Gender and Nutrition

Learning Objectives

• Examine how gender stereotypes influence nutritional decisions.
• Understand implications of gendered nutritional choices on healthy weight loss and weight gain.
• Reflect on societal influences impacting health behaviours and body image.

Aligned NSW Curriculum content:

• Stage 5 Health and Physical Education:
• Personal Health Choices and Influences (ACPPS095) — Analyse factors that influence personal health choices and behaviours.
• Health, Diet and Physical Activity (ACPPS097) — Investigate the relationship between nutrition and physical activity and the impact on health.
• Develop critical literacy by analysing societal messages about gender and body image (cross-curriculum priority).

Lesson Duration: 50 minutes

Class size: 30 students

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Lesson Structure and Timing

1. Introduction and Context Setting (7 minutes)

• Begin with a brief explanation of gender stereotypes (e.g., "boys should eat/meat, girls should eat salad").
• Define nutritional decisions and introduce the idea that these may be influenced by stereotypes.
• Reference real-life examples such as marketing of food/drinks targeted at genders.

2. Activity 1: Stereotype Mapping (15 minutes)

Purpose: To collectively identify common gender stereotypes related to nutrition and discuss their validity and impact.

Instructions:

• Split class into 5 groups of 6 students.
• Each group brainstorms and lists nutritional/gender stereotypes (examples: “Girls eat less to stay slim”, “Boys need high protein for muscle”).
• Groups then discuss how these stereotypes might influence food choices and think about the potential health impacts related to weight loss or weight gain.
• Groups report back key findings to the class.

Teacher role: Circulate, prompt critical thinking by asking “Why might this belief exist?” and “What are the consequences for health?”

3. Slide Discussion: Critical Questions (8 minutes)

Slide shows the questions below for whole-class discussion:

• How do media and society shape what foods boys and girls feel they should eat?
• How can these stereotypes affect young people’s confidence and relationship with food?
• What might be some risks of following gendered nutritional advice for weight loss or weight gain?
• How can we challenge stereotypes to make healthier, more balanced decisions?

Teacher facilitates discussion, encouraging students to connect stereotypes with real-world examples they observe.

4. Activity 2: Role Play Scenarios (12 minutes)

Purpose: Develop empathy and practical strategies to resist gendered nutritional pressures.

Instructions:

• In pairs, students role-play short scenarios presenting nutritional decisions influenced by gender stereotypes (e.g., a girl refusing protein-rich foods fearing weight gain, a boy feeling pressure to consume excessive calories for “bulk”).
• Each pair brainstorms how they would respond positively to challenge the stereotype and promote balanced nutrition.
• Select a few pairs to perform their role play for class, followed by a brief reflection.

5. Exit Ticket (5 minutes)

• Provide each student with a small piece of paper.
• Prompt question: “Name one gender stereotype about nutrition you learnt about today and one way to make a healthy choice despite that stereotype.”
• Collect for assessment of understanding and individual reflection.

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Resources Needed

• Whiteboard or flip chart for Activity 1 reports.
• Prepared slide with discussion questions.
• Cards or prompts with role-play scenarios.
• Exit ticket papers.

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Assessment and Success Criteria

• Participation in group discussion showcasing understanding of gender stereotypes.
• Contribution to the role play demonstrating empathy and resilience in choice making.
• Completed exit ticket showing ability to identify and counter gendered stereotypes for healthy nutrition.

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Teaching Notes

• Link discussion back to NSW Curriculum focus on analysing influences on personal health choices.
• Emphasise respect and inclusion—challenge stereotypes without judgement of peers.
• Connect nutritional decisions to broader wellbeing topics covered in PDHPE, such as body image and mental health.

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This lesson offers a structured but interactive and reflective approach to understanding gender-based influences on nutrition, promoting critical thinking and health literacy consistent with NSW Year 10 Health and Physical Education outcomes.