Lesson

Plan

Class: Year 9 Food Technology (24 Ss)

Date: 16/06/2015

Time: P6 2.30 3. 20pm

KLA: Food Technology

Lesson Topic: Diet Related Disorders

Recent Prior Experience: In the previous lesson, Ss learnt about what over nutrition and under nutrition is and the related disorders. They have
grouped each disorder to be looked at in this lesson into each category.
Outcome(s):

Indicators of Learning for this lesson:

5.3.1 Describes the relationship

between food consumption, the
nutritional value of foods and the health
of individuals and communities
5.4.1 Collects, evaluates and applies
information from a variety of sources

Safety issues to be considered:

Bags outside of classroom to eliminate

trip hazards
Room for Ss to move around and make
groups

Outline conditions of over and under

nutrition with reference to at least two
diet related disorders
Collects and evaluates the validity of the
information found from a variety of
sources

Observation of students participation

during group work
Observation of students use of a variety
of sources to collect information
Completed workbook pages

Textbooks: Whole Food 2, Clarke (P.82-89)

Workbooks (P11-12)
http://www.heartfoundation.org.au/your-heart/cardiovascularconditions/Pages/coronary-heart-disease.aspx
https://www.bowelcanceraustralia.org/understanding-bowel-cancer
http://www.diabetesaustralia.com.au/Understanding-Diabetes/What-is-Diabetes/Type-2Diabetes/

Resources:

Assessment:

Lesson Sequence
Lesson Content / Indicators of
Learning

Timing

Teaching Strategies / Learning Experiences

Resources and
Organisation

(How it is taught)

Introduction

2.30pm Ss line up outside the classroom with pencil case, diaries, folio folders
(5mins) and textbooks

T counts each student and prepares one grouping card per Ss while they
2.35pm
Grouping cards
get into lines

T tells class to hold onto the cards they are given as they are walking
into the room

Development

2.35pm Quick Revision

(5min)

Q. What is over nutrition and under nutrition?

2.40pm

Over - Consumption of too much nutrients

Under - Not consuming enough nutrients

Q. Why is over nutrition and under nutrition important to know about?

Both can result in diet-related disorders

Diet Related Disorders Group Work

Whiteboard markers

(15min)
2.55pm

Ss to open to page 12 of workbooks (Write page # on board)

T explains the task and the concept of think-pair-share
Each group will research one disorder:
o Definition

Jenny Quah 13/7/2016 9:50 PM

Comment [2]: Revision to settle Ss into
the task and give and revise what was
taught last lesson (Before the weekend).

2.40pm Phase 1

Jenny Quah 13/7/2016 9:50 PM

Comment [1]: Giving out cards at the
start as they walk in to class makes it seem
randomly allocated.

Workbooks P12
Textbook (P.82-87)
Computers
Grouping cards

Jenny Quah 13/7/2016 9:50 PM

Comment [3]: Group work such as thinkpair-share, ensures that Ss are responsible
and accountable for the completion of their,
and each others, work and motivates them
as they do not want to let each other down.

5.3.1 Describes the

relationship between food
consumption, the nutritional
value of foods and the health of
individuals and communities
Outline conditions of over and
under nutrition with reference
to at least two diet related
disorders

5.4.1 Collects, evaluates and
applies information from a
variety of sources
Collects and evaluates the
validity of the information
found from a variety of sources

o Symptoms
o Any additional important facts

Fruit groupings
o Apple Diabetes Type 2
o Banana Coeliac disease
o Blueberry Obesity
o Kiwi fruit Anaemia
o Melon Osteoporosis
o Orange Coronary heart disease
o Pineapple Hypertension
o Strawberry Bowel cancer

Write time of conclusion for phase 1 on the board

T allocates area for each fruit group (Grouping Card) and Ss will
move to their respective area and begin their tasks using
textbook and computers

Walk around to check each group is on task and offer assistance if needed.

Phase 2

2.55pm

(15min)
3.10pm

Jenny Quah 13/7/2016 9:50 PM

Comment [4]: To help maximize
classroom presence and minimize students
temptation to get off task.

T to stop Ss and explain phase 2

Ss will be re-grouped according the number on the back of the
Grouping Cards so that there is a one of each fruit per group

Write time of conclusion for phase 2 on the board

Ss share their answers with the remainder of the group

o T will compensate for any discrepancies in the number of
Ss if there are missing fruits in the groups by going to
the number groups to give answers

3.10pm Walk around to check each group is on task and offer assistance if needed.

Jenny Quah 13/7/2016 9:50 PM

Comment [5]: Think-pair-share further
reinforces the importance of the students
being on task and each student is
accountable for each others learning and
thus more motivated to stay on task.
Jenny Quah 13/7/2016 9:50 PM
Comment [6]: To help maximize
classroom presence and minimize students
temptation to get off task.

(5min)
3.15pm

Conclusion of Task

T to stop Ss and ensure that everyone has finished their

workbook pages

Q. What is something that you learnt today about any of these diseases
that you didnt know and were surprised by?
Q. Was there anything that you learnt that you had thought otherwise?
(Misconception of a disease)
Closure

3.15pm Homework
(5mins)
3.20pm

Ss to write in diary:
Due next lesson:
o Clickview Eating Disorders The Facts Question sheets
answered