Food Groups Functions

Overview

In this lesson, students identify key food groups and explain the specific roles those foods play in the body. This builds on Lesson 1’s focus on nutrition basics and prepares students to plan healthier food choices later in the unit.

Learning intentions

Students will:

• identify different food groups found in everyday meals
• describe the main function of each food group in the body (energy, growth and repair, protection/support)
• apply this knowledge to sort foods and justify their choices using evidence from the food group functions
• reflect on how balanced eating supports health, safety, relationships and wellbeing

Success criteria

Students can:

• correctly sort a set of foods into the appropriate food groups
• match each food group to its main role in the body
• justify (in short sentences) why a chosen snack or lunch item supports health and wellbeing
• use respectful group talk and listen to others’ reasoning during activities

Curriculum links

• Health learning: AC9HP8P10 — plan and implement strategies, using health resources, to enhance their own and others’ health, safety, relationships and wellbeing
• Content focus for today (nutrition and wellbeing): using food resources to make healthier choices and evaluate impact on wellbeing
• Learning approach aligned to WA expectations: students use information to make decisions, communicate understanding, and reflect on wellbeing outcomes (Age-appropriate Health understanding)

Lesson structure (40 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher displays 6 common foods (e.g. bread, yoghurt, chicken, banana, nuts, cheese) on the board and asks: “What does your body get from these foods?” Students pair-share ideas, then one or two students share with the class.

2. 5–12 min · Direct teach (Food group roles). Teacher introduces a simple 3-role model students can remember: foods for energy, foods for growth/repair, and foods for protection/support; students copy a brief class notes table. Students highlight which foods in the hook examples fit each role and why.

3. 12–22 min · Group sorting task (Food Group Match). Teacher gives each group a set of food cards and a matching sheet with food groups and role prompts. Students work in groups of 3–4 to sort cards into food groups and record the body role they support (energy / growth & repair / protection & support).

4. 22–30 min · Whole-class check (Explain and correct). Teacher runs a quick “match and explain” round: selects 3 groups to share one food group and their role justification; teacher provides feedback and corrects misconceptions (e.g. some foods provide more than one role). Students update their sheets with teacher corrections.

5. 30–36 min · Apply (Snack justification). Teacher gives students 3 scenario snacks (e.g. “muesli bar and water”, “chips and soft drink”, “wrap with lean protein and salad”) and asks: “Which one is better for health and why?” Students write a short response using the food group role language.

6. 36–40 min · Exit ticket (Check for understanding). Teacher collects an exit ticket: “Choose one food group. Name one food from that group and one body role it supports.” Students complete independently.

Resources

• Food group role notes (teacher slide/handout)
• Food card sets (printed cards: common Y7 foods, mixed categories)
• Group matching sheet with prompts: food group + body role
• Scenario snack prompts (printed)
• Exit ticket slips or a one-page worksheet
• Markers, glue or sticky notes (optional for sorting)
• Timer for group work
• Sanitiser and safe handling reminders for any food items if brought in (optional)

Assessment

• Formative checks during the sorting task: teacher circulates, listens for correct role language and misconceptions
• Formative check in whole-class sharing: students explain reasoning using food group functions
• Exit ticket: each student demonstrates one food group, one food example, and one body role

Differentiation

• Support: provide sentence starters on the snack justification sheet (e.g. “This food group helps the body by…”) and a word bank of role terms (energy, growth/repair, protection/support)
• Support: allow students who need it to use a partially completed example matching sheet
• Extension: for students ready to go further, prompt an extra sentence: “How might the same food group role change if the portion is very large or very small?”
• EAL/SEN: pre-teach key terms with visuals on the board (food group, energy, growth, protection) and accept oral explanations alongside written work

Sports coordinator support (optional time-saving idea for house captains)

• Daily (2 minutes before recess): captains share a “one win” and “one focus” for the next 24 hours (e.g. hydration, fair play, getting equipment out safely).
• Coach/teacher liaison: captains check the roster board and confirm who is training, then record attendance and any equipment issues on a simple checklist.
• Community building: captains run a quick warm-up option (1 minute explain, 2 minutes lead) and ensure inclusivity (invite quieter students to role-play: timekeeper, ball retriever, equipment manager).
• Communication: end-of-week “snapshot” to you: what went well, what to improve, and one student shout-out for effort.