SCHOOL OF EDUCATION

LESSON PLAN TEMPLATE

Name: Stacey Topic: Menu Planning Lesson No: 4.3

Subject: Outdoor Education School: Duration: 75 minutes

Date: Year level: 9

Learning Purpose/Learning Intention/Rationale:

· Students to develop a menu plan for their canoe trip with awareness of food groups and
energy requirements
Victorian Curriculum- F-10

VCDSTC058 – Technologies Contexts – Food Specialisations - Investigate and make judgements

on how the principles of food safety, preservation, preparation, presentation and sensory
perceptions influence the creation of food solutions for healthy eating

VCHPEP148 – Personal, Social and Community Health Strand

Evaluate health information from a range of sources and apply to health decisions and
situations

Success Criteria / Learning outcomes: (Detail what the students will be able to do as a result of this
lesson. Learning outcomes should be numbered or coded so that they can be identified in the
procedure of the lesson)

- Students will be able to plan two group dinners for 15 people considering allergy
requirements and energy requirements.

Assessment: (Assessment should be numbered or coded so that they can be identified in

the procedure of the lesson)

How will you:

1. assess students’ prior knowledge and readiness for the learning in this lesson
2. assess emerging knowledge and understanding, improving skills
3. feed assessment information back to the students to inform their learning
4. make judgements for use in reporting student achievement?

Procedure:
In this section you will set out the steps for your lesson in order and in the columns below.
The learning outcomes should be specifically addressed and assessed.
Time for Teacher activities: Learner activities:
each step
0-5min Roll, overview of lesson and expectations of Students to respond by writing their
students answer in exercise book.

5-10 mins Prompt the question “what does it mean to

you to be healthy? Students to respond via Chosen students to respond verbally
writing response down. with answers.
10-15 mins Ask for student responses via hands up /
volunteers. Once responses are given, ask Chosen students to respond verbally
students what some similarities and with answers.
differences between answers were.

What do we know about the different food

groups? How many are there? What do we
get from each food group?

15 – 25mins Tying together the two previous questions –
what kinds of foods should be avoiding /
aiming to eat to maintain a healthy lifestyle?
- Answers that don’t align with aim of
lesson can have a second opportunity
to choose a more appropriate
response
Have students mind map their
knowledge of the five different food
groups and discuss at completion
with their table group
Volunteer responses from students

Being aware of students who are consistently

volunteering responses and encourage
responses from quieter students, use
knowledge of your students to prompt a
response of their sport/home life etc.

Put forward to individual table groups to - Allow students brainstorming time

come up with one meal that would be - One student to come write group
suitable to cook suggestion on white board
a) Large quantity - As a class then we need to vote on
b) Easily on a campfire two choices, have students per
c) Ingredients can travel for up to two table group come and cast their
full days – eskies are available vote by placing a mark next to
d) Abide by all food requirements – each food option on the board
allergies and intolerances - The two with the highest votes will
become the two dinners that will
25-40 mins As a group we need two dinner meals for the be cooked on the trip.
group. As there are 6 table groups ideally,
we get five different ideas, but we can work
if with . As a class we go through all five
response and analyse them for how suitable
they would be for a canoe journey in terms
of
- Transport
- Ingredient quality – will it last
- How easy is it to cook bulk?
-
As the teacher we already have a good idea
what we are looking for something with high
carbohydrates for energy like pasta and rice.
Some ideas for this could be spaghetti
bolognaise and a mild curry.
40-60mins After the two meals have been chosen,
combine two groups of three to create two
groups of six.

Have each group discuss and produce a
shopping list for each meal. Include
quantities required for both meals.
- Teacher to oversee and finalise
ingredient list and quantities
Students to create two shopping lists
- Fresh ingredients to be
purchased close to departure
date
- Packaged ingredients that can be
bought and stored in the lead up
to the trip.

60-70mins Use the end of the class to brainstorm ideas

for students’ individual breakfast and lunch
ideas. Set the students homework to create
a shopping list of their food that will create
their breakfast and lunches.

70-75mins Finish the class by setting the homework,

summarising on key points of food and
energy required for physical activities.
Teacher’s resources:

- Whiteboard and markers

Catering for inclusion:

Being aware of students who are consistently volunteering responses and encourage responses from
quieter students, use knowledge of your students to prompt a response of their sport/home life etc.

Students’ resources:
- exercise book & pens
- laptop for extension activities

Extension activities:

- If a group finishes early the next task is to have a look online at sites like Woolworths and
Coles and begin to price check some of their ingredients and look at specific brands of items
that require purchasing. Each student on individual laptop to research an individual
ingredient on the shopping list.

Learning space set-up:

- Tables set up as small groups suitable for table discussion. Ensuring that all students are
facing towards the front of the room as best as can within setup