Nutrition Vocabulary

Overview

This 40-minute introductory lesson for Year 11 students in New Zealand Health focuses on activating prior knowledge of nutrition vocabulary and establishing a foundational understanding of key nutrition concepts. It uses a hands-on and student-centred approach aligned with the New Zealand Curriculum, incorporating Universal Design for Learning (UDL) principles, differentiation, and cultural competency via Tātaiako and Tapasā frameworks. This vocabulary will prepare ākonga for deeper exploration of nutritional knowledge in subsequent lessons.

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Learning Objectives

WALT: Identify and understand key vocabulary related to nutrition.

Curriculum Links:

• Health and Physical Education (Level 5): Understanding about health promotion and factors contributing to healthy communities and environments Recognise how attitudes and values influence health behaviour choices

• Key Competencies: Thinking – Use creative and critical thinking to develop understanding of nutrition terminology Using Language, Symbols and Text – Understand and use nutrition-related terms appropriately

• Cultural Competencies: Tātaiako – Māori learners’ identity, language and culture are valued and affirmed Tapasā – Pasifika learners’ experiences and identities are respected and incorporated

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Success Criteria

• I can list at least five nutrition-related terms.
• I can discuss and explain the meanings of these terms.
• I can use provided support tools to understand terms.
• If ready, I can research and share about a lesser-known nutrition term.

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Materials & Resources

• Devices with internet access for Mentimeter activity (smartphones/tablets)
• Word banks with nutrition vocabulary and visuals
• Audiobooks or speech-to-text tools for dyslexia-friendly support
• Whiteboard and markers
• Printed glossary sheets (optional)

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Lesson Breakdown

1. Warm-up and Prior Knowledge Activation (7 minutes)

• Activity: Use a quick whole-class discussion: "What words do you already know about nutrition? Think about food, health, or eating." Write initial answers on the whiteboard.

• Purpose: Activates prior knowledge and sets a collaborative atmosphere. This also respects prior learning and engages diverse learners from the start.

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2. Mentimeter Vocabulary Brainstorm (10 minutes)

• Activity: ākonga use Mentimeter to submit nutrition-related vocabulary words anonymously. Display responses in real-time word cloud on the screen.

• Teacher Role: Facilitate, affirm contributions, and highlight frequently submitted terms.

• Differentiation: Provide a visible word bank & pictures on the side to support learners needing additional scaffolding. Dyslexia support: Offer audiobooks or text-to-speech available on devices for word definitions.

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3. Small Group Word Exploration (15 minutes)

• Structure: Break students into small groups of 4-5. Assign each group 3-4 key nutrition words from the Mentimeter list.

• Task: Each group discusses what the words might mean, using word banks, visuals, and audiobooks as needed. Then, they write 1-2 simple definitions.

• Teacher Support: Circulate, scaffold language as needed, encourage inclusion of cultural perspectives (e.g., how nutrition is viewed in different cultures represented in class).

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4. Group Sharing and Cultural Connection (5 minutes)

• Activity: Each group shares one or two words and their definitions with the class.

• Cultural Competency: Prompt reflection on how these nutrition terms might connect with different cultural food practices or values, referencing Tātaiako and Tapasā principles—for example, how 'whānau' (family) influences food choices in Māori culture.

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5. Extension and Reflection (3 minutes)

• For Advanced Learners: Invite students to choose one less common nutrition term (either from the word bank or their own research) to explore further at home and share next lesson.

• Reflection Prompt: "Which nutrition word did you find most interesting today and why?"

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Differentiation Strategies

Learner Need	Strategy
Visual learners	Use pictures and word banks alongside words
Auditory learners	Provide audiobook versions and group discussions
Dyslexic learners	Use speech-to-text and text-to-speech features for definitions
English language learners	Use bilingual word banks if appropriate, and visuals
Advanced learners	Extension research task on lesser-known terminology

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Cultural Responsiveness

• Use Tātaiako competencies to affirm Māori cultural identity by incorporating concepts of whānau and hauora (wellbeing) into nutrition understandings.
• Apply Tapasā framework by validating Pasifika students’ cultural food practices and encouraging sharing of these perspectives.
• Ensure terminology and examples are culturally inclusive and respectful.

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Assessment

• Formative through observation of participation in word brainstorming, group discussions, and sharing.
• Informal check for understanding via success criteria during group presentations.

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This lesson provides a scaffolded, interactive way to begin the unit on Nutritional Knowledge and Choices, ensuring all students actively contribute and receive support as needed. It integrates digital tools, collaborative learning, and cultural connections to engage ākonga meaningfully and build a strong foundation for further nutritional education.