6. Choosing Activities

At this stage, teachers and students should decide on which activities would support their investigations and provide them with evidence that can be meaningfully communicated in the final product.  

In some cases, the teachers might identify gaps in students’ learning that need to be filled before investigations, research and experiments can be carried out effectively.  Students may wish to investigate the energy value in the food they eat, but require guidance on how to do so.  In such a case, the teacher can demonstrate a experiment using a different food type while addressing safety concerns and explaining the appropriate us of materials and equipment.  When student have a secure grasp of what is required to investigate energy content in food, they may proceed to replicate the experiment on their target food with a higher degree of independence.

In the 1st Element of the STEALTH Toolkit (Nutrients Knowledge and Understanding Page 19), a wide range of activities are suggested with which to fill gaps in students learning.  In this section, the main focus is on developing or consolidating students’ knowledge and understanding of the key nutrients that are found in the food they eat. A list of key terms and definitions can also be found in Appendices.  

Teachers are invited to use these or other activities only if necessary.  In some cases, teachers might feel that their students already possess the knowledge and understanding required to carryout their investigations and have no need for additional prior-learning.