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Food Glorious Food

Year 9 Studies of Food, Nutrition and Health

Learning Module

Abstract

This course focuses on the basic components of food, the nutritional value of foods and how students can select a balanced diet appropriate to their needs. Students will develop their food preparation skills using a wide variety of equipment and gain a greater understanding of the food groups and nutrients, their importance in a balanced diet and experiment with food preparation techniques using these foods. The problems associated with poor food choices and how life cycle, health and lifestyle changes can create special food needs will also be examined. Knowledge Domain Hospitality, cooking Topic Food and Nutrition

Keywords

Food, Nutrition, Health, Balanced Diet, Food Preparation Skills.

Knowledge Objectives

These objectives are based on the ACT Curriculum Framework: Every Chance to Learn.

As a result of completing this learning module, students will be able to:

  • use a range of strategies to think and learn
  • make considered decisions
  • contribute to group effectiveness
  • take action to promote health
  • design, make and appraise using technology
  • identify food nutrients and describe their role
  • describe nutritional needs throughout the human life cycle
  • investigate and describe dietary related diseases

1. Safety in the Kitchen

For the Student

Comment: Discuss the safety issues you can identify in a picture of a kitchen.

Fig. 1: A Safe Kitchen

For the Teacher

Give the students a picture representing some problems in the kitchen. Through an online discussion forum in Scholar, discuss the problems and what should be done instead.

(Add file of probelms in the kitchen)

2. Food, Glorious Food

For the Student

Watch a song called "Food, Glorious Food" about favorite foods that people like to eat.

Think about what are your favourite foods - the things you most like to eat. Record these with pictures on Post-it notes. Make 3 Post-it notes

Comment: What are your favourite foods? List at least three. Read other students' comments. Comment on at least 3, noting similarities and differences in your favourite foods and explaining why you like a particular food. When you comment, let them know you are commenting on them by starting with @Name (and insert their name).

Food_Glorious_food_1.wmv
Fig. 2: Colourful Food at a Produce Market

For the Teacher

Food, glorious food - video and discussion

Students view video with the song "Food, glorious food" on it as a focus.

'Food_Glorious_food_1.wmv'

Group discussion about where the song come from: Opening scene of musical Oliver where the children in the work factory are fed the same meal of gruel every day for every meal. The song is about what the children wish they could be eating instead and all their favourite foods. After the song Oliver draws the long straw where he is given the task of going up to the cook and asking "Can I have some more. . ."

Ask students to think about their favourite foods and draw 3 of their favourite foods onto post-its.

Ask students to think about food, eating and the following questions (discuss in pairs and share conclusions with the class):

Comment: What happens when you have too much food?

What happens when you don't have enough food?

What happens when you don't have the right types of food?

3. What is Nutrition?

For the Student

Read the poem The Ambulance Down in the Valley.

Comment: What is the poem trying to say about the way people should eat?

Nutrition_Poem.pdf
The_Ambulance_Down_in_the_Valley.mp3
Fig. 3: The Ambulance Down in the Valley

For the Teacher

Give the students a copy of the poem or they can access it electronically, and have them describe how the poem relates to healthy eating.

4. Healthy Eating Pyramid

For the Student

Look at a "Healthy Food Pyramid". Identify the types of food that appear in each section.

Refer back to your pictures of your favourite foods. Take a look at your pictures and decide what combination of foods each one has been made up of. Record next to your picture the combinations of foods for each of your favourite foods.

Collect a sticker for each of the foods that you have listed that go together to make up your favourite foods. Place the picture of your food on the outside of the pyramid poster and then place the stickers on the inside of the pyramid in the correct section for each food type.

When everyone in the class has placed their stickers and pictures up, answer the questions  about the healthy eating pyramid.

Complete the worksheet in which you to identify what section of the healthy eating pyramid that foods belong.

Fig. 4: The Food Pyramid

For the Teacher

Healthy Eating Pyramid

Introduce the students to the healthy eating pyramid (A triangle divided into 3 sections. At the bottom is foods that should be eaten the most - fruit, vegetables, cereals; the middle section is foods that should be eaten moderately - cheese, milk, yoghurt, meat, eggs and fish; at the top are foods that should be eaten in small amounts - fats, oil and sugar. Students discuss the foods in each section and what is included.

Have the students refer back to their favourite foods and decide what each food is made up of ad list next to their picture what combination of foods their favourite food is made up of: eg a chocolate milk shake is a combination of milk and sugar. A ham and pineapple pizza is a combination of bread, fruit, vegetable, meat and cheese. for each of the foods their combination food is made up of the students collect a sticker.

Have a large poster with the food pyramid in the middle. The students place the drawings of their favourite foods around the outside of the pyramid and place the stickers to represent the combination of their favourite foods inside the pyramid in the correct placed. ie a sticker to represent fruit goes in the bottom section of the pyramid, a sticker to represent sugar goes in the top section of the pyramid.

When all students have placed their pictures and stickers on the pyramid, as a class discuss what the students can deduce about:

Where are most of the stickers placed?

Where is the moderate amount of stickers placed?

where is the least amount of stickers placed?

Draw conclusions about how the representation of the class favourite foods relate in terms of the healthy food pyramid guidelines.

Have students consider the diets of the children in the work factory in "Oliver" and the fact that they were eating gruel every day for every meal. What would their diet look like when mapped on the food pyramid?

Individually students complete a sheet identifying different food types and where they belong in a healthy eating diet.

5. Dietary Guidelines

For the Student

For this activity you will need to form a cooperative group.

Yourraw up a 4 x 8 grid on the paper your teacher will provide you with.

Write the title: Dietary Guideline Challenges.

Along the top of the grid write the headings:

Dietary Guideline

Advantages to following these guidelines.

Consequences of not following these guidelines.

Why it is difficult to follow this guideline.

For each guideline your group will need to discuss the guidelines according to the headings at the top of the columns.

Comment: Share your results with the class.

Fig. 5: Australian Guide to Healthy Eating (2013)

For the Teacher

Dietary Guidelines

Have students form into groups of about 4. On a large sheet of paper have them draw a grid of four columns and eight rows. At the top write the heading "Dietary Guideline Challenges". At the top of the first column have them write the heading "Dietary Guideline", in the second column write the heading "Advantages to following these guidelines", in the third column write the heading "Consequences of not following this guideline" and in the last column write the heading "Why it is difficult to follow this guideline".

Under the heading "Dietary Guideline" in the second row have students write: Eat a variety of foods. Have them then discuss in their group the advantages, consequences and difficulties for the guideline recording their responses in each column. Give students a set time limit to work through the activity and share part of their discussion with the rest of the group.

Work through the remaining guidelines in the same way.

- Maintain a healthy weight.

- Choose a diet low in fat.

- choose a diet with plenty of vegetables, fruits and grains.

- Use sugars only in moderation.

- Use salt/sodium in moderation.

- If you drink alcohol do so in moderation.

Have students draw up an individual chart in their books to complete.

6. Healthy Eating vs Dietary Guidelines

For the Student

Draw up a Venn Diagram. On the left side is the Healthy Eating Pyramid. On the right side are the Dietary Guidelines. In the middle circle is what they have in common.

Use the Venn Diagram to draw conclusions about things that are the same and different when you compare the Healthy Eating Pyramid to the Dietary Guidelines.

Comment: What are your conclusions? Comment on the comments of other students, especially if they add a conclusion that you had not thought of. You could start your comments with @Name, I did not know that...... or @Name That is interesting because………..

Fig. 6: Venn Diagram

For the Teacher

Healthy Eating vs Dietary Guidelines

Have students draw up a Venn Diagram to compare the Healthy Eating Pyramid to the Dietary Guidelines.

As a class discuss what elements students have found to be the same and different.

7. Healthy Eating Activities.

For the Student

Visit the Nutrition 2010 website and complete the activities on it.

For the Teacher

Have students visit the Nutrition2010 Website to organise the information they have learnt about healthy eating with an activity that requires them to organise food into the correct groups, to create a balanced plate and unmuddled meals.

8. Cook a Balanced Meal

For the Student

Use a recipe to show what you know about the Healthy Eating Pyramid and dietary guidelines, deciding if it is a recipe for a balanced meal.

Prepare the meal that you have been given the recipe for.

ZUCCHINI_AND_NOODLE_SLICE.doc

For the Teacher

Give the students a recipe (e.g: zucchini and noodle slice 'ZUCCHINI_AND_NOODLE_SLICE.doc') of a balanced meal, get them to use the Healthy Eating Pyramid and Dietary guidelines to determine if it is a balanced meal and have them prepare the dish.

9. Food Diary

For the Student

Food Diary

For this assignment you will need to keep a food diary of all the foods you eat over the period of a week and at the end of the week analyse you diet with regards to the ‘Healthy Eating Guidelines”.

  • Eat a variety of foods every day;
  • Maintain a healthy weight;
  • Choose a diet low in fat;
  • Choose a diet with plenty of vegetables, fruit and gains;
  • Use sugars only in moderation;
  • Use salt in moderation.
  • Food Diary:
  • You will need to keep a detailed food diary of all the foods you eat over the period of a week. In your food diary you will need to list the time, food/s eaten, serving size.
Food_Diary_Assessment.doc

For the Teacher

Food Diary Assessment

Use this task as an initial assessment activity.

10. What do You Know about the Digestive System?

For the Student

What do you know about the digestive system? In groups draw the digestive system and explain to the class what you have drawn.

For the Teacher

Get students to draw and label the digestive system as best they can in groups and share their information with the class.

11. The Digestive System

For the Student

Go to the Nutrition2010 website and complete the 6 tasks on the digestive system.

Comment: What was one important thing that you learned? 

For the Teacher

Provide students with information about the digestive system. Discuss the chief goal of the digestive system, the parts of the digestive system and have students label the parts of the digestive system.

This activity can be completed online through the Nutrition2010 website.

12. Poo Chart

For the Student

Fill in the information on the Poo chart.

Poo_Chart_Student_Table.doc
Poo_chart.docx
Poo_chart.docx

For the Teacher

Provide the students with information to go with the poo chart about the different types of poo and their causes.

'Poo_Chart_Student_Table.doc'

'Poo_chart.docx'

'Poo_Chart.ppt'

13. Macro and Micronutrients

For the Student

During this activity you will learn about the macro and micronutrients, how they relate to the food labels and the composition of the human body.

You will be preparing a recipe of one of the food labels you have looked at.

Function_and_Role_of_Nutrients.ppt
nutritional_for_chcoc_rolls.jpg
nutritional_information_bacon_rolls.jpg
BASIC_BREAD_RECIPE.doc

For the Teacher

Provide students with information about Macro (big) nutrients and Micro (small) nutrients.

'Function_and_Role_of_Nutrients.ppt'

Have the students examine food labels and identify which of the nutrients are listed on them. Have the students discuss why they think these nutrients are listed.

From looking at macronutrients and micronutrients, explain to the students that these nutrients are called "essential" nutrients. Ask the students to discuss in pairs and share with the group what essential nutrients means to them.

Give the students information about what the body is made up of and the percentage composition discussing the similarities between what the body is made of and the macro and micro nutrients.

Have students prepare a recipe after looking at a food label for that recipe (e.g. cheese and bacon rolls, chocolate scrolls -

'nutritional_for_chcoc_rolls.jpg'

'nutritional_information_bacon_rolls.jpg'

'BASIC_BREAD_RECIPE.doc'

14. Analysing a Recipe for Nutritional Value

For the Student

Look at a recipe of a meal you are going to prepare during the practical lesson.

Analyse the ingredients and place them into the categories of macro nutrients.

Comment: After the practical lesson where you prepare the meal, reflect on what you learned about the food you prepared and macro nutrients.

Macronutrient_recipes.doc
prac_self_evaluation.pub

For the Teacher

Give the students a recipe of a food they are going to prepare in a practical lesson eg Spaghetti Bolognaise Bake ('Macronutrient_recipes.doc').

Have them analyse the recipe ingredients and list the ingredients that are macro nutrients and which category of macro nutrients the ingredients fit into. Have the students rate the recipe based on the number of macro nutrients it contains.

Have the students prepare the meal and reflect on the food. 'prac_self_evaluation.pub'.

15. Proteins

For the Student

Look at thr information about Proteins and complete the worksheet.

Proteins.ppt
Nutrition_Worksheep.pub
Australian_Meat_Pie.doc

For the Teacher

Provide students with information about proteins, ('Proteins.ppt') including what are proteins, what are amino acids, why the body needs protein, complete, incomplete and complementary proteins, what happens when there is too much protein or not enough protein in the diet.

16. Case Study

For the Student

Food and Nutrition

Assessment for learning: Proteins (may be completed in pairs)

Read the case study below and answer the questions at the end.

Case Study: Dan and Sonia are aged 27 and 26 years respectively. They have two children, Molly (four years old) and Amber (two years old). Sonia is expecting their third child.

Dan and Sonia want the whole family to have a vegan diet, which means that they will not eat any animal foods (meat, fish and poultry) or any animal food products (milk, butter, eggs, cheese, cream or yoghurt). They will only eat plant foods, including vegetables, fruits, cereals, nuts, seeds and beans and bean products such as Soya milk.

Sonia plans to breastfeed the new baby when it is born, as she did for the two girls. Dan and Sonia want to make sure that their diet is good enough for the girls and the new baby to grow well and for the whole family to stay healthy.

1. What advice would you give to Dan and Sonia about their diet to help them understand how they can make sure that they have enough protein and energy? (200 word minimum).

2. Design a day’s menu including breakfast, lunch, evening meals, snacks (morning and afternoon) and drinks that they and the children might like to eat. Provide recipes for all foods.

Protein_Assessment.pdf
LbD_CQ_Rubric_Protiens_assessment.doc

For the Teacher

Provide students with a case study of a vegan family, information about complimentary foods and have them give advice and suggest a day's menu for the family.

17. What is Fat?

For the Student

During this activity identify in a table each of the 4 types of fats, the foods that they are found in and the health benefits/risks from each fat.

Fats_.ppt
Introducing_Sat_and_Trans_--_The_Bad_Fats_Brothers_1.wmv
Fat_sisters.wmv
Fats_Worksheet.pub

For the Teacher

Provide students with information about the different types of fat.

Have the students share what they already know about fat before giving them with any information.

Share with them the PowerPoint information about fats including the Bad Fats brothers and Better Fats sister's video ('Fats_.ppt')

'Introducing_Sat_and_Trans_--_The_Bad_Fats_Brothers_1.wmv'

'Fat_sisters.wmv'

Have students record on a table the four different types of fat, the foods they are found in and the Health Benefits/risks.

'Fats_Worksheet.pub'

18. Study the Nutrition Chart

For the Student

During this activity look at the nutritional charts for two candy bars.

Comment: Decide which is the healthier bar to choose and discus why.

Fats_Worksheet_2.pub

For the Teacher

Give students two nutrition charts to compare with the same amount of fat, but with different amounts of Saturated, Polyunsaturated and Monounsaturated Fats. Have the students discuss which would be the better choice and discuss why.

'Fats_Worksheet_2.pub'

19. How Much Fats Quiz

For the Student

How much fat do you consume in your diet? Explain your answer.

Complete a quiz about fat in your diet and then look at your results.

Comment: What do you think about the actual amount of fat that you are consuming in your diet?

What changes could you make to improve the fat intake and types of fat that you are consuming?

fats_quiz.pdf

For the Teacher

Ask the students to rate how much fat they think they consume in their diet by giving a rating of 1 (not enough) 2 (good amount) 3 (a moderate amount) 4 (a large amount).

Have the class participate in the fats quiz: 'fats_quiz.pdf'

After taking the quiz have the students re-evaluate their fat intake and what changes they could make to improve the fat intake in their diet. Have students brainstorm as a class and then have students use a ranking ladder to list the 5 most important changes they think they should make.

20. Calculate and Cut the Fat

For the Student

For this activity you will be calculating the nutritional value of a recipe. Once you have created a nutritional table, write a comment about the nutritional value of the recipe.

What changes can you suggest to change the recipe in order to improve the nutritional value of the recipe and lessen the fat contact?

Recalculate the nutritional value of the recipe using the ingredient changes you have suggested.

How_to_cut_the_fat_information.pdf

For the Teacher

For this activity you can have students access the Nutrition2010 website.

Have students look at ways that recipes and cooking methods can be changed in order to reduce the amount of saturated fats in a recipe. ('How_to_cut_the_fat_information.pdf')

Give students a recipe (such as meatlovers pizza) and using a recipe nutrition calculation website have them calculate the nutritional value of the recipe and comment on what they can evaluate from the nutritional table they create.

After students have calculated and commented on the recipe have them come up with some solutions of what they can do to change the recipe in order to reduce the amount of saturated fat in the recipe. Have them recalculate the nutritional value of their recipe with the changes they have suggested.

Have students cook their pizzas with the recipe changes

21. Fats Recipes

For the Student

Analyse the practical recipes for this week's practical class for the number and types of fats.

Low_Fat_Oven_chips_and_chocolate_fruit_baskets..doc

For the Teacher

Have students analyse and prepare recipes that use foods that are high in fats and how to reduce fats from traditionally high fat foods.

'Low_Fat_Oven_chips_and_chocolate_fruit_baskets..doc'

22. Carbohydrates

For the Student

Look at the presentation and take notes on the information about carbohydrates.

Carbohydrates.ppt
Carbohydrates_Worksheet.pub
types_of_sugars.pdf
Linguine_with_tomato_and_olive_sauce_and_buckwheat_pancakes.doc

For the Teacher

Provide the students with information about Carbohydrates - What are carbohydrates, how are they made, where can they be found, how much we need and why we need it.

23. Nutrition and Macronutrient Assessment

For the Student

Answer the questions individually in the assessment test.

Theory_Assessment_1.doc

For the Teacher

Give students a copy of the assessment to complete individually to see what they have understood of theory covered so far.

24. Jamie's Eat to Save Your Life

For the Student

While watching "Jamie's Eat to Save Your Life", write a summary of the main concepts presented in the show.

For the Teacher

Have the students watch an episode of "Jamie's Eat to Save Your Life" (BBC). Ask them to write a summary or synopsis of the main concepts from the show.

25. How Healthy is This Recipe?

For the Student

Prepare a recipe in your practical lesson that includes ingredients from all macronutrients. List which ingredients belong in each of the macronutrient categories.

Macaroni__corn__ham_and_cheese.doc

For the Teacher

Give students the recipe for macaroni, ham, corn and cheese to prepare in the practical lesson. Have them describe each of the macronutrients used in the recipe and the category they belong to.

26. Vitamins

For the Student

Go to the Nutrition2010 website and click on the link to vitamins.

Answer the questions by using the Internet to research your answers.

Research and answer the following questions about Vitamins in your workbook:

  1. Identify the two types of vitamins.
  2. Outline the main differences between the two groups of vitamins.
  3. Outline the difference between retinol and beta-carotene.
  4. Explain why most Australians obtain enough vitamin D, while people in countries like Norway do not.
  5. Identify the vitamins found in green leafy vegetables.
  6. What do thiamin, riboflavin and niacin have in common?
  7. Why are pregnant women encouraged to consume foods that are high in folate prior to and during pregnancy?
  8. Explain why.it is recommended that infants do not consume low-fat products.
  9. Why is thiamin often incorrectly spelt?
  10. Why is your urine often bright yellow after you take a multivitamin?

For the Teacher

Have students use the Internet to research and answer the questions about vitamins.

27. Group Research on Vitamins

For the Student

In groups of 3 you will be given the name of a vitamin and you will need to research the following information about your vitamin:

Scientific Name.

If the Vitamin is Fat Soluble or Water Soluble and what does that mean.

The function of the vitamin.

Food sources of the vitamin and what happens if the vitamin is deficient in the diet.

List_of_vitamins.pub

For the Teacher

Divide students into groups of 3 and have them research information about a type of vitamin provided to them by you.

28. Group Presentation on Vitamins

For the Student

In your research groups compile your information into a PowerPoint presentation to teach your peers about your vitamin.

While other group are presenting to you about their vitamin, take notes about their vitamin on the sheet provided to you by your teacher.

LbD_CQ_Rubric_Vitamins_group_assessment.doc
Vitamin_sheet.doc

For the Student

Have the students in their research groups their information into a PowerPoint presentation to teach their peers about their vitamin. Mark the students on their presentation with the following CQ rubric: 'LbD_CQ_Rubric_Vitamins_group_assessment.doc'.

While groups are presenting to their peers other students will need to take notes about the vitamins for their workbooks: 'Vitamin_sheet.doc'.

29. Vitamins Practical Lesson

For the Student

Cook a meal that provides both fat soluble and water soluble vitamins. Name and describe the vitamins that are provided by some of the ingredients.

Beef_Fajitas.doc

For the Teacher

Have the students prepare a dish that is high in both fat soluble and water soluble vitamins such as Beef Fjaitas: 'Beef_Fajitas.doc'

Have the students describe some of the types of foods and vitamins they provide.

30. Vitamins Food Match

For the Student

Play the Match Game: Match the vitamins to their sources.

MatchGame.pdf
vitamins.pdf

For the Teacher

Give each of the students a list of vitamins and different foods and have them match the vitamins to their sources.

31. Minerals

For the Student

 Answer the questions about minerals.

Minerals.pdf

For the Teacher

Give the students information on minerals to read and questions to answer about what they have read.

32. Trace Elements

For the Student

Summarise the information about trace elements.

Trace_Elements.pdf

For the Teacher

Give the students the information about trace elements and have them draw up a table to summarise the information about trace elements.

33. 6 Nutrients Website

For the Student

In groups design a website about the 6 nutrients that have been studied in the course so far.

Nutrients_Website_Assessment.doc
LbD_CQ_Rubric_6_nutrients_website_assessment.doc

For the Teacher

Have the students form into groups and create a website about the 6 nutrients.

'Nutrients_Website_Assessment.doc'

'LbD_CQ_Rubric_6_nutrients_website_assessment.doc

34. Water

For the Student

Take notes about the importance of water in the diet.

The_Importance_of_Water_In_the_Diet.ppt

For the Teacher

Provide students with information about the importance of water.

35. Water Posters

For the Student

From what you have learnt about water create a poster to convince other students in the school to drink more water.

LbD_CQ_Rubric_Water_poster_assessment.doc

For the Teacher

Have the students use the information they have learnt about water to create a poster for their peers to convince them to drink more water.

36. Water Recipes

For the Student

Preparing and evaluat a recipe that provides a high amount of water.

For the Teacher

Have students prepare a dish that provides a high amount of water e.g: chicken and corn soup.

37. What is Good Health?

For the Student

View and take notes on the information about good health.

Major_Diet-Related_Health_Issues_and_Conditions.ppt

For the Teacher

Provide students with information about good health, have them take notes and answer questions.

38. Obesity

For the Student

View the information about obesity. Take notes and answer the questions.

Obesity.ppt

For the Teacher

Provide students with information about obesity that they can take notes and answer questions about.

39. Anorexia

For the Student

Watch "The Truth About Online Annorexia"

While watching the program, fill in a Y chart about what you see, hear and feel during the program.

Write your information into paragraphs and for your final paragraph write advice that you would give to a friend that you knew was starting a 'fad' diet.

Fig. 7: Y-Chart

For the Teacher

Have students watch "The Truth About Online Anorexia" (BBC). While watching the program have them draw up a Y chart about what they see, hear and feel while watching the program.

After watching the program have the students write their notes into paragraphs and for their final paragraph write information or advice that they would give to a friend who they knew was starting a 'fad' diet.

40. Snack Happy

For the Student

View the information about healthy snacking. Take notes and answer questions about it.

Snack_happy.ppt

For the Teacher

Provide students with information about healthy snacking that they can take notes and answer questions from.

41. Practical Assessment Healthy Eating Plan

For the Student

Research the dietary needs of an age group, design a day's eating plan and prepare a healthy meal for this age group.

Balanced_Eating_and_Practical_Assessment.doc
LbD_CQ_Rubric_Practical_assessment.doc

For the Teacher

Provide students with a copy of the Practical assessment sheet where they need to research the dietary requirements of an age group, design a day's eating plan for the group and prepare a healthy meal in class practical lesson.

42. Jimmy's Snacks

For the Student

Watch a show called "Jimmy's Snacks" and complete a LDC (Like, Dislike and Change or Challenge)grid about the information presented in the program.

For the Teacher

Have the students watch an episode of "Jimmy's snacks" (BBC) and hacomplete a LDC (Like, Dislike and Change or Challenge) grid for what they see.

43. Coronary Heart Disease

For the Student

View the nformation about coronary heart disease. Take notes and answer the questions about it.

Coronary_heart_disease.ppt

For the Teacher

Provide students with information about Coronary Heart Disease and have them take notes and answer questions about the information they are presented with.

44. Diabetes

For the Student

Read the information about diabetes. Then answer the questions.

Diabetes_notes.pdf

For the Teacher

Give students information about Diabetes that they will need to read and answer the questions provided with the notes.

45. Nutrition Game

For the Student

Playing a board game around the concept of healthy eating and nutrition.

food_game_board.pdf
Food_board_game_rules.pdf
11_to_12_yrs_questions_for_board_games.pdf

For the Teacher

Give students a copy of the Nutrition game to play in groups.

46. Acknowledgements

The original version of this learning module was written by Cathy Wyatt.

Title: (Source); Fig. 1: (Source); Fig. 2: (Source); Fig. 3: (Source); Fig. 4: (Source); Fig. 5: (Source); Fig. 6: Venn Diagram by Lanyon High School Teachers; Fig. 7: Y-Chart by Lanyon High School Teachers;