Learning Intention (WALT)

We are learning to demonstrate understanding of what an unhealthy diet is and the reasons why it can cause problems.

---

Success Criteria

I can:

• State one potential problem for someone with an unhealthy diet.
• Identify that different people need different amounts of energy depending on their lifestyle.
• Describe some health issues caused by an unhealthy diet, including mineral deficiencies.
• Explain how an unhealthy diet can increase the risk of diabetes and heart problems (using sensitive language).

---

National Curriculum Links

Key Stage 3 Science (Years 7-9), National Curriculum England:

• Biology:
  • Understand the importance of diet, exercise, drugs and lifestyle on the way their bodies function. (NC ref: KS3 Biology, Health and Lifestyle)
  • Describe how diet, exercise and lifestyle factors affect health, including diseases such as type 2 diabetes and coronary heart disease.
  • Recognise that different types of organism and people require different amounts of energy.

Practicing enquiry and scientific skills:

• Developing and using models to represent scientific ideas (e.g., energy usage in the body).
• Constructing explanations based on evidence from observations and research.

---

Lesson Duration

40 minutes (plus 5 minutes packing up)

Class details

• 6 students (Y8, mixed abilities with SEN needs)
• Diverse needs: lower ability majority, 1 higher ability needing challenge
• Short attention spans, need for interactive and kinaesthetic learning, sensitivity to social topics

---

Lesson Plan Overview

Time	Activity	Detail	Resources	Differentiation
0-5 mins	Settle, Connect to Prior Learning
Brief group discussion recalling diet importance and previous learning on nutrients. Use visuals (food groups). Sensitivity reminder about personal topics.	Food group images, clear ground rules	Use sentence starters, picture prompts. Adults support students to express ideas.
5-15 mins	Interactive Mini-Research Task & Discussion
Students use iPads (Showbie) to research what an unhealthy diet is (pre-curated slides and simple research prompts). Then, group share answers to guide understanding.	iPads with scaffolded worksheets (questions with options, images)	Scaffolded questions, one-to-one support; higher ability encouraged to make connections to energy needs.
15-25 mins	Kinesthetic Activity: Energy Needs Simulation
Students act out energy use by different people – e.g., "Sporty person" vs "Less active person". Use simple role cards to show how energy needs vary. Visual energy counters (tokens) given and used to “buy” food calories.	Printed role cards, tokens, simple props	Simplify role cards for lower learners; challenge high-ability student to calculate differences or create new roles.
25-35 mins	Teacher-led Explanation / Mini Presentation
Explain health problems caused by unhealthy diet — focus on mineral deficiencies (e.g. iron, calcium) and lifestyle diseases (type 2 diabetes, coronary heart problems). Careful avoidance of stigmatising language around weight. Use animations or videos to explain simply.	Animated slides or short video clips, whiteboard	Use dyslexia-friendly fonts and colours; pause for questions frequently to check understanding; challenge high-ability student with metabolic concepts.
35-40 mins	Consolidation Quiz / Reflection
Use quick quiz on iPads (or paper for those preferring) to check knowledge on unhealthy diet and its effects. Finish with a reflection slide: “How can we keep healthy with food and exercise?”	Quiz template on Showbie, reflection prompt	Allow oral responses, picture-based multiple choice; encourage higher abilities to write a short explanation.

---

Detailed Teaching Notes

Introduction and Settling (0-5 mins)

• Greet warmly, set positive tone for the lesson.
• Remind the class about respect and sensitivity: the lesson focuses on health, not appearance.
• Use simple questioning to recall: What foods do we need to stay healthy? What happens if we eat too much of one thing or don’t get enough of another?
• Visual aids: Put up an NHS-style ‘Eat Well Plate’ image.

Interactive Mini-Research (5-15 mins)

• Pupils explore scaffolded digital slides to answer:
  • What is an unhealthy diet?
  • What problems could it cause?
  • Why do different people need different energy amounts?
• Encourage use of simple lookup words or provided sentences to reduce writing. Promote note-taking by drawing or highlighting.
• Teacher/adult to circulate and prompt deeper thinking, ensuring emotional safety.

Kinesthetic Energy Needs Simulation (15-25 mins)

• Give each pupil a role card (e.g., “Runner,” “Student who stays indoors,” “Older adult”).
• Each role shows different daily energy requirements (number of tokens).
• Pupils ‘buy’ foods using tokens to balance energy. Discuss outcomes: What if they “overbuy” junk food? What if they don’t get enough minerals?
• Visually demonstrate effects on the body — link to risk of illness.
• Encourage pupils to explain their choices.

Teacher-led Explanation (25-35 mins)

• Use concise, colourful slides with key facts.
• Explain mineral deficiencies (e.g., iron → tiredness, calcium → weak bones).
• Talk about diabetes and heart problems in context of sugar and fat intake (avoid mentioning weight/body size).
• Use models or animations to show how diet affects body functions e.g., blood sugar spike from sugary food → pancreas response.
• Ask simple questions: “How might missing calcium affect your bones?”

Consolidation Quiz and Reflection (35-40 mins)

• 5-question quiz format on iPads: multiple-choice and ‘true or false’.
• Questions target knowledge from lesson, e.g., “Which mineral helps build strong bones?” or “True or False: Everyone needs the same amount of energy.”
• Finish by asking students to say or write one thing they can do to keep healthy with food and exercise.
• Praise effort and ideas to motivate curiosity and confidence.

---

Differentiation Strategies

• Lower ability pupils:
  • Use visuals, simple sentences, sentence starters, collaborative work.
  • Teacher or TA support to scaffold explanations.
  • Reduce reading load with text-to-speech apps on iPad.
• Higher ability pupil:
  • Challenge to research metabolism basics using extra slides.
  • Ask to explain impact of metabolism differences on diet and exercise requirements.
  • Encourage reflection in writing with scaffolding (key vocabulary bank, linking words).
• SEN and SEMH considerations:
  • Frequent breaks or changes of activity to maintain attention.
  • Calm, predictable lesson structure with clear expectations.
  • Use positive language, one-to-one support where needed.

---

Vocabulary Focus (Tier 2 and Tier 3)

• Tier 2: energy, balance, lifestyle, health, diet
• Tier 3: mineral deficiency, calcium, iron, type 2 diabetes, coronary heart disease, metabolism
• Explicitly teach these before or during lesson, using word mats and visual supports.

---

Careers and Cultural Links

• Brief mention of health-related careers, e.g., dietitian, fitness coach, medical scientist.
• Emphasise how understanding diet and exercise helps in many jobs and personal wellbeing.
• Consider cultural food differences respectfully, highlight healthy options from diverse cuisines.

---

Reflection for Next Steps

• Assess student understanding from quiz and discussions.
• Note which pupils need further support or challenge next lesson.
• Adjust scaffolds or enriching tasks accordingly.

---

Materials List

• iPads with Showbie access and pre-loaded scaffolded materials
• Printed role cards and tokens for Energy Needs simulation
• NHS Eat Well Plate image (large poster or projected)
• Animated slides or short videos about mineral deficiencies and lifestyle diseases
• Dyslexia-friendly reading materials adapted from lesson content
• Quiz templates (digital and printable)

---

Summary

This 40-minute lesson thoughtfully addresses the National Curriculum goals on diet and health with a sensitive, engaging, and highly interactive approach tailored to SEN learners. It blends research, kinesthetic activities, and guided explanation to foster scientific enquiry and empathy. The lesson is designed to re-engage pupils with limited prior knowledge while challenging higher ability learners, all within a nurturing classroom culture that promotes curiosity and wellbeing.