Healthy Eating and Nutrition

Healthy Eating and Nutrition Unit
Lesson 1: Recapping Nutrition + Diets

Date:_______________________
Duration: 100 minutes
No. of students: 20-25
Year level: 9, but can be used for 8 as well

depending on understanding +social context
Pedagogical focus / Instructional

approach:
this lesson is more informative. Using
the think pair share approach and
discussions, providing informative
material while allowing time and
activities to construct own views and
links of the topic.
Personal teaching goals:

to understand the prior knowledge students have
on nutrition and to build on in regards to
understanding food groups and diets
Student Learning Objectives:

Develop their knowledge of nutrition and
food groups; understand what balanced
diets consist of, and the impact which
food has on the body.
Links to the National Curriculum: Australian

Curriculum Assessment Reporting Authority
(ACARA):
Students access, synthesise and apply health
information from credible sources to propose and
justify responses to health situation
Learni
ng
Area:
HPE
English
Strand:
Personal,
social &
community
health
Literacy
Sub-Strand:
2
Interpreting,
analysing,
evaluating
Equipment and resources required:

workbooks, access to internet & laptops,
whiteboard & markers/interactive whiteboard
Focus Area:
food and
nutrition
Content Descriptor
(ACPPS095)
Reading
(ACELY1742)
Affective (Social/Emotional)
Student
Learning
Outcomes:
Pre-requisite
skills required:
Achieve
d?
Cognitive (Mental)
Students analyse and build their

attitudes and values/beliefs on food,
nutrition and its link to health and
wellbeing.
By using discussions and activities
where they are able to construct their
ideas and knowledge in regards to
their own health, while
viewing/developing their beliefs on
nutrition from what was taught prior
Students access, synthesise and

apply health information to
justify their decisions regarding
food choices.
Providing students with
informative material to scaffold
their learning of the facts ,
providing activities where they
understand what the information
means through discussions and
analysis
With this topic, many students will

have different cultural values, beliefs
and understandings of food and
healthy nutrition; these will be looked
at and developed throughout the
lesson.
Students will need to

understand how to analyse text
and information in front of them.
Students will also need to bring
their understanding of nutrition
and food information from past
lessons in past years
Stage/Tim
e
Introductio
n
5 minutes
Activity/Content
Introduce the new unit of health and
nutrition, stating that upcoming
lessons will be used for the unit
assignment
10-15mins
approx.
Think pair share activity on what a diet

means, what a balanced diet is and
what is nutrition.
(assessment for learning)
Main body:
Food Groups and Nutrition: As a class

discuss & extend what they know of
the groups and nutrition: protein,
carbohydrates (fibre), fats (mono,poly,
saturated, trans), water, minerals
(calcium, phosphorus, iron, fluoride,
iodine, sodium), vitamins (A, D, C, B12,
folate)
For reference - teacher notes:
Factsheet on nutrition
30mins
10mins
Diets: Discuss examples of healthy and

unhealthy diets
- too many calories, High GI vs Low GI,
not eating enough
30mins
Closure:
10mins
Students research information on each

groups and nutrition, the functions and
food sources, and what they
understand of each, and what it means
to have a healthy diet.
- Assessing what they have learnt of

the topic so far, (assessment of
learning)
- discuss what will be done next
lesson: guidelines
- begin the basis of the assignment by
keeping a food, water and activity
journal which will be developed
throughout the lessons (assessment as
learning)
Equipment/resourc
es
overhead projector to
show questions
White board can be

used to note down their
thoughts
Use of individual
laptops + notebooks
Using laptops to go
online:
www.betterhealth.vic.g
ov.au
www.health.gov.au
Focus
Questions
Provide students
with examples of
particular food,
ideas and hints
(what they can
recall from the
prior years)
Asking direct
questions in
regards to what
they know e.g.
What are?
Why do we
need.?
What have you

taken from the
information
Resources used in the planning of this lesson

Beaumont, A Marsh, L Panetta, A & Fettling, M 2010, Key concepts in VCE Health and Human
development, John Wiley and Sons, Australia, QLD.
Discussions with 2015 placement mentor regarding their nutrition unit at Dandenong High School
Kuen, A Lawrence, J & Bini, M 2013, A resource for teaching and learning about health and wellbeing,
Consumer Affairs Victoria, retrieved 4 June 2015,
<http://www.consumer.vic.gov.au/library/publications/resources-and-education/teacher-resources/aresource-for-teaching-and-learning-about-health-and-wellbeing.pdf>.
TES Australia 2013, Healthy Eating Lesson, TES Australia, retrieved 5 June 2015,
<http://www.tesaustralia.com/teaching-resource/Healthy-Eating-Lesson-6306565/>.
TES Australia 2013, Nutrients Factsheet, TES Australia, retrieved 5 June 2015,
<http://www.tesaustralia.com/teaching-resource/Nutrients-factsheet-6257627/>.
Lesson 2: Nutrition in the stages of life

Date of the lesson: _________
Year level: 9, but can be adjusted for 8 as well


approach:
This lesson has a mix of giving students
control over their learning and providing
them with information to acknowledge.
Providing information, opportunity to
research, reflect and evaluate them.
- strength based approach, to provide
relevant information

To understand what they know in terms of the
food/nutrition requirements the body needs, to
provide information which is relevant to them
while enabling them to make wise decisions and
prevent preventable illnesses in the long term.

Analyse guidelines and other resources to
evaluate the dietary needs required
throughout life, understand the
implications food decisions diet and health
& propose strategies to improve.
Links to the National Curriculum:

Australian Curriculum Assessment
Reporting Authority (ACARA):
They investigate strategies and practices that
enhance their own and others health and
wellbeing, Students access, synthesise and
apply health information from credible sources
to propose and justify responses to health
situation
Learni
ng
Area:
- HPE
Strand:
Personal, social
& community
health
Science
Science
understanding
Sub-Strand:
1
2
Biological
understanding

workbooks, access to internet & laptops,
whiteboard & markers/interactive whiteboards,
guideline information
Focus
Area:
food and
nutrition
Content Descriptor:
(ACPPS089)
(ACPPS095)
(ACSSU175)
Achieve
d?
Student
Learning
Outcomes:
Pre-requisite
skills required:
Cognitive (Mental)

attitudes and values/beliefs on food,
nutrition and its link to health and
wellbeing.
By discussing the guidelines and
recommendations while implementing
activities which allow construction of
ideas and building knowledge and
awareness in regards to their own
health.

apply health information to
justify their decisions regarding
food choices in association to
resources
Providing students with
informative material to scaffold
and strengthen their learning,
and providing activities of
discussing and analysing
information to other facts.
In regards to this lesson, many

students may have a prior
understanding of food/nutrition
requirement from prior study, from
values taught at home and what they
are shown through media.
Students may have prior factual

understanding of
recommendations, this lesson
will require students to be able
to compare and evaluate their
own diets in accordance to
guidelines and the information
they access.
Stage/Tim
e
Activity/Content
Introductio
n
Discussion regarding the previous lesson to

refresh the students of the unit and topic
they did, reminding them to keep doing
their food/water/exercise journals
10mins
Equipment/resour
ces
What did we do,

what did you
take most out of
it?
Todays topic: Guidelines/recommendations

nutrition throughout life
Think Pair Share and Discuss what they
know of the guidelines (assessment for
learning)
Main body
35mins
45mins
Looking at different dietary needs

- the Australian Guide to healthy eating
looking at the 5 guidelines, the guidelines in
regard to each life stage, calorie intake,
nutrient needs, and recommendations.
Adolescents
looking at recommended intakes using the
online calculator to view and analysing and
assessing their own diet in association to
the information using journals
- think pair share *if wanting to share* of
Focus
Questions
Who, what,
why?
Looking at the
guidelines together
interactive
whiteboard/projector
screen
Use of individual
laptops + notebooks
www.Eatforhealth.gov.
au
or use of pamphlets
Looking at this
information
what does this
mean for you?
What happens if
we dont meet
these and do the
opposite? What
do you think will
happen?
the information they found in regards to

themselves, how they think they can
change their lifestyle and habits to have a
healthier diet
- writing this is their journals/notebooks (will
be used later on)
- can look at other
recommendations/research as well if more
interested in a variety for students who
finish earlier
Closure:
10mins
How do you feel

knowing/seeing
this?
-do you want to
change?
Nutrition Australia,
Diabetes Australia,
Heart Foundation
Discussing what they have learnt in regards

to the guidelines and the recommendations
for their age (assessment of learning)
Discuss what will be done next lesson - food
labels
Reminding to keep doing their logs/journals
(assessment as learning)

Discussions with 2015 placement mentor regarding their nutrition unit at Dandenong High School
Lesson 3: Analysing food labels, Packaging & Advertising

Date of the lesson: __________


approach: This lesson is more
informative. Using brainstorming and
discussions, providing informative
material with a strength based approach,
while allowing time and activities to
construct own views and individual links
to the topic and their own life.

the goals for this lesson is to understand and build
students prior knowledge of food labelling,
developing their skills to become critical thinkers of
what they see in their environment and how it
directly affects their health.

Develop their knowledge and
understanding of food product labels,

(ACARA):

workbooks, whiteboard, projectors/interactive
whiteboard, markers, access to internet, a range
of empty food containers
nutritional information and the impact of

external influences such as advertising
and the media.
Learnin
g Area:
HPE
Strand:
Personal, social
& community
health
SubStrand:
1
Statistics &
Probability
Math
Critically analyse contextual factors that influence

their decisions and behaviours. They investigate
strategies and practices that enhance their own
and others health and wellbeing, Access,
synthesise and apply health information from
credible sources to propose and justify responses
to health situations
Focus Area:
Food and
Nutrition
Student Learning
Outcomes:
Pre-requisite skills
required:
Cognitive (Mental)

students may have a prior
understanding of product
labelling from prior study, from
home and what they are
shown through media (e.g.
ads).

understanding of information on
labelling, this lesson will require
students to be able to compare
products and make decisions from
the information and facts known.
Introductio
n
Discussion regarding the previous lessons

to refresh the students of the unit and
topics done, reminding them to keep
doing their food/water/exercise journals.
- Discuss food labelling, what is it? What
do they know? (assessment for learning)
30mins
(ACMSP228)

apply learnt information to justify
their decisions regarding food
choices in association to product
labelling.
Providing hand on, relevant
activities which discussing and
analysing every day factors and
influences.
Activity/Content
Main body
Achieved
?
Students analyse and build

their attitudes and
values/beliefs on the issue of
food labelling in regards to
health and wellbeing.
Discussing and viewing the
information which impacts
their choices and decisions to
food and nutrition while
providing awareness of
external influences,
Stage/Tim
e
10mins
Content Descriptor
(ACPPS092)
Safety and quality legislation - The food

standards Australia and New-Zealand
looking at the labelling requirements
nutrient panel, use/storage information,
name/description of the food, recall
Equipment/resourc
es
Focus
Questions
Whiteboard noting
down the discussion
What can you
recall being on
the labels?
Projector/interactive
whiteboard
Use of individual laptops
What is on the
product?
What does each
tell us about the
25mins
information, date marking, ingredients,

truth, additives, legibility, the country of
origin.
- misleading words/images/logos/ health
claims
teacher resource: resource for teaching
health and wellbeing pp.39-41
-
25mins
Looking and comparing products in

partners
- look up fast food websites in regards
to their nutritional values information,
compare and discuss healthy
selections
+ notebooks
www.foodstandards.gov.
au
10mins
Anything
surprising?
empty product
containers/boxes/packet
s
Advertising as an influence
looking at products, what do they have in
common?
- Colours? Themes? What else?
- research and compare the appeal of
healthy vs unhealthy e.g. A salad
compared to a gourmet burger
Closure:
food?
Why do you think
these are
important?
Discussing what they have learnt in

regards to the standards, how advertising
works, and their understanding of
nutrient/food requirements (assessment of
learning)
Discuss what will be done next lesson
other influences
How do they
make you feel?
And feel about
the product?
How do you feel

knowing how
advertising is
appealing +
understanding
the
requirements?
Reminding to keep doing their

logs/journals (assessment as learning)

Discussions with placement mentor regarding their nutrition unit at Dandenong High School
Lesson number 4: Influences on Food Choices



approach: Using a strength-based
approach in regards to providing
information and the content.
Brainstorming and discussions will be
involved, providing informative
material, while allowing time and
activities to construct own views and
create individual links to the topic and
their own life.
Personal teaching goals for this lesson:

Providing students with information which they can
reflect upon when making health decisions, while
becoming critical thinkers of the world around us
and how it influences or choices.

Develop their knowledge in regards to
the external and internal influences
such as advertising and the media, as
well as extending their knowledge on
strategies to resist.

(ACARA):
Critically analyse contextual factors that influence
their decisions and behaviours. They investigate
strategies and practices that enhance their own
and others health and wellbeing
Focus Area:
Content Descriptor Achieve
Food and
(ACPPS089),
d?
Nutrition
(ACPPS090),
(ACPPS092),
(ACPPS095)
Learni
ng
Area:
HPE
Strand:
Personal,
social &
community
health
SubStrand:
1
2
History

workbooks, whiteboard, projectors/interactive
whiteboard, markers, access to internet
(ACHHS174)
Historical skills
Student Learning
Outcomes:
required:
Stage/Ti
Cognitive (Mental)

attitudes and values/beliefs in
regards to the influences on our
health and wellbeing decisions.
information which impacts their
choices and decisions to food
and nutrition while providing
awareness of external
influences such as social,
personal and cultural factors.
Students access, synthesise

and apply information to justify
choices and the decision to
have a healthy diet. Providing
hand on, relevant activities
which discus and analyse every
day factors and influences to
create awareness, while
discussing ways to resist and
make better decisions.

students may/may not have a
prior understanding of product
labelling from prior study, from
home and their environment
(e.g. media - ads).
students will require to be open,
mindful and respect others
opinions

understanding of information on
labelling, this lesson will require
students to be able to compare
products and make decisions
from the information and facts
known.
Activity/Content
Equipment/resou
Focus
me
Introducti
on
10-15mins
Main
body
40mins
25mins
15mins

topics done, reminding them to keep doing
their food/water/exercise journals.
- Discuss/brainstorm what they think are
some influences in regards to them making
health decisions. (assessment for learning)
Looking at what was discussed briefly in
regards to external and internal influences
and categorising them.
- social norms/ stereotypes/social
- behavioural expectations
- personal factors
- cultural factors
What do these mean? How these influence
the way they think, act and decide what
they consume.
Compare these to the information in the
last lessons regarding recommendations to
have a healthy diet.
Critical thinking (individual task) why is it
like this? Consumerism? Costs? Burdens?
Whos winning and losing from these
influences?
Reflecting and open discussion what they
have learnt in regards to the understanding
of nutrient/food requirements and the
influences which impact their decisions,
ways to become resilient and resist the
expectations to become independent
(assessment as learning)
Closure:
10-15mins
rces
Questions
Whiteboard noting
down the discussions
and ideas
What directly
impacts and
influences you
when you think
about health,
more importantly,
food choices?
Whiteboard noting
and ideas
Use of individual
laptops + notebooks
- What in society
do you see
influences your
decisions?
- Where do you
see these?
(TV/online)
- How are you
expected to
behave?
- What about how
you feel?
-what have you
learnt and seen
at home.
How does looking

at all these make
you feel?
Summarise and discuss the lesson, what

they have understood (assessment of
learning)
Discuss what will be done next lesson
community health and the assignment
Reminding to keep doing their logs/journals
and to bring them in next lesson to work on
the assignment (assessment as learning)

ACARA 2014, Health and Physical Education Curriculum 9-10, Australian Curriculum, Assessment and
Reporting Authority (ACARA), retrieved 1 June 2015, <http://www.australiancurriculum.edu.au/healthand-physical-education/curriculum/f-10?y=9-10&s=PSCH&s=MPA&layout=1>.
Discussions with 2015 placement mentor regarding their nutrition unit at Dandenong High School.
Lesson 5: Community Health + Assignment



approach:
This lesson is more informative. Using
the think pair share approach to
introduce and brainstorm ideas,
providing/viewing informative material
while using a strength based approach
to create awareness and construct own
views and links of the topic.
as well as

to understand the prior knowledge students have in
regards to community health and diet related
illnesses, and building their understanding from the
lessons of this unit

Develop their knowledge and
understanding of the links between
nutrition and community health issues.

(ACARA):
They investigate strategies and practices that
enhance their own and others health and
wellbeing, Students access, synthesise and apply
health information from credible sources to propose
and justify responses to health situation.
Learnin
g Area:
HPE
Strand:
Personal,
social &
community
health
Student Learning
Outcomes:
SubStrand:
1
2
3

workbooks, access to internet & laptops, whiteboard
& markers/interactive whiteboard
Focus Area:
Food and Nutrition
Content
Descriptor
(ACPPS092)
(ACPPS095)
(ACPPS098)
Achieve
d
Cognitive (Mental)

attitudes and values/beliefs in
regards to the influences on our
health and wellbeing decisions.
information which impacts their
choices and decisions to food
and nutrition while providing
awareness of the link between
diet and health issues.
Students access, synthesise

and apply information to justify
choices and the decision to
have a healthy diet. Providing
hand on, relevant activities
which discuss the facts and
links between diet and diet
relates illness while discussing
and thinking of ways to improve
and assist the community.
required:

students may/may not have a
prior understanding of diet
related illnesses and the impact
on the community.
Students will need to be
accepting of each other and their
opinions.
Stage/Tim
e
Activity/Content
Introductio
n

topics done,
10-15mins
Discuss/brainstorm what they think some

of the impacts and diet related illnesses
(assessment for learning)
Main body
40mins
Link between diet and current health

issues in the community
The impact of other dietary needs on the
body e.g. gluten free, lactose free,
allergies to specific items even
vegan/vegetarian diets.
Looking at preventable illnesses, what
they are, how they can be prevented, and
the rates in Australia - obesity, diabetes,
cholesterol, cardiovascular diseases.

understanding of health and
diet related illnesses, this
lesson will require students to
be able to compare evaluate
and understand the facts and
data in regards to community
health as well as implementing
their understanding for their
assessment.
Equipment/resourc
es
Whiteboard noting
and ideas
Whiteboard noting
and ideas
Use of individual
laptops + notebooks
Focus
Questions
What directly
impacts and
influences you
when you think
about health,
more
importantly,
food choices?
What impact
does excluding
or removing
particular food
from the diet do
to the body?
Why are these
so common?
40mins
The assessment! (Assessment of their
learning throughout the unit)
working through the assignment in class
and rest to take and complete for
homework looking at.
* some students may require one-one
assistance with the assessment task.
Assignment worksheet
(appendix 1)
What did you

learn?
Closure:
5mins
Restating the due date for the

assessment
Pack up

ACARA 2014, Health and Physical Education Curriculum 9-10, Australian Curriculum, Assessment and
Reporting Authority (ACARA), retrieved 1 June 2015, <http://www.australiancurriculum.edu.au/healthand-physical-education/curriculum/f-10?y=9-10&s=PSCH&s=MPA&layout=1>.
Assessment task
Discussions with placement mentor regarding their nutrition unit at Dandenong High School
for Food & Nutrition Unit:
Students are to complete the set tasks either in workbooks or as an online

submission
using notes from class discussions and activities, as well as research.
Task 1 & 2 can be done in partners.
Task 1: Nutrition
What are the food groups include a source for each and explain why they are important.
Tell
me what you understand.
Appendix 1: Assessment Task
Example
Task 2: Recommendations and the Guidelines

What are the recommendations for each stage of life
according to the Australian Guide to healthy Eating?
Individual Section:
Task 3: Individual analysis
Looking at the journals/food logs you made throughout this unit:
o What did you eat? (Summarise into food groups and the quantity consumed on
an average day)
o Why did you eat what you did? (What influenced you?)
o Compare your intake against the recommendations for Adolescents (what where
you lacking? Having too much of? Having the correct amounts of?)
o What are the long and short term consequences if you do not change your diet?
o What strategies can you use develop youre eating habits to have a healthy
diet?
Due Date: Next Monday!!

Healthy Eating and Nutrition

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Healthy Eating and Nutrition Unit

Lesson 1: Recapping Nutrition + Diets

Duration: 100 minutes

No. of students: 20-25

Year level: 9, but can be used for 8 as well

Pedagogical focus / Instructional

Personal teaching goals:

Student Learning Objectives:

Links to the National Curriculum: Australian

Equipment and resources required:

Students analyse and build their

Students access, synthesise and

With this topic, many students will

Students will need to

lessons in past years

Think pair share activity on what a diet

Food Groups and Nutrition: As a class

Diets: Discuss examples of healthy and

Students research information on each

- Assessing what they have learnt of

White board can be

What have you

Resources used in the planning of this lesson

Lesson 2: Nutrition in the stages of life

Duration: 100 minutes

No. of students: 20-25

Year level: 9, but can be adjusted for 8 as well

Pedagogical focus / Instructional

Personal teaching goals:

Student Learning Objectives:

Links to the National Curriculum:

Equipment and resources required:

Students analyse and build their

Students access, synthesise and

In regards to this lesson, many

Students may have prior factual

Discussion regarding the previous lesson to

What did we do,

Todays topic: Guidelines/recommendations

Looking at different dietary needs

the information they found in regards to

How do you feel

Discussing what they have learnt in regards

Resources used in the planning of this lesson

Lesson 3: Analysing food labels, Packaging & Advertising

Duration: 100 minutes

No. of students: 20-25

Year level: 9, but can be adjusted for 8 as well

Pedagogical focus / Instructional

Personal teaching goals:

Student Learning Objectives:

Links to the National Curriculum: Australian

Equipment and resources required:

nutritional information and the impact of

Critically analyse contextual factors that influence

In regards to this lesson, many

Students may have prior factual

Discussion regarding the previous lessons

Students access, synthesise and

Students analyse and build

Safety and quality legislation - The food

information, date marking, ingredients,

Looking and comparing products in