Nutritional Planning

Year Level

Year 10

Duration

60 minutes

Class Size

30 students

NSW Curriculum Links

Learning Area: Health and Physical Education
Stage: 5 (Years 9–10)
Content Descriptions:

• Investigate examples of nutritional plans to assess reasons for the inclusion of particular food and nutrients for different types of physical activity (e.g. intake before, during and after physical activity).
• Describe factors to consider when planning healthy nutritional intake for physical activity.

Achievement Standard:
By the end of Year 10, students critically analyse factors that influence healthy lifestyle choices including nutrition and physical activity to enhance personal and community health, safety and wellbeing. They apply decision-making skills to propose strategies that support healthy behaviour and participation in physical activity .

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Learning Objectives

By the end of the lesson, students will be able to:

1. Investigate and explain why specific foods and nutrients are included in nutritional plans before, during and after different types of physical activity.
2. Describe key factors to consider when planning a healthy nutritional intake to support physical activity.
3. Apply knowledge to critique or create a basic nutritional plan for a given physical activity.

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Lesson Breakdown

Do It Now (10 minutes)

Activity: Quick Think-Pair-Share

• Display the prompt:
  "Think about a sport or physical activity you enjoy. What do you think you should eat before, during, and after that activity? Why?"
• Students write down their ideas individually (3 mins).
• Then pair with a partner to share and expand on their ideas (4 mins).
• Select 2-3 pairs to share their thoughts with the whole class. (3 mins)

Purpose: Activate prior knowledge and frame the lesson's focus on nutritional timing and reasons for food choices around physical activity.

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Main Activity 1 (20 minutes)

Activity: Investigate and Compare Nutritional Plans for Different Activities

• Divide students into groups of 5. Assign each group a type of physical activity: endurance (e.g., long-distance running), strength (e.g., weightlifting), or team sport (e.g., soccer).
• Provide each group with example nutritional plans specific to their assigned activity (include foods/nutrients for pre-, during, and post-activity intake).
• Students use guided questions to analyse the plans:
  • What foods and nutrients are included?
  • Why are these important before, during, and after the activity? (consider energy, hydration, muscle recovery)
  • How do the plans differ based on activity type?
• Groups prepare a quick presentation summarising their findings.

Resources: Handout with simplified nutritional plans; reference to macronutrients and hydration importance tailored to activity type.

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Main Activity 2 (20 minutes)

Activity: Plan Your Own Nutritional Intake

• Individually, students choose one physical activity (can be the one discussed previously or another). They must outline a nutritional plan including:
  • What they would eat before, during, and after physical activity.
  • Justification for their choices based on nutrients and timing.
• Use a structured worksheet prompting:
  • Types of food/nutrients
  • Portion sizes
  • Timing considerations (e.g., digestion time)
  • Personal factors (allergies, preferences)
• Teacher circulates to provide guidance and feedback.

Purpose: Apply understanding and decision-making skills to plan a real-world nutritional guideline.

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Class Discussion and Reflection (10 minutes)

Facilitated Discussion:

• Discuss factors influencing healthy nutritional intake for physical activity including:
  • Individual goals (e.g., weight loss, performance)
  • Food availability and preferences
  • Timing relative to activity
  • Hydration needs
  • Cultural and health considerations (e.g., allergies, vegetarianism)
• Prompt students: "How could understanding nutrition improve your own physical activity performance and recovery?"
• Encourage sharing insights and questions.

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Assessment and Feedback

• Formative assessment through group presentations and individual nutritional plan worksheets.
• Teacher provides verbal feedback highlighting accurate nutrient-function links and thoughtful planning.
• Optional peer feedback during presentations.

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Differentiation

• Support: Provide word banks or templates for students needing extra help with nutrient vocabulary.
• Extension: Challenge advanced students to justify nutrient timing based on scientific evidence or to explore supplements vs whole foods.

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Teaching Tips & Innovations

• Integrate digital tools: Use apps or online databases for students to research foods quickly.
• Practical example: Bring sample snacks or hydration products for demonstration.
• Cross-curricular link: Connect with science topics on digestion and metabolism where appropriate.

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This lesson structure aligns with the NSW HPE Curriculum by focusing on investigating nutritional plans and factors influencing nutritional intake for physical activity, tailored to 15-16-year-old Year 10 students. It balances inquiry, discussion, and practical application within a 60-minute timeframe suitable for a 30-student class, considering typical cognitive and social development at this stage .

If you want, I can also include a lesson plan template for you to print or adapt!