Year level 10-11

Course Health and Human

Development

Prepared by Medina Toric

Duration 6 weeks (One 1.5 hour

lesson a week)

1. Unit Title Youth health and development- focusing on nutrition and social determinants of health
2. Aims/Outcomes/Learning intentions
3 Essential questions
- Explain the functions of major nutrients for the development of hard
What are the consequences of nutritional imbalance and deficiencies?
tissue, soft tissue, blood tissue and energy during youth as well
What are the major nutrients and vitamins our bodies need to
outcomes of vitamin deficiencies.
develop?
- Describe and explain the factors that have an impact on the health
What is the biggest health concern affecting Australias youth in
and individual human development of Australias youth.
todays age?
- Outline health issues relevant to Australias youth and, in relation to a What are the social determinants of health and how do these impact
specific health issue.
on todays youth?
- Determine the various social determinants of health and how these
What programs are available to assist and have an impact on youth
impact on youth in different countries.
health and development?
- Analyse strategies or programs that have an impact on youth health
and development.
4. What key knowledge and skills do students acquire (AusVELS,VCE etc curriculum):
AusVELS (2014) states that by level 9, students examine mental health issues relevant to young people and consider the importance of family
and friends in supporting their mental health and emotional health needs. Furthermore, they examine the relationship between nutrition and
stages of growth and development, and the eating practices associated with different stages in life. They learn to analyse the links between diet
and current community health issues, and consider special dietary needs, and ways of improving their own diet. They research patterns of food
consumption in Australia and investigate factors that influence food choice, such as changes in family life.
The VCE Health and Human Development Study Design (2013) puts forward the following key knowledge for the unit 1 study of youth
issues
The function of major nutrients for the development of hard tissue, soft tissue, blood tissue and energy
The consequence of nutritional imbalance in a youths diet on short- and long-term health and individual human development
Food selection models as tools to promote healthy eating during youth
The importance of nutrition in the provision for energy and growth including development of bone density and blood production
functions and food sources of nutrients required for optimal health and development of youth, including protein, carbohydrate, fats,
water, calcium, iron, vitamin A, vitamin D, vitamin C and B-group vitamins.
The impact of food behaviours on youth health and development such as skipping meals, the consumption of foods from sources

outside the home and the consumption of soft drinks and energy drinks.
The range of health care services available to youth and their rights and responsibilities in accessing and using relevant services
(including Medicare).

LESSON 1- Introduction to nutrients and vitamins

Introduction (10 minutes): Introduce the topic of Nutrition. With the students, brainstorm together the different types of foods by writing
FOODS on the whiteboard. Ask students to come up to the whiteboard and write down any food that they ate that day. After everyone has had a
go, ask the students:
- What foods would you consider to be healthy?
- What is a balanced diet?
- Would you say you eat a balanced diet every day?
- Which of these foods do we need for energy/muscle consumption/our nervous system?
Main Body: Divide the whiteboard into 6 sections: CARBOHYDRATES (Simple and Complex), PROTEINS, VITAMINS, MINERALS, FAT and
WATER. Explain to students that these are the 6 basic nutrients our body needs in order to be able to function. Together with the students, divide
the foods that they have written on the board into the 6 different sections. (10-15 min)
Provide students with a You are what you eat Worksheet & Activity (See Appendix 1) (TeachHealthK 2013). Explain to students that they are
required to read the worksheet, then complete the activity. They are allowed to work in pairs. (15-20 min)
After they have completed the activity, introduce students to the various vitamins. Show students the video- https://www.youtube.com/watch?
v=D6EPGDb6kEo that provides information on different vitamins (water and fat soluble) and their importance. (10 min)
When the video is finished, provide students with a sticky note and explain that they will be required to write down 1 vitamin and its function. Get
the students to stick their note on the whiteboard. Read out some of the different responses. (10 min)
Next, explain to students they will required to complete a task in which they have to fill out a table that outlines the various vitamins and minerals,
how the body uses them and where it can be found (See Appendix 2). Leave the sticky notes on the whiteboard. The students are allowed to use
the ideas from the sticky notes to assist them with their handout (15-20 min)
* If they do not finish the handout, they are required to complete it at home and bring it in the classroom the next lesson.
Conclusion: To conclude the lesson, go around the classroom and have each student recall either a vitamin, mineral or nutrient and describe where
the vitamin can be found and its purpose (10 min).

LESSON 2- Nutrient and Vitamin Deficiencies

Introduction (10-15 min): *Before class collect packaging and nutrition labels from various multivitamin supplements and a variety of foods, like
fortified cereals, dairy products and packaged fruits, vegetables and beans. At the start of the lesson, initiate a discussion about vitamins and
minerals to refresh the students memory of the previous class. Ask:
What vitamins and minerals can you list?
- How do people get the nutrients they need?
- Why do some people take vitamin and mineral supplements?
- Can you name any examples of common vitamins and minerals?
- Do you associate any certain health benefits with any specific vitamins or minerals?
* Hold a brief discussion and write ideas on the board. Next, circulate the vitamin and mineral supplement packages. Let students examine the
labels.
Ask the following questions:
- What vitamins, minerals and nutrients are contained in these supplements?
- Does the packaging give any clues as to their purpose?
- (Shift the discussion to food by asking): Aside from supplements, how else do people get the nutrients they need?
* Next, circulate the food packages and labels. Ask:
- What vitamins and minerals are contained in these foods?
- When food packaging mentions vitamins, does that mean that the food is good for you?
- Can you tell whether the vitamins and minerals occur naturally in the food or have been added?
Main Body: Explain to the students that they will be reading an article on Vitamin D efficiency- Reasons why Vitamin D may matter (Brody
2012) (See Appendix 4). On the board, write the following questions for reading comprehension and discussion:
- What is vitamin deficiency?
- What health problems are linked to vitamin D deficiencies?
- Which groups of people are at risk of Vitamin D deficiency? Why?
- What are the scientific uncertainties surrounding links between vitamin D deficiencies and health problems? (15-20
min)
ACTIVITY (30-40 min): Explain to students that they will work in groups, first to research vitamins and minerals and then to create a fictional
case study of a patient experiencing a vitamin deficiency. Then, they will exchange case studies, diagnose each others patients and present their
findings to the class.
* Divide the class into 6 small groups and assign each group a vitamin or mineral to research. Suggested vitamins and minerals include: vitamin
D, calcium, folate and folic acid, iron, vitamin B6 and vitamin B12.
Using available resources (laptops will be available- book them before the lesson), each group should create a chart for the vitamin that shows
why its important, who is at risk of deficiency and symptoms of deficiency. Then, on a separate piece of paper or on poster board, each group

creates a narrative describing a fictional patient who is either experiencing a vitamin or mineral deficiency or is likely to have a deficiency. Patient
profiles should include details like name, age, gender, risk factors and symptoms. *They should not include the name of the vitamin of issue
because another group will attempt to diagnose the patient.
When profiles are complete, post them around the room and have students circulate and jot down notes. They then return to their groups and work
together to diagnose the patients vitamin deficiencies. Groups should also recommend a course of action, like eating more of a certain type of
food and provide justification for the suggestions.
When groups have finished, invite everyone to weigh in on each case and lead a short discussion.
Ask:
- Were the diagnoses correct, according to the creators of the profile?
- Were the recommendations for patients appropriate?
- Is it difficult to diagnose vitamin deficiencies? Why or why not?
- Do some deficiencies have similar risk factors and symptoms?
- What additional information would you need to make a definitive diagnoses?
Conclusion: To conclude the lesson, go around the classroom and allow every students say one thing they have learnt from the activity.

LESSON 3- Health Issues in youth- focusing on obesity

Introduction: Brainstorm the biggest health concerns for youth in Australia. Organise them from the most common to the least common.

* Do some only occur for certain groups (e.g. males or females)

* Are any of these preventable? How?
Ask the students to raise their hand if they enjoy eating. Let the students know that as they will find out today, they are not alone. Australians
love to it food and it is one of the biggest health concerns for youth in Australia. State that fourteen million Australians are overweight or obese
and more than five million Australians are obese. Say to the students that Today we are going to discuss with you the causes of obesity, some of
the many health risks that come from obesity, and steps you can take in preventing obesity.
Instant Activity: Have the students pair up in groups of four or five. Around the room there will be posters hanging up that contain facts about
obesity. Inform the students that their job is to go up with their group and each pick a fact from the poster to memorize, and then they will return
to their seat and write down the fact they have memorized. After each student has recorded a fact, have the students rotate to the next poster and
repeat the process. Once the students have viewed all of the posters, have them discuss amongst the group the fact they found most interesting.
Finally, as an entire class, have each group share one fact that they wrote down and why they chose that fact (10-15 min).
Main Body: Show students a PowerPoint and brainstorm together the facts about obesity, statistics, what causes it, risks, consequences and how to
prevent obesity.
Include following points (20-25 min):
*
*
*
*

Causes: Genetics, Daily Eating Habits, Food Choices a diet high in fat, calories, simple sugars etc.,Eating disorders, Sedentary lifestyle
and other influences
Risks: Diabetes, Heart Disease, Stroke, Hypertension, Cancer, Sleep Apnea & Osteoarthritis.
Consequences: Potential negative health and psychological outcomes
Facts & Statistics: If weight gain continues at current levels, by 2025, close to 80% of all Australian adults and a third of all children will
be overweight or obese, obesity has overtaken smoking as the leading cause of premature death and illness in Australia and on the basis
of present trends we can predict that by the time they reach the age of 20 our kids will have a shorter life expectancy than earlier
generations simply because of obesity (Monash University 2013).
Show students the Supersize me video https://www.youtube.com/watch?v=N2diPZOtty0

Activities: Students will get back into the groups they were in for Word Wall. The students will be presented with several slides depicting
various choices on typical fast-food menus and everyday food choices. In their groups, the students will discuss what is the healthier choice and
why. I will then poll the student groups and present them the correct healthier choice with added nutrition information (20 min).
The students will stay in their groups for a review game. They will participate in Obes-ardy (which will be similar to the game Jeopardy) (See
Appendix 5). The students will be allowed to use their handouts the entirety of the activity. They will answer a number of questions on causes,
risks, and statistics about obesity. They will be presented with an answer and will be required to come up with the question to that answer. The
questions will be given point values with the more difficult questions receiving a higher point value. After all the questions have been answered,

the students will be asked a Final Obes-ardy question where they will wager a specific point value. Statistics and facts taken from Australian
National Health Survey (2008). (20 min)
Conclusion: To conclude the lesson, students participate in the 3 Ws activity, where they are required to discuss or write
What did we learn today?
So What ?(relevancy, importance, usefulness)
Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)

LESSON 4- Social determinants of health

Introduction: Begin the lesson by introducing the topic of social determinants of health. Brainstorm together and ask the students what they

think are some factors that may influence the social determinants of health (10 min).
State the definition- The social determinants of health are the conditions in which people are born, grow, live, work and age. These circumstances
are shaped by the distribution of money, power and resources at global, national and local levels. The social determinants of health are mostly
responsible for health inequities - the unfair and avoidable differences in health status seen within and between countries (WHO 2013).
Main Body: Present participants with the following questions for discussion (What makes a person healthy?), either as a handout or on a flip chart.
Make it clear that there are no right or wrong answers.
* What is a healthy person like?
* What are some of the factors which contribute to good health?
* What are some of the factors which contribute to ill health?
* Of the factors listed in questions 2 and 3, which are social and which are biological?
* Are there differences in health status across different social groups? If yes, what are they, and what are some of the
reasons for these differences?
* What are the differences, if any, between the social and biological causes of ill health?
Students will be required to work in groups of 5-6. They must write down their responses on a piece of paper. After they have written down their
responses facilitate a discussion in the whole group. The first two questions could be taken together for discussion, the third and fourth together,
and the fifth and sixth one at a time (40 min).
After the students have completed the activity, show them the video https://www.youtube.com/watch?v=5Lul6KNIw_8. The video explains the
social determinants of health as well as introducing students to the framework of the reaching healthy people by 2020 goals.
* The World Health Organization (2013) recognizes the need to break the factors of the social determinants down
into more manageable pieces. It lists ten factors that affect health and life expectancy, and advocates addressing
each within a comprehensive program of social protection that addresses all of them within a society. These ten
factors are:
*

The social gradient (extent of equity or the difference in wealth and opportunity between those with the most
and those with the least)

Stress

Early life experience

Social exclusion (the opposite of social connectedness)

Work

Unemployment

Social support

Food

Transport

Write the 10 factors on the whiteboard and hold a discussion with the students on how and in what ways these
factors can affect a persons health and whether these factors are different in different countries (Africa- Do they
have access to food like we do in Australia? What foods should we be eating? What if we dont have access to
healthy food? What are some of the health inequalities between countries?) (20 min)
Conclusion: To conclude the lesson, go around the classroom and allow each student to recall one factor of the
social determinants of health and the way that factor may impact on an individuals overall health.

LESSON 5- Social determinants of health & Range of services available

Introduction: *Make sure laptops are booked for this lesson*
Begin the lesson by doing a recap of last weeks lesson on the social determinants of health (5 min)
Main body: Show students the following video https://www.youtube.com/watch?v=m6d8nF4HBDw which follows the work of three projects
taking place across Europe that address the social determinants of health.
Start a discussion with the students in regards to the similarities and differences between the countries in relation to the social determinants of
health. Ask:
- Do all of the countries have equal access to water, food, and public education?
- How does access to these services affect the overall development of youth? (10-15 min)
Next, show students another video clip https://www.youtube.com/watch?v=rJ4LJ0n13sY which shows the inequalities between developing and
developed countries. Get the students to answer the following questions:
- Should public health systems be available in all countries? Why/Why not?
- Should all countries have access to clean water, food, toilets?
- What impact does not having access to these needs have on the development of youth?
- How does this impact our overall health? (20-25 min)
After students have completed the questions, get them to put their hands up and share their responses with the whole class.
Students will then be provided with a handout that outlines the Public health programs in Australia (AHIW 2011) Explain that the handout is
available to them so they are aware of the different resources and public health activities that focus on prevention, promotion and protection as
well as the factors and behaviours that cause illness and injury. Students will be required to use the laptops to complete an activity based on the
various resources listed on the handout. They will need to research a program from the handout and outline its purpose, main objectives, how it
promotes help and who it is aimed at (30 min)