Title of Unit:
Healthy Living – Bunch of 5!
Year
8
Term
Duration
7 hours
Unit Description:
Prior learning
Phase A
Construct bar
charts
Understanding
information on
healthy living
Phase B
Phase C
Analyse how healthy four characters (Alfie,
Samantha, Manjit and Lucy) are and make
recommendations to make them more healthy
Key Process Objectives
Content & Range Objectives
Identify the mathematical features of a context
Use percentage to compare proportions
Use logical argument to interpret the maths in a
given context
Use the order of operations, including brackets, with more
complex calculations
Use a calculator to carry out more difficult calculations
effectively and efficiently.
Use formulae from other subjects; substitute integers into
simple formulae
Know rough metric equivalents of imperial measures in common
use
Construct simple scatter graphs on paper
Interpret tables, graphs and diagrams for discrete and
continuous data, relating findings to the questions being
explored
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Present
recommendations
Resources:
Interpret percentage as the operator ‘so many hundredths of’
and express one given number as a percentage of another
Interpret the calculator display in different contexts.
Connecting to……
Misconceptions:
Order of operations in numbers and algebra
Difference between dp and sf
Drawing accurate scale on graphs
Key Vocabulary
Body Mass Index Calories Scatter graph
Energy Basal Metabolic Rate Activity factor
Line of best fit Significant figures Percentage
1
Powerpoint
Data for scattergraphs
Large paper and pens, glue, squared paper
Can we eat what we like? Worksheet
Calculators
healthy eating project clipart
Height weight chart
Height weight table imperial
Height weight table metric Task sheet 2 in Healthy Eating Project
BMR
Sample menu 1 with cal.
Sample menu 1 without cal
Cal content (Calorie tables)
Suggested Assessment Criteria
Construct and modify scatter diagrams (L6)
Interpret graphs and diagrams and draw conclusions (L5)
Construct, express in symbolic form, and use simple formulae
involving one or two operations (L5)
Begin to use simple formulae expressed in words (L4)
Use known facts, place value, knowledge of operations and
brackets to calculate including using all four operations with
decimals to two places (L5)
Use a wider range of measures including non-standard units and
standard metric units of mass in a range of contexts (L3)
Construct bar charts (L3)
Bexley LA
Title of unit
Healthy Living – Bunch of 5!
8
Year
Term
Notes
How will the pupils learn?
e.g. tasks/activities, starters, plenaries etc
Phase
A
Students introduced to the unit /scenario
through a powerpoint.:
In small groups, students brainstorm “What
maths is there in healthy eating? Students
produce a mindmap.
Each group feeds back one idea explaining the
maths involved.to whole class which are
collected on board. Take any other ideas not
covered. Use powerpoint to highlight areas not
covered. Use powerpoint to introduce the big
picture of the unit..
In small groups students brainstorm to complete
worksheet “can we eat what we like?” to
introduce the effects of different kinds of foods.
Class discussion on results.
In small groups, put the six foods in order of
estimated sugar, salt and fat content. Groups
check their estimates by using the table of
values.
As a whole class, discuss the sugar, salt and fat
fact cards. Each student should identify their
own daily recommended guidelines and record
in their books. Discuss how to find the
percentage each food provides of their daily
requirement and each student completes for all
five foods.
Class discussion: Is there a link between Fat,
Sugar ,Salt and Calories? How can we
investigate this link.? Introduce the term scatter
graph. In groups of three, each student plots
either Salt, Fat, or sugar against Calories.
Class discussion: what do the graphs show?
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How will the learning
emerge?
e.g key questions, assessment
points, assessment criteria
Student discussion and
mindmap
Draw simple conclusions of
their own and give an
explanation of their
reasoning
Interpret graphs and
diagrams and draw
conclusions
How will this be adjusted?
e.g. practical resources, ICT,
homework …
Support
Extension
May need prompts
such as calories,
vitamins ,ideal
weight, activity
levels, energy
requirements,
getting info from
graphs etc
Large paper and pens
Powerpoint
Draw out : Get fat,
Tooth decay,
Diabetes, High
blood cholesterol,
High blood
pressure,Poorly
heart
Can we eat what we like?
Worksheet &powerpoint
See powerpoint
See powerpoint
Use percentages to
compare proportions
Discussion and work
completed
Construct scatter graphs
How do you choose a scale
for your axes>
How do you decide which
axis to put which variable
on?
Give a table with
“average” daily
requirements.
Students can
choose 1 or 2 foods
or leave this out
Provide students
with ready drawn
2
Round answers to
2s.f
Sugar, salt and fat fact cards on
powerpoint
Calculators
Reduce amount of
teacher input
Powerpoint
Data for scattergraphs
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Discuss correlation and what this means.
(Mention that calories will come from a
combination of fat and sugars within a food)
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axes
Include line of best fit
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B
Use powerpoint to introduce the four
characters
Introduce students to the meaning and formula
(in letters) for BMI using powerpoint
Individually, students work out the BMI for the
four characters, checking results with their
partner. Students decide whether characters
are under or over weight using table on
powerpoint
Present students with other ways of finding this
information from charts. Students check to see
whether they give the same information
In small groups students produce a poster giving
the advantages/disadvantages of each method.
Use formulae
How else could we write
this formula so that it was
still correct?
Use formula in
words or use table
What information do you
need in order to use the
formula?
Use formula with a
weight and height in
imperial
measurements
Give students some
examples of BMI s
and associated
weights and ask them
to work out the
heights
Interpret graphs and
diagrams and draw
conclusions
Powerpoint and healthy eating
project clipart
Height weight chart
Height weight table imperial
Height weight table metric
Class discussion: What actions do these
characters need to take?
Students are shown the sample menus for the
four characters. Class Discussion: Are these
appropriate for each character? How can we
find out?
Students are introduced to BMR and “activity
factor” formulae via powerpoint in order to work
out daily calorie requirement. Working in small
groups, students work out the requirement for
each character then use calorie tables to work
out calories in each menu.
Class discussion: What needs to be changed?
In groups, students devise a revised menu and
activity plan to make each character more
healthy.
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Work completed
Use formulae in
words or in table
format
How else could we write
this formula so that it was
still correct?
Powerpoint
Task sheet 2 in Healthy Eating
Project BMR
Sample menu 1 with cal.
Sample menu 1 without cal
Cal content (Calorie tables)
What information do you
need in order to use the
formula?
4
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C
In small groups, students present their
recommendations for each character on a
poster using at least one chart or graph in each
case
Large poster paper, pens,
glue,paper, squared paper
Posters to be judged by a member of SLT with a
prize for the winning group
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