PLANNING FOR TEACHING AND LEARNING
SUBJECT:
Food Technology
DATE:
18/03/2014
PERIOD:
3
UNIT:
Food for Special Needs
STAGE:
5
TIME:
11:30 to 12:30
LESSON:
Diet-related disorders
CLASS:
Year 9
LENGTH:
60 mins
SYLLABUS OUTCOME
5.3.2 justifies food choices by
analysing the factors that
influence eating habits
LESSON OUTCOMES


STUDENTS LEARN ABOUT
Determine the
relationship between
food and disease
Identify the relationship
between
food/ingredients to a
diet-related disorder
 circumstances which
lead to special food
needs for diet-related
disorders
STUDENTS LEARN TO


Identify factors that
lead to the prevalence
of diet-related
disorders
Recognise how dietrelated disorders can
be managed and/or
prevented
PREPARATION
 What am I assessing?
If students understand the relationship between food and
disease
 How am I assessing?
Students are to complete a ‘Fact sheet’ for one diet-related
disorder related to overnutrition, and one diet-related
disorder related to undernutrition
PRIOR KNOWLEDGE
 Powerpoint Presentation slides – ensure at least one interactive component
is evident, ensure hyperlinks are active
 Prepare and print ‘Information Sheet’ templates
 Seek to determine students’ prior knowledge, to be built upon, by asking questions that could lead into
a discussion.
Question: Why do we eat what we eat?
Question: What are the nutrients our bodies require to function normally?
Question: What are the possible effects of over-consuming or under-consuming certain nutrients?
QUALITY TEACHING FRAMEWORK
Prepared by:
ASSESSMENT
RESOURCES
Intellectual Quality:
Deep Knowledge
Quality Learning Environment:
Engagement
Significance:
Background Knowledge
Things:
 5x butcher’s paper
 Set of 12 permanent markers
Materials:
 Flexible, hollow red pipe
 Yellow dyed wool/string/bluetack
 Bowl of clean water
 1T salt
Date
Web Addresses:
 https://www.youtube.com/watch?v=emrNnef3L
Ew
 http://www.thedoctorstv.com/videolib/init/757
Hardware:
 Laptop & projector
 smartboard
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Subject:
Unit:
Lesson:
PLANNING FOR TEACHING AND LEARNING
TIME
OPENING
5 mins
TEACHER ACTIONS


Monitor students entering the food technology
classroom.
Mark the roll.
STUDENT ACTIONS



BODY
10 mins

Begin class with probing questions to determine
extent of prior knowledge – Nutrients: what they
are, their role in health; facilitate arousal of
discussion; assist in expanding on students
responses
Question: Why do we eat what we eat?
Question: What are the nutrients our bodies require
to function normally?
Question: What are the possible effects of overconsuming or under-consuming certain nutrients?
20 mins Using an Interactive Powerpoint presentation
 Question: Can anyone define what a diet-related
disorder is?
 Introduce concept of diet-related disorders. [Slide 1]
 Produce a vocabulary list of key terms: nutrient,
overnutrition, undernutrition. Ask students if they know
what the terms mean before defining. [Slide 2]
 Overview of nutrients [Slide 3]

 Acknowledge 7 diet-related disorders [Slide 4], but
explain that 4 will be elaborated on in this and the next
lesson.
Pose Interactive Question: Can you guess which dietrelated disorders are caused by overnutrition?
(animation causes correct answer to pop up)
Interactive Question: Can you guess which diet-related
disorders are due to undernutrition? (animation causes
Prepared by:
Enter room in an orderly fashion.
Sit at desks with required stationary, ready for the
lesson.
Respond appropriately when name is called.

Collaboratively respond to probing questions by sharing
thoughts, interpretations, ideas, or facts they’ve
encountered. Participate in class discussion that arises.

Attempt to define ‘diet-related disorders’ using preconceived ideas
Remain attentive and take notes as powerpoint
presentation progresses
Attempt to define or interpret key terms


RESOURCES

Class Register

Smartboard OR laptop and overhead
projector
Prepared PowerPoint Presentation –
Diet-Related Disorders

Review the 6 different nutrients and their functions

Attempt to differentiate between which diet-related
disorders are caused by overnutrition or undernutrition
Date
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Subject:
Unit:
Lesson:
PLANNING FOR TEACHING AND LEARNING
correct answers to pop up)
 Explore Diabetes [Slides 5-7]. Probing Question for
discussion: Does anyone know someone with type II
diabetes? Encourage students to share what they know
already about Diabetes.
Differentiate between Type I and Type II Diabetes [Slide
5]. Give ‘Did you know fact?’ about current Australian
statistics. Play YouTube video (1:01) [Slide 6]. Review
facts from video. Interactive slide [7] – show images of a
variety of foods. Ask students’ to discern which foods
are to be consumed or avoided by diabetics. Animation
will reveal answers when class has made a decision.
Conduct ‘What do you Know?’ test your knowledge
comprehension to review diabetes [Slide 8].
 Probing Question for discussion: What kind of factors
do you think could influence the prevalence Coronary
Heart Disease? Address Coronary Heart Disease as a
result of a diet high in saturated fats. Simulate how
CHD develops using a flexible red pipe and wool dyed
yellow  when red pipe is hollow, arteries working
well; when fat deposits build up (gradually add yellow
dyed wool into flexible red pipe), it leads to CHD. Give
facts, information, and any current statistics or
findings. [Slide 9] Conduct ‘What do you Know?’ test
your knowledge comprehension to review CHD [Slide
10].
 Probing Question for discussion: Is anyone familiar
with hypertension, or know if it runs in their family?
Encourage students to share what they know.
Address Hypertension as a result of a diet high in salt.
Simulate how Hypetension develops using a flexible
red pipe, bowl of clear water, salt  when red pipe is
hollow in clear water, arteries work well; when
sodium intake increases (gradually add salt to water
Prepared by:

As applicable, share what they know about type II diabetes




Watch YouTube video. Take notes. Review collectively.
Indicate which foods diabetics should consume and
which foods they should avoid
Discuss in pairs answers to “What do you know?’
comprehension question. Share answers together.
As applicable, share what they know about CHD.

YouTube Video: Dealing with Diabetes
(Today Tonight segment 2012)
https://www.youtube.com/watch?v=
emrNnef3LEw (3:41)

Flexible, hollow red pipe, yellow dyed
wool or string, or yellow bluetack

Flexible, hollow red pipe, bowl of clean
water, 1T salt
Observe simulation of how CHD develops.

Discuss in pairs answers to “What do you know?’
comprehension question. Share answers together.

Discuss in pairs answers to “What do you know?’
comprehension question. Share answers together.
As applicable, share what they know about CHD.
 Observe simulation of how CHD develops.


Date
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PLANNING FOR TEACHING AND LEARNING


flexible red pipe sits in), there’s an imbalance of
sodium and more pressure required to restore
balance (start to squeeze and release flexible red
pipe). Give facts, information, and any current
statistics or findings. [Slide 11] Conduct ‘What do you
Know?’ test your knowledge comprehension to
review hypertension. [Slide 12]
Probing Question for discussion: Does anyone know
why curved spines and bone fractures are common in
the elderly, particularly women?
Play segment from TV Show ‘The Drs’ [Slide13].
Address Osteoporosis as a result of a diet lacking
calcium. Give facts, information, and any current
statistics or findings. [Slide 14] Conduct ‘What do you
Know?’ test your knowledge comprehension to
review osteoporosis. [Slide 12]
Probing Question for discussion: Does anyone know
of what nutrient is lacking in anaemics?
Address Anaemia as a result of a diet lacking iron.
Give facts, information, and any current statistic
findings [Slide 16] Conduct ‘What do you Know?’
test your knowledge comprehension to review
anaemia [Slide 17]

Discuss in pairs answers to “What do you know?’
comprehension question. Share answers together.

As applicable, share their theories of the cause of curved
spines and bone fractures in the elderly
Watch excerpt from TV Show ‘The Drs’. Take notes and
review.
Discuss in pairs answers to “What do you know?’
comprehension question. Share answers together.



Account for what nutrient is lacking to call anaemia, if
possible

Discuss in pairs answers to “What do you know?’
comprehension question. Share answers together.

Complete ‘Information Worksheet’ by filling in information
about one diet-related disorder due to overconsumption,
and one diet-related disorder due to underconsuption

Excerpt ‘The Drs’ TV show –
Understanding Osteoporosis
http://www.thedoctorstv.com/videoli
b/init/757

32x printouts of ‘Information Sheet’
template


5x large butcher’s paper
Set of 12 Permanent markers
5 mins
Activity: Assessment of Learning.
 Hand out ‘Information Sheet’ template to students.
Instruct them to complete worksheet by reviewing a
diet-related disorder to overnutrition and
undernutrition. Monitor as students complete
worksheet.
10 mins
Activity: Mind-mapping [Assessment of Learning]
 Instruct students to organise themselves into groups
of 6. Assign each group a diet-related disorder (Type II
Prepared by:

Organise themselves into groups of 6. Informed of
allocated Diet-related disorder. Collaboratively discuss
Date
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Subject:
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Lesson:
PLANNING FOR TEACHING AND LEARNING
Diabetes, Coronary Heart Disease, Hypertension,
Osteoporosis, Anaemia). Explain task: Construct a
mindmap collectively about your Diet-related disorder
– name, is it due to overnutrition or undernutrition,
major contributing factor/s, cause, effect, prevalence,
management, foods to choose and avoid, prevention,
statistics (extra).
Monitor students as they undertake the task, offer
prompts or elaborate understanding as required.
CLOSURE
10 mins




Prepared by:
Review lesson using a graphic organiser
Interpret student understanding using review
questions:
Question: What are the conditions of over and
under nutrition, make reference to at least two
diet-related disorders
Question: Describe how a healthy diet can assist
in preventing/managing diet-related disorders.
Homework: research 2 other diet-related
disorders, and present information gathered in
form of a self-designed ‘Fact sheet’.
Dismiss Class
and undertake take, recalling prior knowledge as well as
what was presented, to construct a mindmap related to
their allocated Diet-related disorder.


Acknowledge review of class proceedings
Answer review questions collectively.

Write down assigned homework.

Leave when dismissed
Date

Powerpoint slide – Graphic
organiser
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Subject:
Unit:
Lesson:
PLANNING FOR TEACHING AND LEARNING
FOLLOW UP:



Degree of interaction possible in aiming to focus on concept attainment
Working order of ICT tools
Ample working space for group work
REFLECTIONS:




Student’s ability to attain concept through means of an interactive powerpoint
Size of working groups
Opportunity for any hands-on experiences
Degree of difficulty in literacy tasks (‘What Do You Know?’ comprehension)
LESSON ASPECT
RESEARCH SUPPORT FOR THIS ASPECT OF THE LESSON
 Interactive Powerpoint
Presentation
 Modelling
 Use of ICT equipment to
focus teaching on concept
attainment
REFERENCE LIST:
Prepared by:
Date
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Unit:
Lesson:
PLANNING FOR TEACHING AND LEARNING
APPENDIX 1A: Lesson Questions and Model Answers
Stage of
Lesson
Question
Model Answers
Why do we eat what we eat?
To obtain energy and nutrients; to achieve an aspired body shape/figure
by being helathy
Water, Protein, Lipids, Carbohydrates, Vitamins, Minerals
Introduction
Closure
What are the nutrients our bodies require to
function normally?
What are the possible effects of over-consuming
or under-consuming certain nutrients?
What are the conditions of over and under
nutrition, make reference to at least two dietrelated disorders?
Describe how a healthy diet can assist in
preventing/managing diet-related disorders.
Prepared by:
Illness, gaining weight, malnourishment
Overnutrition – excess consumption of [certain] nutrients/food ingredients
EG: Type II Diabetes – due to high sugar and high fat content in diet
CHD – due to high intake of saturated fats
Hypertension – results from a high sodium diet
Undernutrition – lacking [certain] nutrients/food ingredients
EG: Osteoporosis – lack of Calcium in diet throughout life
Anaemia – lack of iron
A healthy diet means a variety and balance between healthy
foods/unhealthy foods. Best to increase consumption of fruit, vegetables,
and wholegrains; and limit consumption of sugars and fats.
Date
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PLANNING FOR TEACHING AND LEARNING
APPENDIX 1B: INTERACTIVE POWERPOINT [SLIDES]
Prepared by:
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PLANNING FOR TEACHING AND LEARNING
APPENDIX 1C: Information Sheet Template
Prepared by:
Date
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PLANNING FOR TEACHING AND LEARNING
APPENDIX 1D: Graphic Organiser
Prepared by:
Date
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