Wednesday A – Period 3: Year 9 Food Technology (Theory) 20/06/18

Unit/Lesson Title: Our Changing Needs – Food for Special Needs/Lifecycle Lesson Duration: 75 minutes (1 period) Stage: 5 Year: 9 Class: 9X
Rationale: Students will learn about Syllabus Outcomes Syllabus Content
the adulthood and elderly stage of 5.1.1 Demonstrate hygienic handling of food to Students learn about:
the human lifecycle. They will create ensure a safe and appealing product  Nutritional requirements of different stages of different
a meal plan for the day for an adult. 5.3.1 Describes the relationship between food stages of the lifecycle
consumption, the nutritional value of foods and - Pregnancy 3.2 Plan lesson sequences using
the health of individuals and communities - Lactation knowledge of student learning,
5.3.2 Justifies food choices by analysing the factors - Infancy content and effective teaching
that influence eating habits - Childhood strategies – The first lesson has
- Adolescence students look into the nutritional
Prior Knowledge: Students will have Risk Assessment: - Adulthood requirements for each human life
a basic knowledge on foods and -Ensure that bags are placed under the desks to - Aged stage.
their nutrients. prevent a tripping hazard
-Ensure there is correct lighting Students learn to:
 Outline the special nutritional requirements at different
stages of lifecycle for both females and males
Resources: Whiteboard, whiteboard markers, booklets, pens, laptop.
Specific Teaching Target: To have students finish the topic of the lifecycle stages with thorough knowledge of their nutritional requirements.
Learning Time Teaching Assessment
Content/Learning Experience Class Organisation
Outcomes Guide Strategies Techniques
Introduction
To have students 5 mins Teacher to ask students to enter the classroom in an Verbal instructions. Class to enter as a That students are
enter the orderly fashion, collect their booklet and sit down at group, then disperse able to listen to
classroom safely the table. to their tables in instructions.
and to collect their smaller groups.
booklets ready for Teacher to explain what the lesson will entail and Oral discussion.
the lesson. ask students to turn to page 13.
 Body
15 mins Teacher to bring the booklet page up on the Use of ICT. Students to remain
projector. seated in groups
around the tables.
Students to work Teacher to ask the students to come up with a meal Allowing students That students can
independently, plan for adults for a whole day, including the to work prepare answers of
then together as a nutrients contained within each meal. Teacher to independently their own from
class. walk around the room, ensuring students are then come what they already
writing down answers. together as a class know.
for clarification
Teacher to then ask students for answers, and are with the input of That students can
written on the board, for all students to then copy teacher feedback. prepare answers of
down if they don’t have an answer. their own from
what they already
Students to work 10 mins Teacher to then announce to the class that the Allowing students know – and if they
independently, lesson is moving on to the next part of the page – to work don’t they are able
then together as a the questions on adults and their dietary and independently to understand
class. nutritional requirements and they are given 5 then come answers provided
minutes to complete it. together as a class to them.
for clarification
Teacher to then ask the class for their answers, with the input of
writing them on the board, for all students to then teacher feedback.
copy down if they don’t have an answer.

2 mins Teacher to ask for a volunteer to read the next That students are
pages paragraph on “The Aged”. able to read clearly
and confidently.

Students to work 10 mins Teacher to get the students to answer the review Allowing students That students can
independently, questions on the entire lifecycle stages – number 4 to work prepare answers of
then together as a first as a class as it is related to the above text on independently their own from
class. the elderly. Teacher to give students 5 minutes to then come
 complete the review questions and then discuss to together as a class what they already
the class. for clarification know.
with the input of
teacher feedback.
Students to work 28 mins Teacher to then ask student to turn to page 15, and
independently, and introduce the new task of creating a poster or
produce efficient brochure for teenagers on how they’re healthy and That students are
work. how they aren’t. Students are given the remainder able to work
of the lesson to start and almost complete it – they independently in
can use pencils and paper, or their laptops. grouped
environments, and
5 mins Conclusion are able to apply
Teacher to ask students to pack up their work and their knowledge
allow them to leave for lunch. into their work.

End of lesson
Transitions to next lesson: The next lesson, students will continue with the lifecycle stage, by justifying recipes for each stage in the lifecycle.

3.2 Plan lesson sequences using knowledge of student learning, content and effective
teaching strategies – This lesson follows the one before, where students have learnt the
nutritional requirements and must now apply that into another activity

Thursday A – Period 4: Year 9 Food Technology (Theory) 21/06/18

Unit/Lesson Title: Our Changing Needs -Food for Special Needs/Lifecycle Lesson Duration: 75 minutes (1 period) Stage: 5 Year: 9 Class: 9X
Rationale: Students will justify the Syllabus Outcomes: Syllabus Content
recipes they have matched with the 5.1.1 Demonstrate hygienic handling of food to ensure a safe and appealing Students learn about:
lifecycle stage, and learn about the product  Selection of nutritious
effects of under nutrition and over 5.4.1 Collects, evaluates and applies information from a variety of sources foods
nutrition. 5.5.2 Plans, prepares and presents and evaluates food solutions for specific
Prior Knowledge: Students to know Risk Assessment: Students learn to:
nutritional requirements for each -Ensure that bags are placed under the desks to prevent a tripping hazard
stage of the lifecycle. -Ensure there is correct lighting to avoid eye strain
  Design, plan and prepare
balanced diets for various
stages of the lifecycle
Resources: Whiteboard, whiteboard markers, booklets, pens, laptop, projector.
Specific Teaching Target: For students to be able to understand the effects of under nutrition and over nutrition.
Learning Time Teaching Assessment
Content/Learning Experience Class Organisation
Outcomes Guide Strategies Techniques
Introduction
Student’s ability to 5 mins Teacher to ask students to enter the classroom, Oral instructions. Students to enter The ability of
listen to collect their booklets and sit down. the class as a group, students to come
instructions. Teacher to mark the attendance and then introduce and sit in groups into the classroom
the lesson to the class and ask them to turn to page around the tables. safely, and listen to
16 to ‘Selection of Nutritious Foods’. instructions.

Body
Student’s ability to 20 mins Teacher to provide recipes for students to use for Oral presentation. The ability if
begin work the activity of selecting ONE lifecycle for each recipe students to
independently. and give their justification. participate in class
discussion.
Student’s ability to Teacher to give the students 15 minutes to Class discussion
finish set work in complete this task and share with the class. Teacher and sharing of
time frame and to write down answers on board for students who answers.
provide answers. don’t have any answers.

Teacher to ask a student to read the first paragraph

Student’s ability to 20 mins
demonstrate their
knowledge by
participating in
class discussion.
on page 17 ‘Diet-related Disorders’. Teacher to read Reading to class. Students to remain Student’s ability to
the ‘Under-nutrition’ paragraph and explain what seated throughout identify food
each factor of under-nutrition can lead to, and firstly the remainder of sources for each
ask students for examples of food sources to the class. factor.
reverse these factors (deficiency), and then provide
them with answers.
 10 mins Teacher to then read ‘Over-nutrition’ and ask Opportunity for Student’s ability to
students on how the over-nutrition factors can be independent work, provide solutions to
prevented. If they cannot provide answers, teacher then a class the problems of
to provide answers. discussion. over-nutrition.

Student’s ability to 15 mins Teacher to then ask the class to bring their attention Opportunity for Student’s
read with to page 18 ‘Anorexia and Restrained Eating’. independent work, knowledge on
confidence and Teacher to ask a student to read the paragraph, and then a class eating disorders.
clarity. students are to answer the question on the discussion.
behaviours associated with anorexia and bulimia If
they cannot provide enough answers, the teacher is
to provide them, by writing them on the board.

Conclusion
Student’s ability to 5 mins Teacher to ask students to pack away their Oral instruction. Student’s ability to
clean up the equipment and hand the booklets back to front of clean up and leave
classroom. the classroom, then ask them to leave the the classroom.
classroom in an orderly fashion.

End of lesson
Transitions to next lesson: The next lesson will continue on with diet-related disorders, where students will watch a video on a woman suffering from
Anorexia, and the students will look into how it has affected her life in different aspects.