Health

Healthy Choices, Healthy MeGrade 1

OverviewIn this Health unit we will be learning about making healthy choices. Students will learn how good lifestyle choices can have a positive impact on our personal health. They will investigate different types of foods, activities and behaviours that contribute to health, fitness and wellbeing.

Term 2Duration

1 hour / week 10 weeks

Year 1 Achievement Standard

By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

Key Inquiry Questions What impact do health messages have?

How do our choices impact our health?

What choices can you make to be healthy?

What role does food play in maintaining

health and wellbeing?

How does the body react to different types

of activity?

What activities can you do to improve fitness

and wellbeing?

Formative 1. Scrap Paper Brainstorm- Draw or write to quickly answer the following questions;

What are 3 things you can do to improve your health?What are the 5 main food groups?What foods should you eat the most? What happens to the body after exercise? How much exercise should a child get each day?How could we make our classroom healthier?

Continuous Assessment Anecdotal Observations Exit PassesStudents work samples

Summative Assessment Healthy Choices, Healthy Me Information Report

Integration:Writer’s Workshop- Information ReportsGuided Reading- Selecting texts relating to health concepts

Differentiation:Process- The process is essentially how the students learn the content.

Catering for different learning styles, processing speeds, interests and abilities.

Using and combining visual such as photographs, videos, dramatic effect, and puppets to stimulate discussion and support text or verbal instructions.

Orientation, size, colour, formatting, length and spacing of written text. Providing opportunities to talk in whole class, group and partner situations. Ensuring that instructions are concise and clear. No more than three instructions given if necessary/ More than three steps to extend capable

students Allowing longer wait time when checking understanding and listening to responses given by

students Posing questions that encourage deeper understanding such as evaluative and analytical questions Going Further- Integrating content into other curriculum areas

Content- Content is what the students are being taught. Differentiating content allows students to begin in different places in the curriculum and proceed at varying rates.

Combine and link Year 2 content where ever possible. Encourage students to make deeper connections and work with content covering multiple content

areas. Focus in on key content using appropriate learning intentions and co-constructed success criteria.

Encourage students to ask their own questions and follow their curiosities. Provide them with more advanced research tasks, skills or equipment so that they are able to

demonstrate independence when discovering the answers to their questions. Product- How students demonstrate what they’ve learned is the product.

Written Essay Illustrations Exit Passes Work samples Recorded Discussions

Thinking Skills:Remembering- Describe, list, name, define, locate, brainstorm Understanding- Infer, interpret, summarise, discussApplying- Make, draw, writeCreating- Imagine, predict Evaluating- Examine, critique, interpret Analysing- Compare, Contrast, sequence, organise

Useful Teacher Resources http://healthyfutures.nea.org/get-informed/student-physical-health/healthy-steps-for-healthy-lives/ https://www.eatforhealth.gov.au/http://www.nutritionaustralia.org/national/resource/australian-dietary-guidelines-2013#4 https://www.eatforhealth.gov.au/nutrition-calculators/food-balance http://kidshealth.org/en/kids/dsmovie.html https://healthy-kids.com.au/food-nutrition/guidelines-recommended-intakes/health-promotion-messages/

1 Topic – Introduction: Caring for Your Body AssessmentLearning Intention – We are learning about how to take care of yourself and how to stay healthy.

Success Criteria-I name the some of the important features of my body. I can say why they are important. I can think of ways to take care of my body.

Pre-test

Lesson Steps/ Activity- 1. Pre-test: Scrap Paper Brainstorm- Draw or write to quickly answer the following questions;

What are 3 things you can do to improve your health?What are the 5 main food groups?What foods should you eat the most? What happens to the body after exercise? How much exercise should a child get each day?How could we make our classroom healthier?

2. Have a basic illustration of a person pre-drawn on the board. Watch the video: http://www.bing.com/videos/search?q=Inside+the+Human+Body+for+children&&view=detail&mid=91B2617FB90F4623589991B2617FB90F46235899&FORM=VRDGAR

3. Talk Partners- Ask students to identify parts of the body that we need to take care of. Students report back ideas. Discuss why each of these parts (organs) of the body are important. Continue discussion about each body part and its main function. Draw organs as each one is discussed (skin, heart, lungs, muscles, brain, eyes, ears, bones, stomach and teeth).

4. Have students break up into groups of 3. Provide groups with paper and an iPad. Students look up what the body part looks like in real life. Students use craft materials to make that body part. Students write a label for it and say why it is important for your health. This will be added to a classroom display.

5. Revisit LI and SS. Brainstorm some health inquiry questions to investigate- What do you want to find out about in health? What questions do you have about your body and how to be healthy? What are you wondering about health?

Resources Needed:Scrap paper

Mixed Craft Materials

Pencil /Paper

2 Topic – Food and Nutrition: Food Groups Assessment

Anecdotal Observations Exit Passes

Students work samples

Learning Intention – We are learning about how to take care of yourself and how to stay healthy.Success Criteria- I know what the digestive system does. I know the 5 main food groups. I can sort healthy foods from unhealthy food. I can make healthy food choices. Lesson Steps/ Activity-

1. Introduce LI and SC. 2. Watch the video ‘How the Digestive System Works’-

http://kidshealth.org/en/kids/dsmovie.html 3. Begin by asking student if they know why some foods are healthy and some are not. Discuss

responses. Explain what our body needs to survive, grow and be healthy (vitamins & minerals, food and water). Draw and label ideas on the board as discussed.

4. Explain that in order to have all of the vitamins and minerals needed for good health we need choose from the 5 food groups. Display these questions on the board- What food group gives us power and strength? What food group gives us vitamins, minerals, fibre? What food group helps our bones and teeth? What food group gives us energy?

5. View food groups poster and discuss each section- https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

6. Have students divided into 5 groups. Have each group conduct a food group hunt using food magazines and food catalogues. Students cut out pictures. Ask two students find and cut out some oils and sometimes foods as well.

7. Return to the floor with cut out foods from each of the 5 food groups. Using mapping paper and pictures, co-construct a healthy foods plate poster for our classroom display.

8. Going Further- Watch and sing along with the rap about water- https://www.youtube.com/watch?v=7btmCgr_ofQ

Resources Needed:Food magazines and catalogues

Scissors

Mapping Paper

Glue

3 Topic – Food and Nutrition: Healthy Choices, Healthy Plate Assessment

Anecdotal Observations Exit Passes

Students work samples

Learning Intention – We are learning about how to take care of yourself and how to stay healthy.Success Criteria- I know what the digestive system does. I know the 5 main food groups. I can sort healthy foods from unhealthy food. I can make healthy food choices. Lesson Steps/ Activity-

1. Revise LI and SC. Revise understanding of the 5 food groups and what the body needs to be healthy.

Watch the video ‘What’s On Your Plate’- 2. https://www.healthyactivekids.com.au/families/online-video/whats-on-your-plate-kids/ 3. Play the game online game - https://www.healthyactivekids.com.au/families/online-games/4. Explain that students will be designing a tasty healthy balanced meal using craft materials.

Resources Needed:Mixed Craft Materials GluePaintPaper Plates

Their meal will have food from 5 of the food groups. They will need to work in groups of 3 to make their meal and plate. Encourage students to pick vegetables in different colours to ensure they get different types of vitamins and minerals. Explain that sometimes dairy can be found in meals in the form of cheese or yogurt. Explain vegetarian options if there is a student who does not eat meet but needs to have protein in their diet. Fruit could be a snack for desert.

5. Watch video ‘Mr Maker- Roast Dinner’ for inspiration and ideas. https://www.youtube.com/watch?v=fDdqW6MF3WY

6. Students design, make and label a healthy meal using craft materials. Students divide their plate into thirds to ensure that they have selected food from at least 3 food groups.

7. Reflect on SC and share 3 healthy food choices they will make this week.

Brushes

4 Topic – Physical Exercise: The Cardiovascular System and Exercise Assessment

Anecdotal Observations Exit PassesStudents work samples

Learning Intention – We are learning about how to take care of yourself and how to stay healthy.Success Criteria- I know that exercise is good for my heart, lungs, brain and muscle. I can explain how my body reacts when I exercise. I know that I need to be active for at least 2 hour every day. I can name some games and activities that will make me healthy.Lesson Steps/ Activity-

1. Introduce LI and SC. 2. Explain that students are going to investigate how their body responds to aerobic exercise.

Take students outside for a run (2 laps around the basketball courts). Return to the class and have them continue with 10 star jumps and 10 air jumps. Once finished ask students to lay back and relax silently. Have them place their hand on their chest and focus on their breathing. Ask them to feel the skin on their face.

3. Ask students to sit up slowly. Talk Partners- What did you notice about your body after excising? What changes did you notice in your body?

4. Have students report back ideas. Record brainstormed ideas on the board. Ask students to identify which parts of the body we used while exercising. Have a discussion about how how exercise keeps us healthy and how it makes us feel.

5. Model how to draw a diagram to show how exercise makes you feel. 6. Students return to their desk to draw an illustration of person after exercise. Students label and

write about how their body reacted, the changes they noticed and how they felt. Teacher example- http://resources.australiancurriculum.edu.au/work-portfolios/health-and-physical-education-satisfactory-years-1-and-2/annotated-drawing-being-active-at/

7. Reflect on LI and SC. Share illustrations and discuss why the body reacts this way after exercise.

Resources Needed:

5 Topic – Mindfulness and Wellbeing AssessmentAnecdotal Observations Exit Passes

Students work samples

Learning Intention – We are learning about how to take care of yourself and how to stay healthy. Success Criteria- I can explain how my body reacts when I exercise. I can compare how my body feels after aerobic exercise and mindfulness. I can identify positive feelings after exercise. I can name the times and places when I can be active. Lesson Steps/ Activity-

1. Introduce LI and SC. 2. Explain that students are going to investigate how their body responds to rest and mindfulness

exercises. 3. Using ‘Go Noodle’, have students complete some yoga stretch activities. Finish the session with

mindfulness breathing or guided meditation. Ask students to feel their heart and listen to their breathing.

4. Ask students to sit up slowly. Talk Partners- What did you notice about your body after mindfulness and yoga? What changes did you notice in your body? How it make you feel?

5. Have students report back ideas. Record brainstormed ideas on the board. Ask students to identify which parts of the body we were being mindful and stretching. Have a discussion about how this type of exercise ca be good for us.

6. Model how to draw a diagram to show how mindfulness makes you feel. 7. Students return to their desk to draw an illustration of them self after yoga and mindfulness.

Students label and write about how their body reacted and changes they noticed on their body. 8. Reflect on LI and SC. Share illustrations and discuss the benefits of aerobic exercise and

mindfulness. 9. Identifying opportunities when kids be active at school, at home and in the community.

Resources Needed

6 Topic – Creating a Healthy Classroom Assessment

Anecdotal Observations Exit Passes

Students work samples

Learning Intention – We are learning about how to take care of yourself and how to stay healthy.Success Criteria- I can suggest ways to make our classroom healthy. I list activities that support health and wellbeing. I can explain how aerobic exercise and mindfulness is good for me. I can explain why certain foods are good for me.

Lesson Steps/ Activity- 1. Revise LI and explore SC. Play True or False- Have some statements displayed on the

board. Read each statement and determine if it is true or false. Milk is good for your bones and teeth. T/FYou should exercise for only 10 minutes a day. T/F A healthy lunchbox would include cakes, chips and party pies. T/FProtein is good for you muscles and gives you power. T/FYour plate should have mostly carbohydrates on it. T/FMaking healthy choices is hard work. T/F Fruit and vegetables are sometimes foods. T/F

2. Display an enlarged Y chart. Write the title ‘What Makes Our Classroom…’. Label each section of the Y chart (Healthy, Mindful and Active).

3. Talk partners- What makes our classroom healthy? What makes our classroom active? What makes our classroom mindful?

4. Students report back one ideas for each question. Explore some other sustainable practices that students can implement in the classroom to improve health and wellbeing of the class

5. Have students create their own Y chart in their books. Explain that they will be designing a healthier, more active and mindful classroom. They can write ideas about what our class already does and also make suggestions about how to be more healthy, active and mindful.

Teacher Example- http://resources.australiancurriculum.edu.au/work-portfolios/health-and-physical-education-satisfactory-years-1-and-2/written-response-healthy-safe-active-at/

6. Reflect on SC. Share Y charts with the whole class. 7. Going Further- Creating a bank of movement games and physical activity cards

students can select from and play during lesson breaks and before or after school.

Resources Needed:T/F questions Enlarged Y ChartPencils and books

7 Topic – Health Messages Assessment Anecdotal Observations Exit PassesStudents work samples

Learning Intention – We are learning about how to take care of yourself and how to stay healthy.Success Criteria- I know what a health message is. My health message includes a slogan, facts and examples. I can communicate a health message to my friends.

Lesson Steps/ Activity-1. Introduce LI and SC.2. Explain what a health message is. Show an examples of health promoting posters. Discuss the

health messages it contains. Teacher Example- http://healthyfutures.nea.org/wpcproduct/healthy-steps-for-healthy-lives-poster/

3. Watch the following videos containing health messages. 4. Have students think about these questions while watching- What is the message they want to

share with us? How did they communicate this message? What information did you learn from this health message? https://www.healthyactivekids.com.au/teachers/online-video/its-great-to-hydrate/https://www.healthyactivekids.com.au/teachers/online-video/eat-wise-energise/

5. As a whole class identifying some other popular health slogans and discussing the behaviours these slogans are encouraging (slip, slop, slap). 6. Have work with a partner to create their own health promotion message. First encourage students to pick 1 message to cover. Next encourage them to think of ways to share their message (posters, advertising video, acting it out, song or rap).7. Allow students time to prepare their health messages.8. Share positive health message and sharing it with the class.

Resources Needed:Poster Paper iPadsProps

8 Topic – Assessment Assessment

Healthy Choices, Healthy Me Information

ReportStudents will create an information report in Writer’s Workshop that will demonstrate their understanding of Health. This information report will be turned into a PowerPoint that will be shared with the class. The information report will cover the following questions; Why should I make healthy choices? What should I eat? Why should I be active every day? What does a healthy classroom look like? What can I do to improve my health?

Resources Needed:Information Report Drafts

iPads/ Computers

9 Topic – Health and Hygiene AssessmentLearning Intention – We are learning about how to take care of yourself and how to stay healthy.Success Criteria- I know what good hygiene means. I can suggest ways to prevent the spreading germs. I can say how to look after my teeth, skin, eyes and ears. Lesson Steps/ Activity-

1. Revise LI and SC2. Watch one of the following videos-

https://www.youtube.com/watch?v=YBGsoimPXZghttps://www.youtube.com/watch?v=NoxdS4eXy18

3. Discuss different reasons for getting sick (cold, flu, stomach bug, infection). Explain how germs are responsible for making people feel unwell. Talk partners- What other things can we do to help prevent germs from getting in our body.

4. Have 5 different posters set up on different tables with the words; ears, eyes, skin (and cuts), mouth (teeth). Have students work in groups to research and brainstorm ways to keep each part of the body healthy. Provide some books, health pamphlets or facts sheets to assist students in developing strong ideas.

5. Reflect on SC and share posters with the class.

Resources Needed:Poster Paper

Pencils and paper

10 Topic – Revision

http://www.nestleusa.com/nutrition/healthysteps/healthy-steps-for-healthy-lives-grades-k-3