HPE Year 4 Unit 2.docx - The Curriculum Place



Health and Physical Education Year 4 Term 1Unit Title:Am I Making Healthy Choices?Achievement StandardBy the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, physical activity and safety.Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and combine movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.HPE StrandsContent DescriptionsAssessment (A)Personal, social and community health FORMCHECKBOX Being healthy, safe and active FORMCHECKBOX Communicating and interacting for health and well being FORMCHECKBOX Contributing to healthy and active communitiesMovement and Physical Activity FORMCHECKBOX Moving our body FORMCHECKBOX Understanding movement FORMCHECKBOX Learning through movement Knowledge and UnderstandingsBeing healthy, safe and activeExamine how success, challenge and failure strengthen personal identities (ACPPS033)Explore strategies to manage physical, social and emotional change (ACPPS034)Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)Communicating and interacting for health and wellbeingDiscuss and interpret health information and messages in the media and on the Internet (ACPPS039)Contributing to healthy and active communitiesParticipate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)Assessment For LearningStudents to complete a blank healthy/unhealthy person template. (ACPPS036)Assessment As LearningStudents to keep a food diary or class blog about eating habits. Students to reflect on this throughout the unit and discuss with the class their diary. Students may only wish to share something they may have excluded from their diet or cut down on. Be aware there may be children who do not have certain meals or may only eat what parents can afford or provide. It is not compulsory for students to share their whole diary but use this as a tool to have children reflect on their own eating habits and to start making choices. (ACPPS036)Students to look at recipes and sort ingredients into 3 areas. Students offer alternatives to make recipes healthier. (ACPPSO36)(ACPPSO39)Assessment Of LearningStudents to design a healthy lifestyle website using weebly. Students are to look at the areas of healthy eating & drinking, healthy lifestyle and food allergies/intolerances. Students to share their websites with the class.Focus Areas HPE FORMCHECKBOX Alcohol and other drugs (AD) FORMCHECKBOX Food and nutrition (FN) FORMCHECKBOX Health benefits of physical activity (HBPA) FORMCHECKBOX Mental health and wellbeing (MH) FORMCHECKBOX Relationships and sexuality (RS) FORMCHECKBOX Safety (S) FORMCHECKBOX Active play and minor games (AP) FORMCHECKBOX Challenge and adventure activities (CA) FORMCHECKBOX Fundamental movement skills (FMS) FORMCHECKBOX Games and sports (GS) FORMCHECKBOX Lifelong physical activities (LLPA) FORMCHECKBOX Rhythmic and expressive activities (RE)Learning Framework FORMCHECKBOX Community Contributor FORMCHECKBOX Leader and Collaborator FORMCHECKBOX Active Investigator FORMCHECKBOX Effective Communicator FORMCHECKBOX Designer and Creator FORMCHECKBOX Quality ProducerCross Curricula Priorities FORMCHECKBOX Catholic Ethos FORMCHECKBOX Aboriginal and Torres Strait Islander Histories and Cultures FORMCHECKBOX Social Emotional Learning FORMCHECKBOX Asia and Australia’s Engagement with Asia FORMCHECKBOX Inclusive Education FORMCHECKBOX Sustainability EducationGeneral Capabilities FORMCHECKBOX Literacy FORMCHECKBOX Critical and Creative Thinking FORMCHECKBOX Intercultural Understanding FORMCHECKBOX Numeracy FORMCHECKBOX Ethical Understanding FORMCHECKBOX ICT FORMCHECKBOX Personal and Social CapabilityLinks to other LA’sLinks to other Learning Areas: Australian Curriculum: HPEEnglish, ICT, ScienceSituational Context of UnitThis unit can be completed in the following ways: FORMCHECKBOX General Classroom Teacher - HPE Combination 1 hour per week FORMCHECKBOX HPE Specialist in addition to Classroom Teacher PE Component(specialist) ...hrs PE Component (Classroom Teacher)...hrs FORMCHECKBOX H Component (specialist/classroom teacher) 10hrsAdditional information:Learning and Teaching StrategiesWeek12345678910 Cross Curricular PrioritiesCatholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive EducationGeneral CapabilitiesLiteracy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical UnderstandingEngage ?Explore ?Explain ?Elaborate ?EvaluateEngageResources1) Pose the students with the question ‘What Makes Us Healthy?’ Hand the students the blank person template (2 copies per student) and get them to label one figure healthy and the other unhealthy. Students draw what they believe makes them healthy. Encourage them to consider what they eat, drink, exercise and any external influences (pollution etc). Students feedback to the class/small group what they have included on their diagrams. Ask students to consider if they are healthy all the time. Explain to students that sometimes we may not be healthy with our choices (eat fast food, drink softdrinks etc) and that doing this in moderation is ok as long as it not regular. Students to keep a food diary or class blog about eating habits. Students to reflect on this throughout the unit and discuss with the class their diary. Students may only wish to share something they may have excluded from their diet or cut down on. Be aware there may be children who do not have certain meals or may only eat what parents can afford or provide. It is not compulsory for students to share their whole diary but use this as a tool to have children reflect on their own eating habits and to start making choices.2) Ask students ‘What is fast food?’ ‘What is their favourite fast food?’ Ask students to think of a meal that is particularly unhealthy (eg triple cheeseburger with chips and a softdrink) or show them cheesburger meal picture How would your body feel if you ate this before physical activity? Lead a discussion to why these foods can be unhealthy:Fast foods are often high in sugar, fat and salt and low in nutrients. Large portion sizes are usually more than the body needs.Low in fruit and vegetables.Discuss with students that the food we eat contributes to; concentration, learning, healthy hair and skin, working muscles, healthy blood, strong bones etc. Look through website and discuss elements. Plenty of facts and areas for discussion.Watch ‘Eating for sport video’ on (plenty of other relevant videos on here also) and discuss.Go to website and play Health eDash – Eat Wise to EnergiseHow far can you run? In this game, kids use the Benny Bolt character to navigate a landscape that’s filled with a variety of foods. Foods like fruit and water top up Benny’s energy stores, while pizza and lollies slow Benny down. The game shows kids the correlation between certain foods and activity.Teacher Resources:Cheeseburger meal picture lifestyle site for sport video eDash game ResourcesBlank Person template Diary and Physical Education MetalanguageAssessment OpportunitiesHealthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity.Students to complete a blank healthy/unhealthy person template. (ACPPS036)ReflectionWeek12345678910 Cross Curricular PrioritiesCatholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive EducationGeneral CapabilitiesLiteracy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical Understanding, Engage ?Explore ?Explain ?Elaborate ?EvaluateExploreResources1) Ask students ‘How do you know if you are eating too much or too little?’ Explain to students that Australia has Guidelines for Eating to determine how much or how little we need of a variety of food and beverages to keep us healthy. Look at the guide Discuss with the class what makes up each section. Explain to the students that recommended serving sizes depends on your age and maybe even your gender. Look at the recommended serves amount on with students where they fit.Give students a blank ‘Guide to Healthy Eating’ (page 26). Ask students to plan a breakfast, lunch and dinner for themselves that incorporates all the food groups but remains healthy within the guidelines.2) Discuss with students nowadays more and more children are being diagnosed with food allergies & intolerances. How would it affect you to have a food allergy/intolerance? Does anyone in the class have a food allergy? Why would it be important to know if someone had a food allergy? Discuss with students common food allergies and visit site Look at reading labels for … Explain to students that they need to read labels carefully if they suffer from a food allergy or if they are preparing food for someone with a food allergy. There are cards to cut out and look at for each allergy:- Visit the site discuss with students. Ask the students to work in pairs to design a factual poster that could be displayed in a canteen, outside a tuck shop, restaurant etc to inform workers about how to minimise risk of anaphylaxis and what to do in the case of emergency. The poster can be made using laptops, ipads or poster paper. Extension: Give the students a range of food packaging for them to sort and see if they are safe for people with a range of allergies. Be aware of any students with allergies and handling packages. Teacher ResourcesHealthy Eating Guide Guide to Healthy Eating (p26)Australia recommended servings of food packages for kids to sort. Student ResourcesBlank Guide to Healthy EatingHealth and Physical Education MetalanguageAssessment OpportunitiesHealthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity, allergy, intolerance, servings, anaphylaxis, beverages.ReflectionWeek12345678910 Cross Curricular PrioritiesCatholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive EducationGeneral CapabilitiesLiteracy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical UnderstandingEngage ?Explore ?Explain ?Elaborate ?EvaluateExplainResources1) Revise the types of food that make up a balanced diet. Show students theAustralian Guide to Healthy Eating.Divide the class into five groups. Give each group one of the followingscenarios and ask them to plan:? A suitable lunch for a bushwalking expedition? A healthy lunch for school? Food for a picnic lunch? A lunch to eat when staying at home on a cold winter’s day? Lunch to take to the beach on a hot summer’s day.Ask students to list the types of food that would be suitable for their scenarioand create a menu for their lunch. Give each group a blank Australian Guideto Healthy Eating (A3). Ask students to draw and label the foods chosen for theirlunch on the guide.As a class, discuss whether all food groups have been included in each of thelunches. Are there sections that should have more or less foods in them?Why?2) Discuss with students apart from what we eat and drink what else do we need to do to keep healthy? Explain exercise is important for a healthy lifestyle as well as healthy eating. As a class, list physical activities we could do at home and at school to go alongside our healthy eating. Watch the clip from Discuss and list the benefits from physical activity. Ask students to devise a daily plan for a year 4 student to keep healthy. Use template from (Lesson 3- A Healthy Day). Students to share their plan with the class to justify their decisions. 3) Explain to students that the media plays an influential role in what we see as healthy. There are many campaigns focussing on healthy lifestyle and eating these days. Sometimes companies use celebrities to promote their healthy products so others will buy from them. Does anyone know who Jamie Oliver is? Take some time to look at Jamie Oliver’s website Look at how the website is set up and some of its key areas. Discuss how Jamie Oliver has started a campaign to promote healthy eating. Explain how his website gives facts and ideas to how we can eat healthy. Hand everyone a copy of the Australian healthy eating guideline Look at the recipes from the website. As a whole class choose a recipe to look at and break each list of ingredients down to see if the final meal is healthy. Divide a table into 3 on the board and label it green (healthy-as many as you want) yellow (fairly healthy- watch how many you have) red (unhealthy- try to stay away from). As a class divide each of the ingredients under each heading. Show the students another recipe from Ask the students to draw up a table with the 3 colours and sort the ingredients into each column for the beef burger recipe. When the students are finished ask if they could make the recipe healthier by removing or replacing any of the ingredients with things from other food groups. Remember it needs to taste good. Extension:You can also mention food allergies and alternatives for people suffering from an allergy.Teacher ResourcesVideo clip ‘Are you active enough’ ResourcesA Healthy Day Australian Guide to Healthy Eating on A3for each group. (p26)Pens, post it notesHealth and Physical Education MetalanguageAssessment OpportunitiesHealthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity, allergy, intolerance, servings, anaphylaxis, beverages, balanced diet, ingredients, campaign, lifestyle, food groups, menu, recipeStudents to design a healthy lifestyle website using weebly. Students are to look at the areas of healthy eating & drinking, healthy lifestyle and food allergies/intolerances. Students to share their websites with the class.ReflectionWeek12345678910 Cross Curricular PrioritiesCatholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive EducationGeneral CapabilitiesLiteracy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical UnderstandingEngage ?Explore ?Explain ?Elaborate ?EvaluateElaborateResources1) Students to be given the task sheet. Explain the task to them and answer any questions. Students use the internet, books, pamphlets to gather information for the headings of their task. Students complete the task. Teacher to model how recipes are constructed. You could use the recipe template Teacher to model how games are modelled focussing on the importance of fully describing rules. Extension: Set up a class blog with recipes and games.Teacher ResourcesPamphlets, books relating to healthy eating.Student ResourcesRecipe template and Physical Education MetalanguageAssessment OpportunitiesHealthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity, allergy, intolerance, servings, anaphylaxis, beverages, balanced diet, ingredients, campaign, lifestyle, food groups, menu, recipeReflectionWeek12345678910 Cross Curricular PrioritiesCatholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive EducationGeneral CapabilitiesLiteracy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical UnderstandingEngage ?Explore ?Explain ?Elaborate ?EvaluateEvaluateResources1) Culminating activity. Students to share their websites among the class. Students to share food journals for the unit and to reflect on changes they have made to their eating habits.Extension: Masterchef day- Students to make their sandwich recipes and share with the class. Make sure there are no food allergies. Students could bring in ingredients and make sandwiches for class. Sandwiches could be shared. Students can explain ingredients chosen and why their sandwich is healthy.Extension: Game afternoon. Students to teach the games they have included in their task to Prep or Y1 students. Explain the importance of explaining rules and safety.Teacher ResourcesStudent ResourcesLaptops/ipads.Sandwich ingredients.Food journalsHealth and Physical Education MetalanguageAssessment OpportunitiesHealthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity, allergy, intolerance, servings, anaphylaxis, beverages, balanced diet, ingredients, campaign, lifestyle, food groups, menu, recipeSelf reflection of eating habits from food journals.ReflectionYear 4 Health Assessment TaskName: ____________________________Name of Task: Making Healthy ChoicesLearning Area: HealthDue Date: Task: In Health we have looked closely at healthy eating and healthy lifestyle. Your task is to make a healthy information webpage for students in Year 4. You need to find information about certain topics and questions and include them in your webpage.Your front page must include:A TitleAppropriate picturesIntroduction about what a healthy lifestyle means.Links to other areasMy Title: _______________________________What pictures I will include: _______________________________________________________________________________________________Why should we eat and drink healthy foods and drinks? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Links to other areas:Link 1- Healthy exerciseHow long should we exercise for each day? _____________________________________________________________________________How does exercise help us? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What is a fun activity you can play at home?________________________________________What are the rules? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Link 2- Healthy EatingHow does eating healthy food help us? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Why is breakfast an important meal? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What foods should you eat more of? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What foods should you eat less of?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Design a healthy sandwichWhat do you call it? _____________________________________________What are the ingredients? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How do you make it? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Link 3- Food allergies and intolerancesWhat is a food allergy? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What is a food intolerance? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What things can we do to protect people with food allergies or intolerances? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ High Sound Support Required HealthHealthy EatingProvides detailed reasons about how healthy eating helps us.Provides detailed reasons for the role breakfast plays in a healthy lifestyle.Shows solid understanding of what are healthy and unhealthy foods.Designs a healthy sandwich.Provides a reason about how healthy eating helps us.Provides a reason for the role breakfast plays in a healthy lifestyle.Shows some understanding of what are healthy and unhealthy foods.Designs a sandwich that has some healthy elements.Support required to provide a reason about how healthy eating helps us and/orreasonsfor the role breakfast plays in a healthy lifestyle.Has limited understanding of what healthy and unhealthy foods are.Designs a sandwich with support.Healthy exerciseProvides detailed reasons about the importance of exercise.Describes thoroughly an exercise/game/activity that promotes a healthy lifestyle. Provides a reason about the importance of exercise.Describes a simple exercise/game/activity that promotes a healthy lifestyle.Displays limited knowledge of about the importance of exercise.Does not describe any exercise/game/activity that promotes a healthy lifestyle.Allergies and IntolerancesCan describe thoroughly what food intolerances and food allergies are.Provides detailed information about how to prepare food safely.Can simply describe what food intolerances and food allergies are.Provides simple information about how to prepare food safely.Demonstrates limited knowledge of what food intolerances and food allergies are.Does not provide information about how to prepare food safely.Time ManagementAll tasks were successfully completed by the due datesAll tasks were completed by the due dates although some needed reorganisingTasks were not all completed by the due datesEnglishGrammarSentence construction is accurate with a wide variety of structuresSentence construction is generally accurateSentence construction is fragmentedICTWebsite DesignDesigns a well organised website including all the links and appropriate pictures.Designs a website including most of the links and appropriate pictures.Does not design a website including links and appropriate ments:Planning for Differently Abled StudentsStudent/sDifferent AbilityAustralian Curriculum Content Descriptions being addressedLearning and Teaching StrategiesAssessment Strategies ................
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