Belin Bator

Food and the Future:Lesson Plan 4- Health and

P.E
Date:
15/10/15

Year Level:
10

Lesson Duration:
100 Minutes

Title of Lesson:
Food Security and Food Waste
Outcomes:
The Students will understand the relationship between food security
and food waste
Aims:
Students will understand the concept of Food security
Students will be able to identify the main risks to food security
Students will be able to make connections between food security
and food waste.
Links to AusVels:
Strand: Physical, Personal and Social Learning
Domain: Health and Physical Education
Dimension:

Propose, practise and evaluate responses in situations where external

influences may impact on their ability to make healthy and safe choices
(ACPPS092)
Critique behaviours and contextual factors that influence the health and
wellbeing of their communities (ACPPS098)

Strand: Discipline-Based learning

Domain: Science
Dimension:

Select and use appropriate equipment, including digital technologies, to

systematically and accurately collect and record data (ACSIS200)

Strand: Discipline Based Learning

Domain: Geography and Social Sciences
Dimension:
The environmental worldviews of people and their implications for

environmental management (ACHGK071)

The application of human-environment systems thinking to understanding
the causes and likely consequences of the environmental change being

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investigated (ACHGK073)

Prerequisite Knowledge:
Year 9 Humanities Food Security Unit

Location/Setting:
Classroom
Classroom Management Strategy:
Three step process (stop, move seats, outside)
Key Words (Vocabulary):
Food Waste
Food Security/Insecurity
Materials, Resources or equipment required:
Mobile Phone/Tablet
Teacher Laptop-Projector Cord/ Speaker
Student Laptop
Resources:
Application- http://leftoverswap.com/howtheheck.html
PowerPoint Presentation- https://www.emaze.com/@AILOZTZZ/fw
Video- https://vimeo.com/98441820

Lesson Introduction:
Connecting, engaging & modelling inquiry

Students to spend the first 10 minutes of the

lesson looking at the Left over Swap
application. Students become familiar with the
application and start to discuss with each other
how much food people in their area are not
eating. They begin to form opinions about
wastage and reflect on their own self. (EXPLORE)
(ICT APPLICATION- THINKING & VISUALISING)
Teacher will then play a video about food
security in Australia and discuss relationship

Time Allocated
30 Minutes

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between the two. (ELABORATE)

CROSS CURRICULUM Sustainability
The Sustainability priority is futures-oriented, focusing
on protecting environments and creating a more
ecologically and socially just world through informed
action. Actions that support more sustainable patterns
of living require consideration of environmental, social,
cultural and economic systems and their
interdependence (Australian Curriculum 2015)

Lesson Main Body:

Guiding inquiry and Practice
Students will write a report on the campaign
'Intermarche', a French chain of supermarkets,
organized in 2014 to cut down on food waste.
The report will be based around these questions:
Provide background information on the company
(have they done this in the past), What do they
mean by foods out of the norm? Does it make a
difference to the actual quality of the food?
Name the techniques they have used to promote
and implement their ideas? What were the
results? Are they still operating this campaign
today and how are they doing it? Can we
implement this in our supermarket stores? If so
how or have we already done this? If we have
what were the results? Can you provide any
recommendations? (ENGAGE/EXPLORE)
Lesson Conclusion:
Sharing Explaining and Receiving inquiry

Students will have an opportunity to ask

questions about the report and clear any
questions they may have. (EXPLAIN)
Students will get an opportunity to use the
application for homework and see how many
foods in their local area are up for swapping.
Students will also need to review the application
(ICT APPLICATION)

Time Allocated
50 minutes

Time Allocated
20 minutes

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Differentiation Teaching
Students who have difficulty with ICT will work in pairs
The report can be submitted in a written format, Power Point,
recorded, or as a video.

Strategies for Advanced

Students
Peer support for students
who require further
assistance.
Continue on with weekly
food diary.

Strategies for students requiring

assistance
Set small goals at the beginning
of the class that these students
will meet. This will create a
reward system.
Further questioning time and
group work.

Assessment of Student Learning:

Written Report (Formative Assessment)
Class and General Discussion (Formative Assessment)

Lesson Plan 2- Health and P.E

Date:
14/10/15

Year Level:
10

Lesson Duration:
100 Minutes

Title of Lesson:
Food Production and Marketing
Outcomes:
The Students will understand the various forms of food production
and marketing strategies.
Aims:
Students will understand the concept food marketing.
Students will be able to identify the various forms of food
production.
Students will be able to understand how we get food to the table
from production to marketing strategies.
Links to AusVels:
Strand: Physical, Personal and Social Learning

Belin Bator

Domain: Health and Physical Education

Dimension:

Propose, practise and evaluate responses in situations where external

influences may impact on their ability to make healthy and safe choices
(ACPPS092)
Critique behaviours and contextual factors that influence the health and
wellbeing of their communities (ACPPS098)

Strand: Discipline-Based learning

Domain: Economics and Business
Dimension:

Analyse data and information in different formats to explain cause and

effect relationships, make predictions and illustrate alternative
perspectives (ACHES057)

Apply economics and business knowledge, skills and concepts in familiar, new and
hypothetical situations (ACHES059)

Strand: Discipline Based Learning

Domain: Design and Technology
Dimension:

Investigate and make judgments on the ethical and sustainable production

and marketing of food and fibre (ACTDEK044)
Investigate and make judgments on how the principles of food safety,
preservation, preparation, presentation and sensory perceptions influence
the creation of food solutions for healthy eating (ACTDEK045)

Prerequisite Knowledge:
No Prerequisite Knowledge
Location/Setting:
Local Supermarkets Safeway and Coles (ALTERNATIVE SETTING)
Classroom Management Strategy:
Three step process (stop, move seats, outside)
Key Words (Vocabulary):
Food Production
Branding
Materials, Resources or equipment required:
Paper/Pens
Mobile Phones/Tablets

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Resources:
N/A
Lesson Introduction:
Connecting, engaging & modelling inquiry

Time Allocated

Students will explore farming practices and

processes involved in producing familiar food
products through a video. Teacher will ask
students what this may be like in the future.
Including genetic modifications, increase in
chemicals. (EXPLORE/ENGAGE)
Students will discuss the importance of
supporting Australian food production (farming).
They will reflect on intercultural experiences and
the implications on Australian food productions
(INTERCULTURAL UNDERSTANDING). Students
will watch a video on Australian made products.
7 Ps of Marketing is defined. Product, Place,
Promotion, Price, People, Positioning &
Packaging.

35 Minutes

Lesson Main Body:

Guiding inquiry and Practice
Teacher will take students to the local
supermarkets and discuss food marketing and
branding on packages.
Students will have free time in two different
supermarkets in the one complex Woolworths
and Coles (splitting the class). They will choose 5
products which have all been produced in a
different way. For each product they must take a
photo through their phones and find what makes
the branding of this product appealing. They
need to relate this to the 7 Ps of Marketing.
(ELABORATE)

Time Allocated
50 minutes

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Lesson Conclusion:
Sharing Explaining and Receiving inquiry

Class explanation on 7 Ps of Marketing and how

we see food marketing to be evolving in the
future compared with the ones we found in the
supermarket. (EXPLAIN)

Time Allocated
15 minutes

Differentiation Teaching
Students will work in pairs during supermarket task
7 Ps can be explained visually as a PowerPoint or YouTube Clip

Strategies for Advanced

Students
Peer support to students who
require more assistance.
Work on Project (end of 12
week presentation)

Strategies for students

requiring assistance
More questioning time and
teacher group work.
Will show videos and provide
further worksheets for
struggling students. This will
be offered to the entire class
so there is no singling out.
Stop class show all of them a
video of 7 Ps.
Set small goals at the
beginning of the class that
these students will meet. This
will create a reward system.

Assessment of Student Learning:

General class discussion and brief (FORMATIVE)
Answers supplied by teacher (FORMATIVE)