Fat-Soluble Vitamins

Overview

Students investigate the roles of vitamins A and D in the human body, focusing on how deficiencies affect health. They will apply evidence from provided sources to explain deficiency symptoms clearly.

Learning intentions

Students will:

• explain how vitamins A and D support body systems
• describe likely symptoms caused by deficiency of each vitamin
• interpret short scientific texts and data to build cause-and-effect explanations
• communicate findings using clear scientific language and structure

Success criteria

• I can describe at least two roles of vitamin A and two roles of vitamin D in the body.
• I can list key deficiency symptoms for vitamin A and explain why they happen.
• I can list key deficiency symptoms for vitamin D and explain why they happen.
• I can present my explanation clearly using scientific wording (e.g., absorption, bone health, vision, immunity).

Curriculum links

• Working scientifically: interpreting scientific information to draw conclusions
• Biology knowledge: nutrients and the human body (functions and effects of deficiency)
• Communication in science: using models and evidence to explain biological processes

Lesson structure (60 minutes)

1. 0–5 minutes — Starter: recall and hook Students complete a quick “2–2–1” prompt: write two facts about vitamins and one way deficiencies can affect the body. Teacher collects a few responses to surface prior learning from earlier in the unit.

2. 5–15 minutes — Mini input: fat-soluble overview Teacher explains fat-soluble vitamins (A and D) and key idea that they are stored in the body and can be linked to particular body functions. Use clear visuals and short sentences; pause for quick checks (“What does ‘stored’ mean for the body?”).

3. 15–28 minutes — Source investigation: vitamin A In pairs, students read an A-focused pack (short text and symptom cards). They match roles to possible deficiency effects and record evidence-based statements. Dyslexia-friendly option: provide an audio recording of the text and a simplified version with key sentences highlighted.

4. 28–41 minutes — Source investigation: vitamin D Students repeat the process with the D-focused pack, considering factors such as limited sunlight exposure and dietary sources. Teacher prompts them to connect mechanism to symptoms (for example: bone and muscle effects linked to vitamin D’s role).

5. 41–52 minutes — Explanation task: cause-and-effect Students choose one vitamin (A or D) to write a structured explanation:

• Role in the body
• What happens when it is missing
• Resulting deficiency symptoms Success criteria are displayed. Students who finish early add a second vitamin paragraph for comparison.

6. 52–58 minutes — Share and refine A few students read their explanations or summarise using a “claim–evidence–reasoning” structure. Class gives supportive feedback using two questions: “Is the link clear?” and “Have they explained the ‘why’ not just the symptom?”

7. 58–60 minutes — Exit ticket: both deficiencies Students complete a brief exit ticket answering: “One symptom of vitamin A deficiency and why” and “one symptom of vitamin D deficiency and why.” Teacher checks for completeness against success criteria.

Resources

• Printed and simplified reading packs for vitamin A and vitamin D (short paragraphs)
• Audio version of both reading packs (USB or device-based playback)
• Symptom card set for each vitamin (vision-related for A; bone/muscle-related for D)
• Role cards (storage/absorption links, body system links)
• Structured explanation sheet with sentence starters
• Data/infographic slide showing nutrient deficiency effects (no dense text)
• Coloured pens or highlighters (for evidence tagging)
• Exit ticket slips (two-part question)

Assessment

• Formative: observation during investigations (checking students make cause-and-effect links, not just matching symptoms)
• Formative: teacher feedback during the explanation task using success criteria
• Summative for the lesson: exit ticket demonstrating both vitamins’ deficiency symptoms and reasons

Differentiation

• Support:
• Provide a simplified reading version and sentence starters for “Role → Missing → Why → Symptoms”
• Offer audio reading and allow paired reading where needed
• Provide a template with partially completed cause-and-effect arrows
• Extension:
• Ask students to compare vitamins A and D (similarities and differences in storage and typical deficiency causes) in an extra paragraph
• Challenge advanced learners to include a simple prevention suggestion linked to the mechanism (diet/sunlight)
• EAL:
• Pre-teach key terms in context using visuals (vision, bone health, deficiency, sunlight exposure, stored)
• Allow responses to be supported with bilingual glossaries if available in class
• SEN/dyslexia:
• Use consistent formatting, larger font, and reduced text density
• Allow audio support and extra processing time; avoid timed reading pressure

Extension (optional)

None requested.