SCIENCE LESSON PLAN

TEACHER: Neerja Yadav- Dulalchan

DATE: 27/10/15

CLASS: Form 4
TIME: 1 hour
PERIODS: 1
UNIT: Feeding and digestion
TOPIC: Balanced Diet
REFERENCES (exclude class text, include page numbers).

CXC Biology Chinnery and Glasgow

CSEC Biology Atwaroo Ali

PRE-REQUISITES

Knowledge: - 1. Students should know:

1. That there are six food groups which include staple foods, peas and beans, dark green leafy and
yellow vegetables, food from animals, fruits and Fats.
2. The definition of a balanced diet.

Skill:- students should know how to:

1. Work and communicate effectively in groups.

MATERIALS & RESOURCES

For Teacher

For each group / student

MMP, Laptop, PPP

Textbook
Whiteboard / Markers

textbook, work sheet, vegetables, fruits,

beans, milk, soft drink, cheese, spinach,
tuna, butter, cereal, pasta, chocolates,
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rice, juice, bread, potato chips, potatoes,

chicken

CONCEPT OR PRINCIPLE

Digestion involves the mechanical and chemical breakdown of food. The foods that are consumed
daily make up a persons diet. A balanced diet, which contains the correct proportions of
Carbohydrates, Lipids, Proteins, Vitamins, Minerals, Water and Fibre, is necessary for general
health.
SPECIFIC OBJECTIVES

At the end of the lesson, students should be able to:

Differentiate between food groups and food
nutrients

Classification
Cognitive(Understanding)
Cognitive ( Remembering)

State the functions of the different nutrients

contained in food.
Apply the knowledge of the functions of different
food nutrients to different situations

Cognitive (Application)

PROCESS SKILLS

During this lesson, students will be engaged in:

Identifying / formulating a problem

Designing and Planning an experimental procedure
Setting-up and executing experimental work

Observing and measuring

Recording of data and observations

Interpreting and evaluating data and observations

Communicating scientific ideas, observations and arguments
Applying scientific ideas and methods to solve qualitative and quantitative problems
2

Decision-making based on examination of evidence and arguments

Extracting from available information data relevant to a particular situation

ACTIVITIES

Introduction:
Engagement:
- Teacher asks students to recall what and how much they ate yesterday.
- A few students share their responses.
- Teacher tries to get students to say that they are being asked about their diet (the quantity and quality
of food on a daily basis).
- Teacher then asks students to observe a variety of foods from different food groups and say whether
they think those foods are healthy or unhealthy.
- Teacher then shows a picture of getting the balance right. Teacher makes the point clear that there
are no healthy or unhealthy foods but healthy or unhealthy diets.
- Teachers says that today we are going to learn about the different nutrients that make up a balanced
diet, the functions of these nutrients and some of the possible consequences of malnutrition. (Bad
nutrition)

Development:
Exploration :
- Teacher asks students to work in 8 groups of four to make a meal plan for one day using the foods
provided.
- Students then present what they have done and are asked to explain why they chose those foods to be
part of their daily meal plan.
- Students should say that they chose those foods because they need to have a balanced diet.
- Teacher asks students to recall what a balanced diet is and stresses the importance of correct
proportions of foods.
- Teacher asks students to recall the 6 food groups and then asks them what they think are the nutrients
contained in the foods provided. Note that some foods can contain more than one nutrient.
Explanation
- Teacher distributes a hand out to aid in the explanation of the functions of the different nutrients.
The functions of the following are asked to the students and then explained by the teacher:
carbohydrates (recall glycogen granules), proteins, lipids (fats and oils), vitamins, minerals, water and
fibre.
- Teacher asks students to identify which foods contain the different nutrients.
3

Elaboration
- Teacher shows students pictures of a pregnant woman, a construction worker, a teenage boy and an
old woman and assigns two groups to each picture.
- Teacher then asks students come up with a daily meal plan using any foods for these people and
explain why they chose the foods they did.
Consolidation:
EvaluationTeachers shows video: https://www.youtube.com/watch?v=YimuIdEZSNY
Teacher recaps main points of the lesson.
Students complete work sheet for homework.

TEACHERS REFLECTION

TUTORS COMMENTS

Holy Faith Convent, Couva

Form 4
Biology
Balanced diet worksheet
1. Complete the table below
Necessary Nutrients and
substances

Function

Carbohydrates

Major energy source

Protein

Important for growth,

making new cells, enzymes,
hormones etc.

Lipids

-Secondary energy source

after carbohydrates have
been used up
- provides insulation for
animals living in cold regions

Vitamins: A

:Aids vision in dim light

B1
B6

:Helps in respiration
:Helps in metabolism

:Keeps tissues healthy

:Controls calcium and

phosphorous absorption for
bone and tooth formation

:Aids in blood clotting

Minerals: calcium
Iron

Sources

Carrots, spinach, egg yolk,

butter
Liver, rice, cereals, yeast
Eggs, liver, fish, leafy
vegetables
Citrus fruits, green
vegetables
-Egg yolk, dairy products,
cod liver oil
-Made by action of sunlight
on skin
Dark green leafy vegetables

: formation of bones and

Milk, cheese
teeth
: formation of haemoglobin in Red meat, green leafy
red blood cells
vegetables

Iodine
Phosphorous

: formation of thyroxine in
the thyroid gland
: combines with calcium to
form bones and teeth

Water

Necessary for transport of

substances around the body
and necessary for certain
chemical reactions to occur

Fibre

Essential for the healthy

working of the gut

Sea foods, iodised table salt

Meat, fish

2. Observe the pictures shown and create a daily meal plan for each of the
individuals. Give reasons for your choice of foods:
Picture A: ____________________________________________________________________
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Picture B: ____________________________________________________________________
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Picture C: ____________________________________________________________________
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Picture D: ____________________________________________________________________
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