Understanding Gluten Sources

Overview

This second lesson in Navigating Gluten-Free Lives introduces gluten, where it is found, and why it matters for people with coeliac disease. Students build from prior learning about food, nutrition and well-being towards making informed, safe food choices in later lessons.

Learning intentions

Students will:

• Understand what gluten is and why it matters for people with coeliac disease.
• Know the main grains and common food products that contain gluten.
• Do a careful scan of food examples to identify likely gluten sources.
• Connect food choices with physical well-being and safe participation in everyday life.

Success criteria

• I can define gluten in simple scientific terms.
• I can identify wheat, barley and rye as common gluten-containing grains.
• I can create a useful list of gluten-containing foods and products.
• I can explain why eating gluten can affect a person with coeliac disease.

Curriculum links

• Analyse an adolescent health issue: explain influences, consequences for well-being, and health-enhancing strategies related to food and nutrition.
• Take action to enhance an aspect of people’s well-being: develop knowledge that supports safe, workable health-promoting action.
• Health and Physical Education underlying concepts: hauora, a socio-ecological perspective, health promotion, and attitudes and values.
• Understand, Know and Do: understand the impact of gluten on coeliac well-being; know common sources; do a practical food-label and product scan.

Lesson structure (60 minutes)

1. 0–7 min · Hook and prior knowledge. Teacher displays a café scenario in the opening scenario slide: “A student with coeliac disease is offered a toasted sandwich and soup. What would you need to find out before they ate?” Students individually record an initial response, then share ideas with a partner. Establish that the lesson is about identifying risk, not diagnosing illness or giving medical advice.

2. 7–17 min · Explicit teaching: gluten and coeliac disease. Teacher uses the gluten and coeliac disease slides to explain that gluten is a group of proteins found naturally in wheat, barley and rye. Explain that coeliac disease is an autoimmune condition: gluten triggers an immune response that damages the lining of the small intestine, affecting nutrient absorption and potentially causing symptoms such as abdominal pain, bloating, diarrhoea, tiredness or weight changes. Students complete the “Understand” box on the gluten sources investigation worksheet by writing a definition and one consequence for hauora. Clarify that coeliac disease is different from a preference or an allergy, and that people should follow advice from qualified health professionals.

3. 17–27 min · Sources and misconceptions. Teacher presents the grain and food-product examples and models a three-column classification: “contains gluten”, “may contain gluten or require checking”, and “naturally gluten-free”. Discuss bread, pasta, crackers, cakes, biscuits, pastry, breakfast cereals, soy sauce and some processed foods. Explain that oats are often discussed separately because contamination can occur and suitability depends on the person and product. Students suggest examples and justify where they would place them, while the teacher corrects misconceptions respectfully.

4. 27–43 min · Pair investigation: build the list. Teacher pairs students and distributes the gluten sources investigation worksheet. Students complete the “Know” section by creating a list of at least 12 gluten sources, grouping them as grains, everyday foods or processed products. They then complete a short scenario: “You are planning a lunch for a classmate with coeliac disease.” Students identify three foods to check carefully and explain what information they would seek. Teacher circulates, prompting with “What is the original grain?” and “Could this product contain an ingredient made from wheat, barley or rye?” Students may use teacher-provided food packages or photographs, without tasting any products.

5. 43–53 min · Scenario discussion and peer checking. Teacher shows three scenarios on the application and discussion slides: a bakery lunch, a shared barbecue, and a packaged snack. Groups decide what could create risk, including cross-contamination from shared utensils, toasters or preparation surfaces. Students compare their lists with another pair, add missing sources, and use the checklist on the worksheet to check that their list includes grains, familiar foods and a processed product. Emphasise that safe food preparation is a collective responsibility involving individuals, whānau, food businesses and schools.

6. 53–60 min · Plenary and exit check. Teacher returns to the opening scenario using the plenary slide and asks students to revise their original answer. Students complete the worksheet “Do” and exit response: “List four gluten sources, explain one effect of gluten on a person with coeliac disease, and write one action that could reduce risk.” Invite two or three students to share. Collect worksheets to identify misconceptions for the next lesson on reading labels and preventing cross-contamination.

Resources

• the complete gluten sources slide deck
• the gluten sources investigation worksheet
• Clean, empty food packages or teacher-prepared product photographs
• Whiteboard and markers
• Projector or interactive display
• Optional ingredient-label examples showing wheat, barley or rye
• Exit responses collected with the worksheet

Assessment

• Listen for accurate explanations during questioning and scenario discussion, particularly the distinction between coeliac disease, allergy and preference.
• Check pairs’ lists for accurate identification of wheat, barley and rye products, plus awareness that processed foods and oats may require careful checking.
• Use the exit response to assess whether students can identify sources, explain an effect on well-being, and suggest a practical risk-reduction action.

Differentiation

• Provide a word bank containing gluten, wheat, barley, rye, coeliac disease, autoimmune response, small intestine, cross-contamination and well-being. Offer sentence starters such as “Gluten is…” and “A person with coeliac disease may…”.
• Support EAL learners with labelled food images, deliberate pronunciation, partner rehearsal and the option to respond using a diagram before writing.
• For students needing additional support, provide a partially completed source list and sort examples into “grain”, “food” and “check the label” before completing the worksheet.
• Extend advanced learners by asking them to explain how cross-contamination could occur in a school kitchen and recommend two changes that would protect both individual and community well-being.

Extension

• Ask students to photograph or record five products at home and investigate which ingredients would need checking for a gluten-free diet.
• Challenge students to design a safer school-café lunch combination and justify each choice using evidence about gluten sources and cross-contamination.