Download Printable task sheet and unit to do sheet here!

Health – Food and Nutrition
To do list:
1. research folio
Investigate health – food and nutrition; looking closely at:
Good food choices and a balanced diet.
Functions and needs of the body.
Planning, designing and budgeting menus.
Accessibility to affordable and healthy foods.
Opportunity to work in the food industry.
-Please use initiative to independently search the internet, and other medias, as
well as draw ideas from practical and theoretical class activities.
2. product or performance
Create an original nutritional recipe book, hold a nutritional cooking class, or
create a community lunch.
3. written or spoken
Present an appraisal of the community’s healthy eating habits, and provide
recommendations to promote healthy eating habits and nutrition.
-400-700 words written or 2.5-3.5 minutes spoken
4. SWOT analysis presented digitally
Provide a SWOT analysis of the effectiveness of the inquiry processes used whilst
providing the community with data and recommendations.
-2-4 minute digital presentation (Powerpoint, blog, podcast, video for net, etc.)
5. Examination
As an active citizen, you will respond to scenarios where critical thinking and
reflection will be employed to make good choices and helpful recommendations
about nutrition.
-90 minutes for several short responses
Key words:
Active citizen
Investigate
Initiative
Recommendations
SWOT analysis
Critical thinking
Reflection
Appraisal
Inquiry
Sustainable practice
Health – food and
nutrition
Unit 2, 2015 Healthy food project
Personal skills:
Good food choices and a balanced diet.
Functions and needs of the body.
Planning, desinging and budgeting menus.
Interpersonal skills:
Accessability to affordable and healthy
foods.
Citizenship skills:
Opportunity for working in the food
industry.
Component 1 offers
opportunities for students
to:
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Plan and undertake
social investigations
Recognise concepts and
ideas around the
development of life skills
that relate to social
contexts
Organise information and
material related to social
contexts and issues
Use language
conventions and features
to communicate ideas
and information,
according to purposes
Component 1: product or performance
‘Appetising investigation’
You have been employed by the school to test out some healthy eating
techniques on the community. You are to inquire about the eating habits,
the knowledge on nutrition and healthy food, and the potential dietary
improvements of the school community. To do so you will need to create a
healthy food project to be shared within the community that will facilitate
your inquiries. The aim is to promote healthy food, good eating habits and
nutrition.
You could create an original nutritional recipe book, hold a nutritional
cooking class, or create a community lunch. Try to make your healthy food
project more appealing by using a theme of your choice.
Whilst conducting your healthy food project you will aim to find out whether
people like the food, want to eat the food, are familiar with the food and the
ingredients, if they would eat and make the food themselves, as well as
individuals’ water consumption habits.
Component 2 offers
opportunities for students
to:



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Recognise and describe
concepts and ideas
related to the
development of personal,
interpersonal and
citizenship skills.
Describe and explain the
ways life skills relate to
social contexts
Explain issues and
viewpoints related to
social investigations
Organise information and
material related to social
contexts and issues
Analyse and compare
viewpoints about social
contexts and issues
Use language
conventions and features
to communicate ideas
and information,
according to purposes
Communicate the
outcomes of social
investigations, to suit
audiences
Component 2: written or spoken
400-700 words written or 2.5-3.5 minutes spoken
Students will present an appraisal of the community’s healthy eating
habits, and provide recommendations to promote healthy eating
habits and nutrition.
‘Savoury suggestions’
You have made your inquiries. You now know the ways in which the
community eats and thinks about food. It’s time to present a written or
spoken appraisal of the school community’s nutritional knowhow.
Bring together the knowledge you have gathered from your community
investigation as well as other forms of research. Use your newfound
knowledge and experience to provide recommendations on the
implementation of further healthy food projects, as well as specific healthy
food, good eating habits and nutrition strategies tailored to the Deception
Bay FLC community.
You will need to argue that healthy eating is essential for personal health
and well-being, therefore your recommendations are vital to the
community.
Your appraisal should cover the following questions:


What research did you undertake to inform your recommendations?
Why did you choose this form of research?


Appraise inquiry
processes and the
outcomes of social
investigations
Plan and undertake
social investigations

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
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
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How does the community’s knowledge of healthy food, good eating
habits, nutrition, and water consumption fair in the world of health?

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How reluctant is the community to engage in healthy food practices?
What life skills might the community gain from being involved with
healthy food projects?
What are some further recommendations on healthy food, good
eating habits, nutrition, and water consumption?
What life skills might the community gain from your further
recommendations on healthy food, good eating habits, nutrition, and
water consumption?
What did you learn from conducting research on community health
and eating habits? On reflection, is there anything that you would
change about your research that would make it more efficient,
effective and/or beneficial both as a service and as a research tool?
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
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Component 3 offers
opportunities for students
to:



Apply concepts and
ideas to make decisions
about social
investigations
Use language
conventions and features
to communicate ideas
and information,
according to purposes
Appraise inquiry
processes and the
outcomes of social
investigations
How do projects, similar to the one you previously created, promote
healthy food, good eating habits and nutrition?
What benefits are generated by the implementation of healthy eating
projects for yourself, and the community?
How well can healthy eating projects promote healthy food, good
eating habits and nutrition?
How may the community benefit from projects like the one you
conducted?
What are some of the healthy eating projects and initiatives already
established in the community?
What are some of the community’s views around healthy food, good
eating habits, nutrition, and water consumption?
Component 3: multimodal
2-4 minute digital presentation
‘Succulent sustainability’
With any health studies, there is a need to make sure that they are done
efficently and effectively; The act of investigating needs to be benificial to
community health, therefore an investigation becomes a necessary and
sustainable practice.
Create a SWOT analysis of the effectiveness of the inquiry processes used
when providing the community with data and recommendations.
This will be demonstrated in class!
Your role:
You are an expert in the field of your chosen project, as well as food, nutrition,
healthy eating habits and community health and wellbeing.
Conditions:

This assessment consists of three components.

The healthy food project could take many forms as long as it is based on nutrition.

The appraisal can be 400-700 words written or 2.5-3.5 minutes spoken

The SWOT analysis can be a 2-4 minute digital presentation.

Make sure the appraisal includes an introduction, body and conclusion.