Fats in Our Diet

Overview

Students build on prior learning about the Australian Dietary Guidelines, food groups and carbohydrates by investigating the role and types of dietary fats. Using the school booklet as the core source, students classify food examples, compare nutrition labels and practise making informed, non-judgemental choices.

Learning intentions

Students will:

• identify and classify food sources of saturated, unsaturated and trans fats
• explain why unsaturated fats are generally preferred to saturated and trans fats
• use booklet information to respond accurately
• interpret a simple nutrition label comparison and justify a choice

Success criteria

• I can classify at least eight food examples as mainly saturated, unsaturated or trans fat sources.
• I can explain one health implication using “because” or “therefore”.
• I can use the booklet to complete the saturated and unsaturated fat activities accurately.
• I can choose the lower-saturated-fat option from two labels and justify my decision.

Curriculum links

• Enhancing wellbeing through healthy lifestyles: investigating how food choices support health and wellbeing.
• Managing risk and enhancing safety: recognising that excess saturated and trans fat intake may increase health risks.
• Thinking critically to enhance health and wellbeing: interpreting health information and nutrition labels.
• PH4-IPS-01: using health information to propose strategies that enhance health and wellbeing.

Lesson structure (60 minutes)

1. 0–5 min · Introduction and prior knowledge check. Display the learning intention and ask students to independently answer: “What is fat?”, “Name one food that contains fat”, and “Are all fats the same?” Students compare answers with a partner, then share ideas. Ask formative questions: “What makes you think that?”, “Can a food contain more than one type of fat?”, and “Why does the body need some fat?” Record misconceptions to revisit, without labelling foods or people as “good” or “bad”.

2. 5–20 min · Explicit teaching: types and sources of fat. Explain that fats support energy, cell function and absorption of some vitamins, but the amount, type and what fat replaces matter. Teach the differences between saturated, unsaturated, polyunsaturated and trans fats. Explain that saturated fats are commonly found in animal-based foods such as butter, cream, cheese, fatty meats and processed meats, and also in some plant-derived products such as coconut and palm oils. Explain that unsaturated fats are commonly found in plant-derived foods such as olive oil, avocado, nuts and seeds, and in fish. Polyunsaturated fats include omega-3 sources such as salmon, tuna, sardines, walnuts, chia seeds and flaxseeds, and omega-6 sources such as sunflower, soybean and corn oils and seeds. Explain that trans fats can occur in some manufactured foods and should be limited or avoided where possible. Students complete a four-column summary table: type of fat, common sources, where it comes from, and a health message. Ask formative questions: “How are saturated and unsaturated fats different?”, “Which examples are animal-based and which are plant-derived?”, “Why are unsaturated fats generally preferred?”, and “Does ‘contains fat’ automatically mean ‘unhealthy’?”

3. 20–35 min · Group task: investigate a current fad diet. In groups of 3–4, students choose or receive a current fad diet. Assign roles: source finder, claim recorder, evidence checker and reporter. Students use teacher-provided reliable sources, such as government health websites, recognised health organisations and peer-reviewed or reputable health information, to investigate: (a) What does the diet claim? (b) What does it recommend about fats? (c) What evidence supports or challenges the claim? (d) Who might be helped or disadvantaged by the advice? (e) What questions remain unanswered? Students record the source name, date and relevant evidence, then complete the sentence: “The claim is reliable/not fully reliable because ___.” Groups prepare a one-minute report. Circulate and ask: “Who produced this information?”, “What evidence is provided?”, “Is the claim based on research or personal experience?”, “Does the source acknowledge risks or limitations?”, and “Could the advice suit everyone?”

4. 35–45 min · NSW Health youth-services investigation in pairs. Provide pairs with a teacher-selected NSW Health youth-services webpage or information sheet. Students identify: the service name, who it supports, what help or information it provides, how a young person could access it, and one reason a young person might use it. They record two pieces of information and explain how the service could support health and wellbeing. Ask formative questions: “Who is the intended audience?”, “What makes this source trustworthy?”, “What would a young person do next to access this service?”, and “What information is missing or unclear?”

5. 45–52 min · Class discussion: barriers to health information, products and services. Students first jot down one possible barrier, then contribute ideas in a whole-class discussion. Explore barriers including cost, transport, availability, digital access, privacy, language, health literacy, cultural safety, disability access, family circumstances and fear of judgement. Ask: “How might this barrier affect a young person’s choices?”, “Which barriers can individuals address, and which require community or service changes?”, and “How could health information be made more accessible and reliable?” Summarise practical strategies, such as asking a trusted health professional, checking the source and date, comparing information, and seeking culturally safe support.

6. 52–57 min · Review and exit ticket. Students independently complete an exit ticket: (1) define or distinguish saturated, unsaturated, polyunsaturated and trans fats; (2) give one animal-based and one plant-derived source; (3) evaluate one claim from the fad-diet task using a reliable source; and (4) name one NSW Health youth service or access pathway. Ask: “What is one idea you can explain now that you could not explain at the start?” Collect responses and note students requiring reteaching.

7. 57–60 min · Pack-up. Students return resources, submit group notes and exit tickets, check that their workspace is clear, and leave when dismissed. The teacher checks that all materials are accounted for and records follow-up questions or students needing support.

Resources

• School booklet, Pages 14–15 and supplied answer key
• the fats teaching and comparison deck
• the fats retrieval and booklet response sheet
• Board or projector
• Two clear nutrition-label comparison examples
• Pens or highlighters
• Timer

Assessment

• Retrieval responses show prior knowledge and misconceptions about guidelines, nutrient functions, carbohydrates and fats.
• Teacher checks Page 14 and Page 15 responses against the supplied answer key, questioning students who confuse unsaturated and saturated sources.
• Exit ticket assesses classification of eight or more examples across the lesson, a “because/therefore” explanation and evidence-based label interpretation.

Differentiation

• Provide a word bank, partially completed comparison table, highlighted booklet instructions and sentence starters: “___ is mainly a ___ fat because…” and “I would choose ___ because…”.
• Read questions aloud, allow oral responses or paired completion, and provide a quiet working space for students requiring learning support.
• Support EAL/D learners with visuals, food examples, teacher modelling and partner rehearsal before writing; clarify “solid at room temperature”, “source”, “per serving” and “per 100 g”.
• Extend students by asking them to explain how replacing saturated fat with unsaturated fat may change a meal, while considering cost, availability, culture and family preferences.

Preparation

Photocopy or confirm access to the school booklet and worksheet, prepare the single slide deck with retrieval questions, comparison table, booklet prompts, label examples and plenary, and check that nutrition labels use comparable serving and 100 g information. Arrange pairs and note any dietary, cultural or literacy considerations.

Questioning

Use: “What evidence supports your classification?”, “Why are fats still essential?”, “How are omega-3 and omega-6 similar and different?”, “Does a food being manufactured automatically tell us its fat type?”, and “What changes if we compare per serving rather than per 100 g?”

Safety and wellbeing

Use respectful, neutral language and avoid weight-based judgements, fear-based messaging or describing foods as morally good or bad. Do not require students to disclose personal diets, family finances or health conditions. Recognise that food access, culture, budget and family context influence choices. Follow school procedures for allergy awareness and avoid distributing food samples.

Consolidation

For homework, students find two packaged foods at home or in a supermarket catalogue and record the saturated fat per 100 g, one ingredient or fat source, and which product they would choose more often, with one “because” sentence. Students may use a family member’s help without needing to purchase anything.