health & food technology unit- krystal z & lauren g

!Applying(New(Learning(to(Unit(Planning((

Unit(Title:!Understanding!health:!Your!health,!your!life?!Or!is!it?! Year(Level:(9(!

Subject:!Health!&!Food!Technology! Number(of(Lessons:!12(

Number(of(Students:(25! Time(Period:(50!minute!lessons!(Some!lesson!are!double!periods)!

Rationale( This!unit!is!designed!to!build!students!knowledge!and!understanding!about!the!basics!of!nutrition!and!healthy!eating.!Students!study!the!factors!that!relate!to!nutritional!disorders!such!as!malnutrition!and!over!nutrition.!Students!analyse!the!effect!that!processed!foods!have!on!health!and!its!impact!on!indigenous!culture.!This!helps!students!understand!their!own!diet!and!the!longKterm!consequences!that!come!from!a!lifetime!of!unhealthy!eating.!!

Learning(Goals( " To!develop!an!understanding!of!the!importance!of!correct!nutrition!and!healthy!lifestyle!requirements!" Identity,!develop!and!evaluate!behaviours!and!strategies!that!promote!health!and!development!" Understand!the!relationship!between!Aboriginal!and!Torres!Strait!Islander!culture!and!nutrition!" To!be!able!to!identify!and!describe!the!nutrients!" To!understand!the!nutritionKrelated!diseases!that!affect!health!and!develop!" Learn!the!factors!involved!in!healthy!eating!and!how!to!design!a!healthy!eating!plan!

Learning(Development(Outcomes(

" To!be!able!to!demonstrate!a!healthy!lifestyle!nutrition!plan!and!daily!nutrition!requirements!!" To!demonstrate!how!certain!behaviours!and!strategies!can!promote!health!and!development!" To!be!able!to!explain!the!differences!between!westernKers!diets!and!Aboriginal!and!Torres!Strait!Islanders!!" To!be!able!to!compare!and!contrast!the!different!nutritionKrelated!diseases!!

AusVELS(Learning(Standards((

1. Students!examine!the!relationship!between!nutrition!and!stages!of!growth!and!development,!and!the!eating!practices!associated!with!different!stages!in!life.!

2. Students!analyse!the!links!between!diet!and!current!community!health!issues,!and!consider!special!dietary!needs,!and!ways!of!improving!their!own!diet.!

3. They!research!patterns!of!food!consumption!in!Australia!and!investigate!factors!that!influence!food!choice,!such!as!changes!in!family!life.!

4. Students!learn!to!use!simple!health!data!to!identify!the!major!causes!of!illness,!injury!and!death!in!Australia!5. Students!develop!design!briefs!within!openKended!design!guidelines.!Referring!to!the!design!brief,!they!consider!

and!investigate!aspects!of!function!and!aesthetics.!6. Students!become!discerning!and!discriminating!thinkers,!able!to!address!controversial,!complex!and!ethical!

design!and!technology!issues!and!dilemmas,!such!as!tradeKoffs!in!the!selection!and!use!of!materials.!7. Using!annotations!(including!the!use!of!appropriate!technical!language)!and!through!discussion,!students!

!explain!and!justify!design!features,!characteristics!and!properties!of!selected!materials/ingredients,!systems!components!and!their!interrelationships,!performance,!energy!requirements!and!production!techniques!in!relation!to!the!design!brief.!

8. Students!safely!and!efficiently!construct!products,!models!or!prototypes!to!specifications!and!standards.!9. Students!further!develop!skills!in!using!a!range!of!techniques,!equipment,!tools,!some!of!which!are!complex!10. Students!are!encouraged!to!document!their!design,!production!and!evaluation!activities!in!an!electronic!or!

manually!produced!portfolio.!11. Through!creative!processes,!reflection!and!evaluation,!they!examine!and!acknowledge!a!range!of!perspectives,!

and!consider!the!value!of!diverse!opinions!about!design!and!technology.!

CrossGcurriculum(priority(

Aboriginal!and!Torres!Strait!Islander!histories!and!cultures:!" Aboriginal!and!Torres!Strait!Islander!Peoples’!ways!of!life!are!uniquely!expressed!through!ways!of!being,!

knowing,!thinking!and!doing.!" Aboriginal!and!Torres!Strait!Islander!Peoples!have!lived!in!Australia!for!tens!of!thousands!of!levels!and!

experiences!can!be!viewed!through!historical,!social!and!political!lenses.!" Aboriginal!and!Torres!Strait!Islander!Peoples!have!sophisticated!family!and!kinship!structures.!" Australia!acknowledges!the!significant!contributions!of!Aboriginal!and!Torres!Strait!Islander!people!locally!and!

globally.!!

Interdisciplinary(learning(

Communication!" Students!respond!to!a!range!of!aural,!written!and!visual!texts,!reflecting!on!how!cultural!and!societal!norms!and!

ideology!influence!the!production!of!the!material!" Students!organise!their!information,!ideas!and!opinions!into!a!coherent!structure,!select!and!adjust!their!mode!

of!presentation!to!suit!purpose!and!audience,!and!make!appropriate!adjustments!in!response!to!an!audience.!Design,!creativity!and!technology!

" They!continue!to!pose!and!define!design!problems!by!working!with!a!variety!of!design!briefs!within!various!contexts!including!those!that!have!transferability!into!the!workplace!and!broader!community.!

" Students!develop!appropriate!evaluation!criteria!and!use!them!to!assess!design!ideas,!choice!of!materials/ingredients!and/or!systems!components,!production!techniques!and/or!performance!of!a!system.!

Information!and!communications!technology!" Students!use!complex!ICT!tools!and!techniques!to!visually!represent,!model,!reframe!and!refine!their!thinking!to!

assist!in!developing!new!understanding.!!" In!addition!to!recording!and!evaluating!the!decisions!and!actions!taken!when!developing!new!understanding!

and!solving!problems,!students!learn!to!assess!their!suitability!for!new!situations!and!make!adaptations!where!necessary.!

" Students,!individually!and!in!teams,!use!ICT!to!make!detailed!project!plans!that!sequence!tasks!to!be!done,!resources!needed!and!timelines!for!completion.!

Thinking!processes!

!" Students!develop!questioning!techniques!appropriate!to!the!complexity!of!ideas!they!investigate,!to!probe!into!

and!elicit!information!from!varying!sources.!" Students!explore!differing!perspectives!and!issues!in!depth!and!identify!a!range!of!creative!possibilities.!" Students!work!with!others!to!modify!their!initial!questions!and!to!develop!further!their!understanding!that!

sources!of!information!may!vary!in!their!validity.!!

Resources( " Relevant!text!books,!eBooks,!readings!and!journals!" Writing!book!and!materials!(pens,!highlighters!etc.)!" Computers,!laptops,!tablets!and!apps!!

Assessment( " Students!will!be!required!to!receive!a!satisfactory!mark!on!their!design!brief!and!longKterm!health!consequences!project!

" Students!will!have!to!meet!a!level!of!attendance!in!all!lessons!to!receive!a!satisfactory!mark!!!

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!Assessment(Criteria(

Student(Name( Health(and(Food(Technology(Unit((

Class(

! !S/N!

!

(

(

Attendance:(

Very(High( High( Moderate( Low( Very(Low!

Student!displays!very!high!levels!of!participation!in!all!lessons!and!activities.!

Student!displays!high!levels!of!participation!in!most!lessons!and!activities.!!!

Student!displays!a!moderate!level!of!participation!in!some!lessons!and!activities.!!

Student!displays!low!levels!of!participation!in!only!a!few!lessons!and!activities.!

Student!displays!no!level!of!participation!in!any!of!the!lessons!and!activities.!

(

Overall(Grade(_______________________(

(

(

(

(

(

(

!Unit(Outline:(Understanding!health:!Your!health,!your!life?!Or!is!it?(

! How!does!nutrition!impact!on!health?!How!can!you!improve!your!health?!

Lesson( Learning(Objective( Activities( ICT/Resources( CrossGCurricular(links(

Assessment( VELS(links(

1)(What(is(Nutrition( Students!will!gain!an!understanding!of!the!basic!concept!of!nutrition!and!why!a!knowledge!of!nutrition!is!important!

Inquiry!poster!on!the!role!of!nutrition!with!a!link!to!Aboriginal!culture!

ICT:!Internet!!Resources:!http://www.who.int/nutrition/en/!!!www.healthinfonet.ecu.edu.au/healthKfacts!!

Investigate!the!role!of!nutrition!in!aboriginal!cultures!and!its!progression!throughout!history!

Formative! 1,2!

2)(Macro(&(Micro(nutrients(

Students!will!gain!a!knowledge!of!macro!and!micro!nutrients!including!their!basic!functions!

Jigsaw!research!activity!! Students!are!dived!

into!5!groups!and!to!investigate!1!nutrient!per!group.!They!are!then!required!to!form!new!groups!and!teach!about!their!nutrient!

ICT:!Internet!!Resources:!http://www.organicsoul.com/macroKandKmicronutrientsKwhatKtheyKareKandKwhyKweKneedKthem/!!!http://dietdatabase.com/macronutrientsKandKmicronutrients/!!

! Formative! 1!

3)(Malnutrition/(overGnutrition(

Student!will!be!able!to!describe!the!differences!and!similarities!!

Students!compare!topics!through!investigation!and!formation!of!a!Venn!diagram!

ICT:!!IpadK!Grafio!Lite!K!Diagrams!&!Ideas!!https://itunes.apple.com/au/app/grafioKliteKdiagramsKideas/id393111242?mt=8!!

Students!research!the!current!statistics!on!Aboriginal!nutrition.!!

Formative! 1,2,3,4!

4)(Processed(foods( Students!develop!a!knowledge!of!processed!food!and!how!it!impacted!Indigenous!diets!and!health!

In!pairs!students!research!and!provide!3!examples!of!processed!foods!and!it’s!direct!link!to!indigenous!health!

ICT:!Internet!!http://www.betterhealth.vic.gov.au/bhcv2/bhcPDF.nsf/byPDF/Aboriginal_diet_and_nutrition/$File/Aboriginal_diet_and_nutrition.pdf!!

Students!investigate!the!links!between!indigenous!health!and!processed!foods!

Formative! 3,4!

!5)(Healthy(Diets( Students!learn!about!

calorie!tracking!and!comparing!energy!intake!and!output!through!healthy!eating!plans!

Students!are!to!come!to!class!with!a!3!day!photo!food!diary!Students!pair!up!and!analyze!their!!partners!food!diary!!

Easy!Diet!Diary!App!!https://www.bhf.org.uk/plugins/PublicationsSearchResults/DownloadFile.aspx?docid=11c35d98Kc4a0K4981K8a14K0422480e3180&version=K1&title=Health+at+Work%3A+How+healthy+is+your+diet%3F+Questionnaire&resource=Z281!

! Formative! 3,4,!

6)(Assignment(hand(outG(Design(brief((Healthy(eating(plan)(

Students!investigate!possible!weekly!healthy!eating!plans!and!design!a!5!day!healthy!eating!plan!

Students!design!and!plan!a!5!day!healthy!eating!plan!for!their!partner!that!incorporate!meals!for!each!day.!

Easy!Diet!Diary!App!!

! Formative!&!Summative!

2,5,6,7,10!

7)(ExcursionG(Queen(Victoria(Market(

Students!enjoy!a!fun,!educational!tour!through!the!historic!Queen!Victoria!Market.!Learn!about!the!history!of!the!130!year!old!site!and!evolving!food!culture!in!Melbourne.!Find!out!about!nutrition!and!healthy!eating!options!and!pick!up!tips!on!how!to!select!the!best!produce.!

!Guided!tour!through!Queen!Victoria!Market!Students!have!1!1/2hrs!to!create!a!5!minute!documentary/news!segment!on!the!history!and!evolution!of!food!culture!in!Melbourne!

ICT:!Internet!!http://www.qvm.com.au/schoolsKkids/!!

Students!learn!about!the!history!of!Aboriginal!health!and!food!culture!

Formative! 1,2,3,!

8)(AssignmentG(Planning(lesson(


Students!complete!their!5!day!healthy!eating!plan!design!breif!Students!prepare!to!cook!and!present!1!meal!(must!be!dinner)!from!their!5!day!healthy!eating!plan!

ICT:!Internet!!http://www.healthyfoodguide.com.au/recipes!!

! Formative!&!Summative!

2,!5,6,7,10!

9)(AssignmentG(Food(practical((


Students!cook!and!prepare!a!healthy!and!nutritious!meal!

! ! Formative!&!Summative!

2,!8,9,11!

!10)(LongGterm(health(consequences(

Students!gain!an!understanding!of!the!long!–term!health!consequences!associated!with!poor!nutritional!choices!

Students!in!pairs!pick!one!consequence!and!create!a!informative!website!page/brochure!including!statistics!and!links!to!Indigenous!health!

ICT:!Webnode!(create!a!website),!Publisher!

Students!understand!the!longKterm!health!implications!of!poor!nutritional!choices!of!Indigenous!Australians!

Formative!&!Summative!

2,3,4!

11)(LongGterm(health(consequences(


Students!in!pairs!pick!one!consequences!and!create!a!informative!website!page/brochure!including!statistics!and!links!to!Indigenous!health!



Formative!&!Summative!

2,3,4!

12)(LongGterm(health(consequences(


In!pairs!students!do!a!2!minute!oral!presentation!on!their!chosen!long!term!health!consequence!and!present!key!findings!



Summative! 2,3,4!

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Assignment)1:)Healthy)Eating)Design)Brief))Client:)__________________________________________________________________________________________________________________________________________________________________________________________))Section(1:(Planning((20(marks)(!)(a))Exploring)the)brief)(4)marks))!The!candidate!should!identify!two!key!issues!and!explain!why!each!issue!is!important!for!the!brief.!!)(b))Research)(10)marks))!

The!candidate!should:!!! Use!different!research!techniques!to!gather!relevant!information!about!each!key!issue!identified!from!the!

brief.!The!sources!of!the!information!gathered!should!be!clearly!identified.!!! Summarise!the!information!gathered.!!! Use!the!information!gathered!to!generate!a!range!of!appropriate!ideas!for!food!products,!which!could!

address!the!needs!of!the!brief!and!comment!on!the!suitability!of!each!idea.!!!(c))Product)idea)(6)marks))!The!candidate!must!develop!a!food!product!to!meet!the!requirements!of!the!brief!based!on!the!ideas!generated!from!the!research.!!

The!candidate!must:!!! Research!possible!products!and!annotate!why!you!may!choose!this!product!! Identify!and!justify!an!appropriate!food!product!to!develop!!! Provide!a!recipe!for!the!food!product.!!

!Section(2:(The(product((12(marks)(!)(a))Information)about)the)product)idea)(12)marks))!

The!candidate!should!provide!information!about!their!food!product!in!the!following!areas!and!explain!the!importance!of!this!information!to!their!product:!!

! Cooking!method!! Ingredients!! Nutritional!analysis!!

!Section(3:(Product(creation((10(marks)((!Candidates!must!make!the!product!they!have!developed!in!order!to!carry!out!the!required!sensory!testing!and!evaluation.!!!(a))Nuritional)Value)(10)marks))!

The!candidate!should!undertake!an!appropriate!sensory!test!on!their!food!product!and!include:!!! A!description!of!the!nutritional!content!!! Reasons!for!choosing!that!cooking!method!to!enhance!nutritional!value!! Record!of!the!results!of!foods!nutritional!value!!! Conclusions!about!the!food!product!based!on!the!results!!

!Section(4:(Evaluation((8(marks)(!)(a))Evaluating)the)food)product)(8)marks))!

The!candidate!must!evaluate!the!food!product!in!respect!of:!!! The!suitability!of!the!food!product!based!on!the!results!of!research!!! The!suitability!of!the!food!product!based!on!the!results!of!sensory!testing!!! Adaptations!or!improvements,!which!could!be!made!to!the!product,!or!give!reasons!why!no!changes!are!

required!!! The!overall!suitability!of!the!food!product!based!on!the!needs!of!the!brief!!

!

Healthy)Eating)Design)Brief)Rubric)

!

!

References!

http://www.sqa.org.uk/files_ccc/GAInfoNational5Health_and_Food_Technology.pdf!

http://ausvels.vcaa.vic.edu.au/Level9!

!

Criteria) Assessment)%) Comments)Section!1:!Planning!!

(a) Exploring!the!brief!!(b) Research!!(c) Product!idea!!

!

!!

/20!

!

Section!2:!The!product!!(a) Information!about!

the!product!idea!!!

!!

/12!

!

Section!3:!Product!creation!!(a) Nutritional!Value!!

!

!/10!

!

Section!4:!Evaluation!!(a) Evaluating!the!food!

product!!

!/8!

!

Total!Percentage!Allocation!!!!!!!!!!!!!!!!!!!!/!50!

Inclusion)and)Diversity)Krystal)Zvezdakoski) )

3822515)LESSON&PLAN:&Healthy&diets&!

&&Focus&of&Lesson&& Students!learn!about!calorie!tracking!and!comparing!energy!intake!and!

output!through!healthy!eating!plans!

Content&for&Lesson& Duration& Class& Number&of&Students&

Conditions/&Location&

100!minutes!

(double!lesson)!

Year!9! 25! Classroom!

Learning&aims& ?!To!develop!an!understanding!of!the!importance!of!correct!nutrition!and!

healthy!lifestyle!requirements!

?!To!be!able!to!identify!and!describe!the!nutrients!

?!Learn!about!factors!involved!in!healthy!eating!and!how!to!design!a!

healthy!eating!plan Learning&Development&Outcomes&

?!To!be!able!to!demonstrate!a!healthy!lifestyle!nutrition!plan!and!daily!

nutritional!!

?!To!understand!that!we!require!a!balanced!diet!to!keep!us!healthy!and!fit!

?!To!understand!the!importance!of!portion!sizes!

AusVELS&Learning&Standards&

?!They!research!patterns!of!food!consumption!in!Australia!and!investigate!

factors!that!influence!food!choice,!such!as!changes!in!family!life!

?!Students!learn!to!use!simple!health!data!to!identify!the!major!causes!of!

illness,!injury!and!death!in!Australia!

Intercultural&Understanding&focus:&(interdisciplinary)&&

Design,!creativity!and!technology:!

?!Students!develop!appropriate!evaluation!criteria!and!use!them!to!assess!

design!ideas,!choice!of!materials/ingredients!and/or!systems!

components,!production!techniques!and/or!performance!of!a!system!

Information!and!communications!technology:!

?!Students!use!complex!ICT!tools!and!techniques!to!visually!represent,!

model,!reframe!and!refine!their!thinking!to!assist!in!developing!new!

understanding!

?!In!addition!to!recording!and!evaluating!the!decisions!and!actions!taken!

when!developing!new!understanding!and!solving!problems,!students!

learn!to!assess!their!suitability!for!new!situations!and!make!adaptations!

where!necessary!

?!Students,!individually!and!in!teams,!use!ICT!to!make!detailed!project!

plans!that!sequence!tasks!to!be!done,!resources!needed!and!timeline!for!

completion!

Resources&& ?!Easy!Diet!Diary!App!

http://www.bhf.org.uk/plugins/PublicationsSearchResults/DownloadFil

e.aspx?docid=11c35d98?c4a0?4981?8a14?0422480e3180&version=?

1&title=Health+at+Work%3A+How=healthy+is+your+diet%3F+Question

nariere&resource=Z281!


3822515)Assessment& Formative:!

Students!will!be!assessed!on!the!knowledge!and!understanding!they!

display!while!analysing!their!partners!3!day!photo!food!diary.!

!

&&

Lesson&Evaluation&!!


3822515)Lesson&Segment&Aim& Activity&Description&& Teacher&and&&

Student&Resources&&Duration&&

ENGAGE& Class%discussion:%Start%by%asking%students%questions%including,%“How%did%you%find%creating%a%photo%food%diary?”%“Was%it%difficult,%easy,%time%consuming?”%“Were%you%honest%with%yourself?”%“Do%you%feel%more%inclined%to%make%better%choices%about%food%if%you%are%recording%what%you%eat?”%Get%students%engaged%with%each%other%and%involved%in%the%discussion%as%much%as%possible.%

E%3%day%photo%food%diary%%% %

10%minutes%%

EXPLORE& In%pairs:%students%to%swap%their%3%day%eating%plan%with%a%partner%and%analyse%their%partners%food%diary%using%the%Easy%Diet%Diary%application%on%their%iPads.%(all%students%should%of%come%to%class%with%their%device%to%complete%this%task).%E%Student%can%use%other%forms%of%resources%they%feel%will%help%them%

E%iPad%E%Easy%Diet%Diary%App:%E%App%that%manages%weight%using%a%calorie%counter,%where%users%can%track%food%intake%and%exercise%in%a%quick%and%easy%manner%E%Foods%can%be%entered%or%scanned%for%tracking,%using%either%calories%or%kilojoules.%The%energy%burned%in%exercise%is%also%tracked%E%Extensive%list%of%foods%to%choose%from%and%users%can%also%add%their%own%recipes%in%E%Set%goals%for%food%intake,%track%the%remaining%amount,%track%food%groups%>%macros%and%micros%%

40%minutes%%%%%%%%%%%%

EXPLAIN& In%pairs:%Explain%to%each%other%how%you%analysed,%why%you%swapped%certain%foods%and%why%you%thought%their%food%choices%were%healthy/unhealthy.%Students%use%the%app%to%then%reEevaluate%their%options%if%unhealthy%and%create%a%healthier%diet%for%themselves%or%partner:%E%Become%familiar%with%tracking%progress%and%explore%and%gain%further%knowledge%in%specific%food%groups%and%kj%consumption%%E%Analyse%consumption%and%create%new%diet%plan%that%focuses%more%on%healthy%and%nutritious%foods%for%a%healthy%

E%Easy%Diet%Diary%App% 20%minutes%%%%%%%%%


3822515)lifestyle%%

ELABORATE& Debate:%“What%is%healthier…”%Split%class%into%4%equal%groups%to%create%2%different%debates:%E%apple%or%banana?%E%cereal%or%muesli?%Students%have%10%minutes%to%come%up%with%argument%with%their%group%where%they%will%use%the%Easy%Diet%Diary%app%to%research%foods%while%also%drawing%on%prior%knowledge.%%Teams%pick%out%of%a%hat%which%one%they%will%be%debating%is%healthier.%Debates%go%for%5%minutes%each;%allow%for%discussion%at%end%

E%Easy%Diet%Diary%App%E%Other%resources%given%in%previous%classes%

20%minutes%

EVALUATE& Approach%each%‘pair’%and%give%them%feedback%on%their%analysing%skills%of%each%other’s%food%diary,%ensure%students%are%on%the%right%track%and%if%needed%assist%students%with%providing%their%partner%with%constructive%feedback.%%Ensure%students%are%familiar%with%the%Easy%Diet%Diary%App%and%have%followed%instructions%correctly.%

% 10%minutes%%

%


3822515)LESSON&PLAN:&Excursion&2&Queen&Victoria&Market &&Focus&of&Lesson&& Visit%Queen%Victoria%Market%and%learn%about%histories%of%food%



School%day% Year%9% 25% Queen%Victoria%Market%

Learning&aims& ;%Identify,%develop%and%evaluate%behaviours%and%strategies%that%promote%health%and%development%;%Understand%the%relationship%between%Aboriginal%and%Torres%Strait%Islander%culture%and%nutrition%

Learning&Development&Outcomes&

;%To%demonstrate%how%certain%behaviours%and%strategies%can%promote%health%and%development%;%To%be%able%to%explain%the%differences%between%western;ers%diets%and%Aboriginal%and%Torres%Strait%Islanders%


;%Students%examine%the%relationship%between%nutrition%and%stages%of%growth%and%development,%and%the%eating%practices%associates%with%different%stages%in%life%;%Student%analyse%the%links%between%diet%and%current%community%health%issues,%and%consider%special%dietary%needs,%and%ways%of%improving%their%own%diet%;%They%research%patterns%of%food%consumption%in%Australia%and%investigate%factors%that%influence%food%choice,%such%as%changes%in%family%life

Cross2curriculum&Priority&&

Aboriginal%and%Torres%Strait%Islander%histories%and%cultures:%;%Students%learn%about%the%history%of%Aboriginal%health%and%food%culture

Safety&Considerations/Risk&Assessment&&

Students%to%meet%teachers%before%departure%and%ensure%they%are%adequately%prepared%for%the%excursion%with%appropriate%uniform%and%snacks%if%needed.&

Assessment& Formative:%Students%create%a%5%minute%documentary/news%segment%on%the%history%and%evolution%of%food%culture%in%Melbourne%%

%&&

Lesson&Evaluation&%%




ENGAGE& Meet$with$students$before$leaving$for$the$excursion:$talk$about$how$the$day$will$run,$what$is$expected$of$students$while$at$the$Queen$Victoria$Market$etc.$

>$Pen$>$Paper$>$Clipboard$$

5$minutes$

EXPLORE& Tour:$Students$enjoy$a$fun,$educational$tour$through$the$historic$Queen$Victoria$Market.$Learn$about$the$history$of$the$130$year$old$site$and$evolving$food$culture$in$Melbourne.$Find$out$about$nutrition$and$healthy$options$and$also$pick$up$tips$on$how$to$select$the$best$produce.$

$ 1.5$hours$$$$$$$$$$$$$

EXPLAIN& Find$a$spot$at$the$market$where$students$can$reflect$on$the$tour.$$Then$sit$in$a$circle$(if$possible)$and$ask$each$student$one$thing$they$learnt$about$the$Aboriginal$culture$that$they$can$share$with$the$group.$$$$

$ 10$minutes$$$$$$$$$

ELABORATE& Students$have$an$additional$1$½$hours$to$create$a$5$minute$documentary/news$segment$on$the$history$and$evolution$of$food$culture$in$Melbourne,$in$small$groups$they$can$walk$around$and$see$what$else$the$market$has$to$offer$while$engaging$with$stall$owners$to$gauge$more$of$an$understanding$about$the$cultures$and$histories$surrounding.$$$$

$ 1.5$hours$


3822515)$

EVALUATE& Before$departing:$Class$discussion$about$the$Queen$Victoria$Market$and$all$its$features.$$Ask$students$“What$was$the$most$valuable$aspect$of$your$day?”$“Were$you$surprised$by$the$information?”$

$ 10$minutes$

$$$ Schedule&of&the&day:$$ $$ Departure$time:$9.30am$(meet$at$hall$after$arriving$at$school)$$ Excursion$time:$11.00am$to$12.30pm$(1.5$hours)$

Depart$excursion:$2.15pm$Return$time:$3.15pm$

$ Travel$time:$2$hours$$ Form$of$transportation:$Bus$$ What$the$excursion$entails:$

11.00>12.30$–$on$arrival,$students$will$be$introduced$to$their$tour$guide$for$the$market.$$Tour$will$go$for$1.5$hours$where$students$will$learn$about$the$history$of$the$site$and$evolving$food$culture$in$Melbourne.$$

$ 12.30>12.45$–$lunch$$$ 12.45>2.15$–$students$have$time$to$wander$around$and$create$a$documentary$on$the$history$and$evolution$of$food$culture$in$Melbourne. $ $

$$$$$

$$$$$$$$$


3822515)$$$$$$

Inclusion)and)Diversity)) ) Lauren)Gaschk)

3854040)LESSON&PLAN:&Assignment&(Practical&component)&

Focus&of&Lesson&& Students(learn(about(calorie(tracking(and(comparing(energy(intake(and(

output(through(healthy(eating(plans(


Conditions/&

Location&

100(minutes(

(double(lesson)(

Year(9( 25( Classroom(

Learning&aims& ? To(develop(an(understanding(the(techniques(and(skills(involved(in(

preparing(a(meal(

? To(be(able(to(employ(cooking(methods(that(preserve(the(

nutritional(value(of(ingredients(

; Learn(about(the(links(between(healthy(food(choices(and(the(reality(

of(healthy(cooking(


; To(be(able(to(demonstrate(the(importance(of(presentation(

; To(be(able(to(demonstrate(appropriate(safety(required(when(in(a(

kitchen(

; To(effectively(evaluate(a(meal(according(to(criteria(specified(

; To(understand(the(importance(of(portion(sizes(


? Students(analyse(the(links(between(diet(and(current(community(

health(issues,(and(consider(special(dietary(needs,(and(ways(of(

improving(their(own(diet.(

? Students(safely(and(efficiently(construct(products,(models(or(

prototypes(to(specifications(and(standards.(

? Students(further(develop(skills(in(using(a(range(of(techniques,(

equipment,(tools,(some(of(which(are(complex(

? Through(creative(processes,(reflection(and(evaluation,(they(

examine(and(acknowledge(a(range(of(perspectives,(and(consider(

the(value(of(diverse(opinions(about(design(and(technology.(

Interdisciplinary&learning&

&

Design,(creativity(and(technology(

; Students(develop(appropriate(evaluation(criteria(and(use(them(to(

assess(design(ideas,(choice(of(materials/ingredients(and/or(

systems(components,(production(techniques(and/or(performance(

of(a(system.(

Information(and(communications(technology(

; Students(use(complex(ICT(tools(and(techniques(to(visually(

represent,(model,(reframe(and(refine(their(thinking(to(assist(in(

developing(new(understanding.((

; In(addition(to(recording(and(evaluating(the(decisions(and(actions(

taken(when(developing(new(understanding(and(solving(problems,(

students(learn(to(assess(their(suitability(for(new(situations(and(

make(adaptations(where(necessary.(


3854040); Students,(individually(and(in(teams,(use(ICT(to(make(detailed(

project(plans(that(sequence(tasks(to(be(done,(resources(needed(

and(timelines(for(completion.(

Thinking(processes(

; Students(work(with(others(to(modify(their(initial(questions(and(to(

develop(further(their(understanding(that(sources(of(information(

may(vary(in(their(validity.(

Resources&/&Safety&requirements&

Food(Technology(Kitchen:(Students(must(be(able(to(demonstrate(

appropriate(responsibility(and(safety(requirements(to(be(able(to(cook(in(

the(kitchen(

Assessment& Formative:(

Students(will(be(assessed(on(their(use(of(kitchen(tools(and(safety(

procedures(developed.(

(

Summative:(

Students(will(be(assessed(according(to(criteria(on(their(final(product(

creation(and(evaluation.(

(

&

&

1

Lesson&Evaluation&(

(

2



Student&Resources!!Duration&&

ENGAGE& Student!are!welcomed!to!class!and!asked!to!come!up!the!front!for!a!reminder!of!safe!kitchen!practices!and!expectations!for!the!lesson.!They!are!reminded!they!have!only!have!1hr!to!prepare!and!cook!their!meal.!

Food!Technology!Kitchen!

! !

5!minutes!!

EXPLAIN&

&

&

&

Student!reminders:!!

; Collect!all!ingredients!and!tools!needed!at!the!start!of!the!lesson!before!you!start!cooking!

; Reminder!of!how!to!use!on!oven!and!stove!top!(move!racks!to!appropriate!level!before!turning!oven!on)!

; Use!appropriate!knives,!chopping!boards!and!saucepans!etc.!

; Clean!up!as!you!go!; Ask!questions!if!unsure!on!how!to!use!something!or!

what!!something!in!your!recipe!means,!so!forth!

!

Food!Technology!Kitchen! 5!minutes!

!

!

!

EXPLORE& Students!should!have!come!to!class!with!recipes!and!extra!ingredients!or!tools!the!kitchen!could!not!supply.!

Students!are!given!the!opportunity!to!collect!ingredients!and!start!preparing!their!meal.!

Students!need!to!present!and!photograph!their!meal!

Students!need!to!start!cleaning!up!

Food!Technology!Kitchen!

!

60!minutes!

!

!

!

!


3854040)ELABORATE& Students!are!required!to!evaluate!their!meal!according!to!

the!criteria!in!the!assignment.!

Section(4:(Evaluation((8(marks)(!&(a)&Evaluating&the&food&product&(8&marks)&!

The!candidate!must!evaluate!the!food!product!in!respect!of:!!! The!suitability!of!the!food!product!based!on!the!results!of!

research!!! The!suitability!of!the!food!product!based!on!the!results!of!

sensory!testing!!! Adaptations!or!improvements,!which!could!be!made!to!the!

product,!or!give!reasons!why!no!changes!are!required!!! The!overall!suitability!of!the!food!product!based!on!the!

needs!of!the!brief!!! !

! 20!minutes!

EVALUATE& Students!are!given!10!minutes!to!clean!up!any!remaining!dishes!and!equipment!from!the!bench!space.!Anyone!who!has!not!finished!will!need!to!stay!back!at!lunchtime!until!they!have!cleaned!up.!

Students!are!reminded!that!their!assignment!with!all!elements!collated!is!to!be!handed!in!in!2!days!time.!

! 10!minutes!!

!

!

Inclusion)and)Diversity)) ) Lauren)Gaschk))

3854040)LESSON&PLAN:&Long&term&health&consequences&!&&Focus&of&Lesson&& Long&term!health!consequences!!



100!minutes!(Double!lesson)!

Year!9! 25! Classroom!

Learning&aims& & To!develop!an!understanding!of!the!consequences!of!poor!nutritional!choices!

& To!learn!about!different!health!issues!within!the!Australian!population!including!Indigenous!Australians!


& Students!gain!an!understanding!of!the!long!–term!health!consequences!associated!with!poor!nutritional!choices!


& Students!examine!the!relationship!between!nutrition!and!stages!of!growth!and!development,!and!the!eating!practices!associated!with!different!stages!in!life.!

& Students!analyse!the!links!between!diet!and!current!community!health!issues,!and!consider!special!dietary!needs,!and!ways!of!improving!their!own!diet.!

& They!research!patterns!of!food!consumption!in!Australia!and!investigate!factors!that!influence!food!choice,!such!as!changes!in!family!life.!

& Students!learn!to!use!simple!health!data!to!identify!the!major!causes!of!illness,!injury!and!death!in!Australia!

!Interdisciplinary&Learning&&

Design,!creativity!and!technology:!; Students!develop!appropriate!evaluation!criteria!and!use!them!to!

assess!design!ideas,!choice!of!materials/ingredients!and/or!systems!components,!production!techniques!and/or!performance!of!a!system.!

Information!and!communications!technology:!; Students!use!complex!ICT!tools!and!techniques!to!visually!

represent,!model,!reframe!and!refine!their!thinking!to!assist!in!developing!new!understanding.!!

; In!addition!to!recording!and!evaluating!the!decisions!and!actions!taken!when!developing!new!understanding!and!solving!problems,!students!learn!to!assess!their!suitability!for!new!situations!and!make!adaptations!where!necessary.!

; Students,!individually!and!in!teams,!use!ICT!to!make!detailed!project!plans!that!sequence!tasks!to!be!done,!resources!needed!and!timelines!for!completion.!

Thinking!processes!


3854040); Students!develop!questioning!techniques!appropriate!to!the!

complexity!of!ideas!they!investigate,!to!probe!into!and!elicit!information!from!varying!sources.!

; Students!explore!differing!perspectives!and!issues!in!depth!and!identify!a!range!of!creative!possibilities.!

; Students!work!with!others!to!modify!their!initial!questions!and!to!develop!further!their!understanding!that!sources!of!information!may!vary!in!their!validity.!

!Cross&Curriculum&priority&&&

Aboriginal!and!Torres!Strait!Islander!histories!and!cultures:!; Aboriginal!and!Torres!Strait!Islander!Peoples’!ways!of!life!are!

uniquely!expressed!through!ways!of!being,!knowing,!thinking!and!doing.!

; Aboriginal!and!Torres!Strait!Islander!Peoples!have!sophisticated!family!and!kinship!structures.)

Resources&& Webnode:!free!website!creation!http://us.webnode.com!!

Assessment& Formative:!Students!will!be!assessed!on!the!time!and!effort!they!put!into!researching!their!chosen!topic,!along!with!cooperative!partner!work.!!Summative:!Students!will!be!assessed!in!2!lessons!time!when!they!are!required!to!present.!!

!&&

1

Lesson&Evaluation&!!

2




ENGAGE& Class%brainstorm:%Start%by%asking%students%questions%and%creating%a%mind%map%of%the%long%term%health%consequences%they%know%of,%ask%questions%such%as%“What%are%common%health%concerns%for%Australians?”%“Are%these%health%concerns%different%to%Indigenous%Australians?”%“Are%they%more%prevalent%in%children%or%adults?”%“What%are%symptoms%of%some%of%these%conditions?”%Get%students%engaged%with%each%other%and%involved%in%the%discussion%as%much%as%possible.%

E%Whiteboard,%possibly%online%mind%map%%% %

10%minutes%%

EXPLAIN& Students%are%handed%out%their%final%assessment%piece%for%the%unit%and%as%a%class%we%go%through%the%assessment%and%discuss%criteria%and%expectations.%%Assessment:%Students%in%pairs%pick%one%consequence%and%create%a%informative%website%page/brochure%including%statistics%and%links%to%Indigenous%health%%Criteria:%

E Brief%description%of%the%health%consequence%E Describe%the%Food%choice/%Eating%habits%that%lead%to%

symptoms%E Identify%the%populations%most%at%risk%E How%prevalent%is%this%health%consequence%in%

Indigenous%Australians%and%why?%E List%the%symptoms%of%the%health%consequence%E Research%and%describe%a%government%or%local%

initiative%developed%to%promote%awareness%or%prevent%this%health%consequence%

E Discuss%the%possible%lifestyle%and%food%choices%that%individuals%can%take%to%decrease%the%likelihood%of%having%or%symptoms%of%this%health%consequence.%

%Students%are%given%the%assessment%rubric%that%they%will%be%assessed%against%so%that%they%are%aware%of%the%elements%

Assessment%handout%E Including%rubric%

%%

15%minutes%%%%%%%%%%%%


3854040)that%are%required%within%their%presentation%and%what%is%necessary%to%achieve%a%high%grade.%

EXPLORE& Students%are%given%the%opportunity%to%choose%their%partner%for%this%assessment%(Remind%them%to%choose%wisely,%“Who%will%help%me%learn%more%and%get%the%work%done?”)%%Students%begin%researching%and%choose%their%health%consequence%that%they%will%focus%on.%%%Students%divide%the%assessment%criteria%and%allocate%roles%to%each%partner.%%

E%Students%use%laptops:%E Webnode%E Publisher%%E Powerpoint%E Internet%

20%minutes%%%%%%%%%

ELABORATE& Students%are%encourage%to%ask%questions%about%the%assessment%task%and%are%challenged%on%their%research%and%types%of%references%used.%%

Students%use%laptops:%E Webnode%E Publisher%%E Powerpoint%E Internet%

45%minutes%

EVALUATE& Students%are%to%write%down%at%the%end%of%class%which%elements%of%the%assessment%they%worked%on%in%comparison%to%their%partner%and%organize%who%will%be%do%what%with%their%partner%for%the%next%upcoming%lesson%and%what%extra%work%may%need%to%be%done%at%home%in%between.%

% 10%minutes%%

%

Unit%Justification%!The!developed!unit!above!is!a!great!resource!that!extends!and!challenges!students!in!subjects!that!can!sometimes!be!underrated!within!the!school!curriculum.!It!allows!students!to!connect!real!life!situations!and!historical!information!to!their!lives!to!not!only!benefit!them!academically!but!also!physically!and!emotionally!for!life!long!change.!This!multi<literacy!unit!explores!the!different!cultural!and!social!contexts!of!healthy!eating!including!the!food!choices!over!time!and!it’s!effects!on!not!just!the!anglo<saxon!white!Ausralians!but!also!of!our!native!Indigenous!Australians.!It!also!incorporates!the!impact!that!the!introduction!of!anglo<saxon!foods!has!had!on!the!cultural!and!physical!health!of!Indigenous!Australians.!!This!unit!incorporates!a!wide!variety!of!ICT!and!research!based!collaborative!work!that!allows!students!to!learn!in!new!and!innovative!ways!that!induce!student!participation!and!engagement.!It!allows!the!content!to!make!connections!with!today’s!communication!milieu.!This!unit!also!allows!students!to!enhance!their!ICT!skills!and!understanding!of!Aboriginal!and!Torres!Straight!Islanders.!It!allows!students!to!link!the!history!of!Australia!with!modern!technological!advance!of!today!and!the!future.!This!is!a!well<put!together!unit!that!promotes!participation!with!the!curriculum!and!connects!well!with!student’s!daily!lives!and!life!style!choices,!setting!them!up!for!the!years!ahead.!!!!Unit!Developed!and!Created!by!Krystal!Zvezdakoski!&!Lauren!Gaschk!

health & food technology unit- krystal z & lauren g

Documents

pr students

guidelin students

nutritionkrelat students

lan students

o students

c students

inve students

healt yearlevel