Students will need to decide on what is a reasonable exercise regime for their
chosen person and calculate the calories used before designing their menu for the
week.
This could be simplified to design a meal or the menu for a day, If working in
groups then each person could contribute one or two days to produce a weeks
menu.
Additional Ideas
Explore the connections between Calorie content and Fat Content for different foods
by plotting on a Scatter Graph …
Class constructively criticising the diets – AfL!
Discussions of calorie controlled vs balanced diet needs
Calculating and interpreting BMI
Financial aspects – costs of the planned diets
Group Roles
Pupils will be working in groups of 4 and will be assigned one of the
following roles. It is suggested that pupils keep the same role for the
whole project and then rotate the roles for the next project.
Role 1: Organiser
Tasks: Make sure everyone
1. understands what the team is doing
2. is working on the task
3. can ask questions
4. can make suggestions
Role 2: Reporter
Tasks: Make sure
1. someone records the team’s ideas
2. someone records what you did
3. your team can give a report at the end
Role 3: Resource Manager
Tasks: Make sure
1. everyone has what they need
2. everyone has a task to do
3. only you call the teacher over when all the team agree what you need to
know
Role 4: Coordinator
Tasks: Make sure:
1. calculations are checked
2. everyone understands
3. anyone in the team can convince other people your findings are right
Assessment
Students will be assessed by their peers when they give their presentation against
these criteria, these should be discussed at the start and will be out of 6: Each
group will award a set of marks and should discuss their decision.
The planning sheet was completed accurately
The menu was suitable for the selected person
The presentation was clear and well put together
/6
/6
/6
These marks will be collected from each group and the mean found
The teacher will then give two additional marks
The group worked well together
The Mathematics was accurate
/6
/6
To give a final mark out of 30
In addition the teacher will assess the pupils mathematical understanding as the
task progresses. The assessment criteria for this project can be found here: The
teacher should enter the letter:
r if the student doesn’t understand the topic
a if the student has some understanding
g if the student demonstrates a strong understanding
If you have a student working at level 5 then you should not be looking at the
criteria for levels 2 and 3 for example.
Phase 4: 10mins: Plenary
The plenary should take the form of feedback from some of the students by
providing the prompts:
What has your group done well this lesson
What has your group found difficult
What does your group plan to do next lesson
You could also take the opportunity to clarify their understanding on the main
teaching activity from Phase 2