IB Sports Exercise & Health Science
Topic 3
UNIT: Energy Systems
Topic 3.1 Nutrition
Timing
of unit +
Duration
Topic 3.1
Nutrition
(4 hours)
Themes
Main Ideas
Essential
Questions
Enduring Learning
that students should
know:
Learning Outcomes
Essential Knowledge Understanding & Skills
Possible further KU&S
Knowledge & Understanding
General K & U:
1. Students should
Skills:
understand that the Working with and relating to others
foods we consume
 Builds healthy peer-to-peer relationships through personal and
provide the basis for
media-assisted interactions
growth,
 Accepts various roles and an equitable share of work in a group
development and
physical
Taking initiative to make a difference
performance.
 Approaches new tasks with a positive attitude
Specific
K & U:
Essential Questions:
1.What is food made
of’?
3.1.1 – 3.1.9
3.1.1 List the macronutrients and micronutrients.
Macro–lipid (fat), carbohydrate, water and
protein.
Micro–vitamins, minerals and fibre.
3.1.2 Outline the functions of macronutrients and micronutrients.
Specific knowledge of individual vitamins
and minerals is not required.
3.1.3 State the chemical composition of a glucose molecule.
C, H and O ( 1:2:1 ratio)
3.1.4 Identify a diagram representing the basic structure of a glucose
molecule.
Assessment
Strategies
How students will
demonstrate their
KU&S (including
Common
Assessment Task)
Self Assessment
Peer Assessment
Group learning
Question & Answer
Individual learning &
review tasks
Key concepts and subject
skills
Knowledgeable
Reflective
Working with and relating to
others
 Builds healthy peer-to-peer
relationships through personal
and media-assisted
interactions
 Accepts various roles and an
equitable share of work in a
group
Taking initiative to make a
difference
 Approaches new tasks with a
positive attitude
3.1.5 Explain how glucose molecules can combine to form
disaccharides and polysaccharides.
Condensation reaction—the linking of a
monosaccharide to another
monosaccharide, disaccharide or
polysaccharide by the removal of a water
molecule.
3.1.6 State the composition of a molecule of triacylglycerol.
Limit to glycerol and three fatty acids.
3.1.7 Distinguish between saturated and unsaturated fatty acids.
Saturated fatty acids have no double bonds
between the individual carbon atoms of the
fatty acid chain. Saturated fats originate
from animal sources, for example meat,
poultry, full-fat dairy products and tropical
oils, such as palm and coconut oils.
Unsaturated fatty acids contain one or more
double bonds between carbon atoms within
the fatty acid chain. Unsaturated fats
originate from plant-based foods for
example olive oil, olives, avocado, peanuts,
cashew nuts, canola oil and seeds,
3.1.8 State the chemical composition of a protein molecule.
Limit to C, H, O and N.
3.1.9 Distinguish between an essential and a nonessential amino acid.
Essential amino acids cannot be
synthesized by the human body and must
be obtained from diet.
Non-essential amino acids can be
synthesized by the human body.
3.1.10 Describe current recommendations for a healthy balanced diet.
2. How should the
diets of athletes
differ to those of
non-athletes?
3.1.10- 3.1.12
Consider recommendations for
carbohydrates, proteins, lipids, fibre, water
and salt for adults in the general population.
The relative contribution of carbohydrate,
protein and lipid (including
monounsaturated, polyunsaturated and
saturated) should be given.
Aim 9: Recommended intakes of nutrients
have been published in some countries. The
recommendations vary and this raises
questions about how the levels are decided.
Int/Aim 8: Students can be made aware of
the sociocultural influences of food selection
and preparation across populations, for
example, Mediterranean, Japanese,
Western (USA, UK) and Indian.
TOK: Justification of how a balanced diet is
defined.
3.1.11 State the approximate energy content per 100 g of
carbohydrate, lipid and protein.
Students should know that the energy
content values per 100 g are: carbohydrate
1760 kJ, lipid 4000 kJ and protein 1720 kJ.
3.1.12 Discuss how the recommended energy distribution of the
dietary macronutrients differs between endurance athletes and nonathletes.
Limit to the important difference in
carbohydrate intake and how therefore this
also affects fat and protein intake. For
example, carbohydrate intake is higher,
protein and fats intake is slightly higher for a
marathon runner than a non-athlete, and
vice versa.
Int: Variation between countries, for
example, a high-carbohydrate diet
consumed by athletes in some countries.
Aim 8: Some sports require smaller stature
therefore diet manipulation may occur prior
to competition.
Aim 9: Recommended intakes vary within
published literature.
TOK: Justification of how diet contributes to
performance.
Teaching tools and strategies used to introduce and reinforce skills e.g. Thinking tools, Collaborative activities, Graphic Organisers…
Sustainability and Multi-cultural dimensions
Links to other subjects
Biology
Resources
Textbook 1: IB Sports Exercise and Health Science Course Companion
Textbook 2: Physical Education and the Study of Sport
Textbook 3: Essentials of Exercise Physiology – McArdle Katch and Katch
IB SEHS Scheme of Learning
Topic 3 : Energy Systems: 3.1 Nutrition ( 4 hours)
Differentiation strategies/resources needed:
A student booklet may be a good learning resource to develop – so that notes
can be easily taken and organised. A powerpoint with information summarised
would be a good idea for this sub topic, until the IB text book comes online.
Previous learning needed:
Lesson
What are the key learning
objectives/outcomes?
What tasks, activities, resources will be used
to support the learning?
1
3.1.1 List the macronutrients and
micronutrients.
3.1.2 Outline the functions of
macronutrients and micronutrients.
2
How will student learning be
assessed against these?
Skills needed:
Ch 2 Text 3 – very detailed, extracting the
relevant information would be difficult for
students – suggest booklet or directions to
page links.
Discuss/brainstorm the concept of nutrition,
establish what existing knowledge students
have of nutrients.
Develop a table which lists the macro and
micronutrients, their functions, different
types( not all examples needed for vits and
minerals)
3.1.3 State the chemical
composition of a glucose molecule.
3.1.4 Identify a diagram
representing the basic structure of a
glucose molecule.
Reading pg 34 -36 Text 3
Copy glucose molecule diagram, establish CHO
ratio ( 1:2:1) and build glucose molecule using
molecule building materials ( science
department- molemodels)
3.1.5 Explain how glucose
molecules can combine to form
disaccharides and polysaccharides.
Condensation reaction – not mentioned in texts
possibly Utube video explaining this.
Possibly use molemodels again to visualize/
display this reaction and by product of water.
Pg 114 Text 2, simple explanation of these
carbohydrates. Pg34 -36 Text 3 more in depth
3.1.6 State the composition of a
molecule of triacylglycerol.
3.1.7 Distinguish between
saturated and unsaturated fatty
acids.
Simple Lipids – Triaglycerol pg 41 -42 Text 3.
Glycerol and 3 fatty acids, diagram pg 42.
Identify Saturated and Unsaturated fatty
acids their composition and characteristics.
Main task – construct a mind map on Simple
Lipids using the above information including
diagrams.
3.1.8 State the chemical
composition of a protein molecule.
HW task: pg 46 -48 Text 3
V
A
K
Points to highlight
(TOK, links etc)
3.1.9 Distinguish between an
essential and a nonessential amino
acid.
3.
3.1.10 Describe current
recommendations for a healthy
balanced diet.
3.1.11 State the approximate
energy content per 100 g of
carbohydrate, lipid and protein.
3.1.12 Discuss how the
recommended energy distribution
of the dietary macronutrients
differs between endurance athletes
and non-athletes.
What is a protein? Amino Acid? Composition on
amino acids – pg 47 fig 2.10
Distinguish between essential and non essential
amino acids? Pg 47 Using one essential amino
acid from the boxed text, research what foods
this AA is found in.
3.1.1 Pg 82. Calories contained in Proteins, lipids
and carbs.
*Use nutrition labels to calculate the calories
apportioned to lipids, proteins and
carbohydrates in foods
Current recommendations for healthy diets : pg
91-93. Mypyramid pg 93 text 3 shows 3
different diets in visual presentation.
www.mypyramid.gov has interactive links to
assess own diet, and suggest personalized food
pyramid. Compare non athletes to endurance
athlete recommendations. Information from
text 3 is difficult to pinpoint for this.