STAGE 2: NUTRITION Pretest: Food Group sort/labeling (Notebook) + Brainstorm general knowledge Key Concept: WHAT IS HEALTHY EATING?

(Why do our bodies need healthy food?) Outcomes: PHS2.12 Discusses the factors influencing personal health choices.
- Discusses food needs for growth and activity - explains the need for good health practices

Lesson Sequence 1

Learning Intention Core Students will develop a basic knowledge of why their bodies need healthy food. Extension Students will express an understanding of common human diseases related to unhealthy eating .

Whole Class Learning

Ask Why do we need healthy food? Why is healthy food good for us? View basic animation of human digestion http://kitses.com/animatio n/swfs/digestion.swf Get students to track digestion on their own body. Discuss processes seen, particularly in relation to the ileum, where food is absorbed. Get students to visualize fat, sugar being taken up the body VS healthier options. What might happen to our body if too much is taken up? View Notebook file Everyday/Sometimes. Collaborate. (refer back to this table during term)

Independent/ Guided Learning

Draw table relating to Notebook file and write/draw into workbooks.

Plenary/ Assessment

QTP Thinking Tools

Resources
Digestion animation http://kitses.com/a nimation/swfs/dige stion.swf Notebook file Everyday/ Sometimes

Support
Assistance with writing into workbook

Extension
Students write a statement If I choose to eat a lot of sugary and fatty foods . . . . .

Key Concept: WHAT IS HEALTHY EATING? (What do we need on a daily basis to stay healthy?) Outcomes: PHS2.12 Discusses the factors influencing personal health choices.
- Discusses food needs for growth and activity - explains the need for good health practices

Lesson Sequence 2

Learning Intention Core Students will understand what they need to eat on a daily basis in order to stay healthy and how their needs change over time. Extension Students will design a daily meal plan for an age group other than their own.

Whole Class Learning

Introduce The five food groups View poster and big book. View Growing and Changing Needs

Independent/ Guided Learning

Students write into their workbooks Growing and Changing Needs. I am #. At my age I need these foods each day. Illustrate. Distribute empty five food group sheet. Students fill in their food consumption for past 24 hours (One side only).

Plenary/ Assessment
Follow up at end of term for comparison

QTP Thinking Tools

Resources
Five Food Groups poster Big Book (Personal Health Choices) Empty Five Food Group sheet

Support
Assistance with writing into workbook/planning

Extension
Design a daily meal plan for an age group other than their own age.

Key Concept: WHAT IS A HEALTHY LUNCHBOX? (What are we really eating at school each day?) Outcomes: PHS2.12 Discusses the factors influencing personal health choices.
- Discusses food needs for growth and activity - explains the need for good health practices

Lesson Sequence 3

Learning Intention Core Students will examine the contents of their lunchbox and analyse how it may or may not meet their nutritional needs. Extension Students predict future outcome of continued healthy/unhealt hy eating practice.

Whole Class Learning Revisit previous discussions re; five food groups and nutritional needs of target age group. Reflection on lunchbox activity as whole group.

Independent/ Guided Learning

Plenary/ Assessment

QTP Thinking Tools

Resources Double sided lunchbox resource

Sketch lunchbox contents into empty Work samples lunchbox visual and complete Observation checklist/shade food groups. Complete reflection Today my lunchbox . . . .
Reflection anecdotes

Support Support with scribe where necessary

Extension Students write prediction of future outcomes if unhealthy practices are continued.

Key Concept: WHAT IS A HEALTHY LUNCHBOX? (What are we really eating at school each day?) Outcomes: PHS2.12 Discusses the factors influencing personal health choices.
- Discusses food needs for growth and activity - explains the need for good health practices

Lesson Sequence 4

Learning Intention Core Students will examine the nutritional content of popular lunchbox items and understand the function of nutrition labeling. Extension Students will use the knowledge from the lesson to further examine other nutritional information on products at home and in the environment.

Whole Class Learning

Overview of nutrients Shared reading of function. Provide students with recommended daily intake http://digwebsite.squ arespace.com/dailyintake-levels/ (note: for adults, guide only, calculate energy for age) Introduce nutrition labels, give brief overview (ingredients, nutrients) Regroup and present findings. Discuss. Would these foods be a healthy addition to our lunchboxes? Why?

Independent/ Guided Learning Paste and label nutrient information onto double page titled Nutrients in our Food In small groups, students examine food packaging and analyse nutritional labels (use Brainstorm sheet). Regroup and present findings. Discuss.

Plenary/ Assessment
Observation

QTP Thinking Tools

Resources
Core nutrients information Daily food intake website http://www.mydailyi ntake.net/dailyintake-levels/ Food packaging Brainstorm sheet

Support Small group structure

Extension Students examine foods at home and in the supermarket, reporting back next session.

Key Concept: WHAT IS A HEALTHY LUNCHBOX? (How can we take action to ensure healthy lunchbox choices?) Outcomes: PHS2.12 Discusses the factors influencing personal health choices.
- Discusses food needs for growth and activity - explains the need for good health practices

Lesson Sequence 5

Learning Intention Core Students will observe the actual ingredient content of popular lunchbox items and formulate ways to take action to ensure healthier lunchbox choices. Extension Students design healthy lunchbox

Whole Class Learning

Examine a sample lunchbox *with real food *with bags containing sugar/salt/fat/fibre content of the same products. Relate to previous lesson (http://digwebsite.sq uarespace.com/dailyintake-levels/). Discuss Examine sample healthy lunchbox and show online planners/recipe collections that may assist. (Links)

Independent/ Guided Learning Brainstorm ways to create own healthy lunchbox (first few on IWB then in workbooks) Healthy Lunchbox Action I will help to create my own healthy lunchbox by * * *

Plenary/ Assessment
Work sample

QTP Thinking Tools

Resources
Sample mixed lunchboxes (real and bagged) Healthy lunchbox sample https://www.lunchbox .aldi.com.au/ http://www.woolworth s.com.au/wps/wcm/co nnect/website/woolwo rths/fresh+living/fre sh+food+kids/lunchboxplanner/lunchbox+plan ner http://www.taste.com. au/recipes/collections /lunch+box+ideas http://www.goforyour life.vic.gov.au/hav/art icles.nsf/html/index.h tml

Support Scribe as required

Extension My Healthy Lunchbox

Key Concept: DO WE HAVE CONTROL OVER OUR HEALTH CHOICES? (Who helps us make decisions?) Outcomes: PHS2.12 Discusses the factors influencing personal health choices.
- explains the need for good health practices

Lesson Sequence 6

Learning Intention Core Students will develop an understanding of the decision making process and who and/or what influences our decisions. Extension Students will express in writing a situation when they were faced with a decision dilemma and display healthy decision making skills.

Whole Class Learning

Ask What is a choice? Who helps us/influences us to make decisions? In circle group, distribute choices scenarios. Sort into positive and negative choices. Discuss. Ask Do advertisements influence our choices? Show LCM commercial. * Is it influential? * What is the ad suggesting will happen if you have an LCM in your lunchbox? * Did this ad influence you in a positive or negative way? Explore other advertisements (print and media) and continue discussion.

Independent/ Guided Learning Students draw an outline/portrait of themselves into workbooks with heading Who helps us make decisions? Write influences into clouds around portrait. Complete worksheet Decisions across a lifetime. Discuss back in small group.

Plenary/ Assessment
Observation Work samples Anecdotal record

QTP Thinking Tools

Resources Choices scenarios LCM commercial http://youtu.be/ bZvqAuYU4xU Natural Confectionary Company http://youtu.be/ us1JZIoIVNY Happy Meal http://youtu.be/ qp4ekxaaMGI

Support

Extension
Students write a brief paragraph outlining a situation when they were faced with a decision dilemma. What was the outcome?

Discuss Decision making across a lifetime

Pepsi http://youtu.be/ E1KVn_XQlqA

Key Concept: DO WE HAVE CONTROL OVER OUR HEALTH CHOICES? (What might happen if we lose control of our choices?) Outcomes: PHS2.12 Discusses the factors influencing personal health choices.
- explains the need for good health practices

Lesson Sequence 7

Learning Intention Core Students will have a basic understanding of health related illnesses and the long term effects of poor dietary choices (tooth decay, diabetes, heart disease) Extension Students will identify factors in their own lifestyle that may contribute to poor health outcomes.

Whole Class Learning

Revisit previous lesson on choices. Ask What might happen if we lose control over our choices? (record on IWB) View BTN (Obesity/Heart Disease) http://www.abc.net.a u/btn/story/s313846 8.htm Tooth decay http://www.abc.net.a u/btn/story/s32905 03.htm

Independent/ Guided Learning

Plenary/ Assessment

QTP Thinking Tools

Resources BTN videos

IWB notes Whilst watching the BTN movies, students take brief notes to bring to discussion.

Discussion from viewing and notes. Add to notes at start of lesson in different colour.

Support Pause videos and explain where required, watch again.

Extension Students identify risk factors in their own lifestyle (written).

Key Concept: DOES EXERCISE MATTER? (How does physical activity affect our body?) Outcomes: ALS2.6 Discusses the relationship between regular and varied physical activity and health
- describes links between nutrition and exercise

Lesson Sequence 8

Learning Intention Core Students will understand the importance of exercise in maintaining a healthy lifestyle and design a poster to promote exercise to the school community Extension

Whole Class Learning

Group brainstorm What does physical activity/exercise do to our body? Why do we need to exercise?
(increases heart rate, decreases risk of developing diabetes, obesity, heart disease, fun, makes you feel good/happy, promotes teamwork, burns off energy . . . .)

Independent/ Guided Learning Students design a poster promoting the value of exercise (focus on poster design, colour, factual information). Use brainstorm information

Plenary/ Assessment
Work samples Observation

QTP Thinking Tools

High expectations

Resources Art paper

Support Assistance with poster design, recording information

Extension Student directed within task

Key Concept: DOES EXERCISE MATTER? (How can we monitor our exercise habits?) Outcomes: ALS2.6 Discusses the relationship between regular and varied physical activity and health
DMS2.2 Makes decisions as an individual and as a group member - works towards developing realistic goals to support decisions made

- describes links between nutrition and exercise

Lesson Sequence 9

Learning Intention Core Students will be able to identify exercise goals and create strategies to increase physical activity. Extension Students will be able to support family goal setting.

Whole Class Learning Briefly discuss importance of daily exercise. Explain Move-itMinutes (1 hour is Gold in Premiers Sporting Challenge) Discuss goal setting. Set 1-3 goals. (show my example on IWB)

Independent/ Guided Learning

Plenary/ Assessment

QTP Thinking Tools

Resources Move-it minutes monitoring sheet

Students note down exercise goals in Assess goal setting workbook and how they plan to meet and progress in a few weeks time. those goals (point form). Students write in current exercise then continue to log exercise for a few weeks.

Support
Assistance with writing where necessary

Extension
Students formulate an additional plan for family members.

Post-test: Literacy Connections Numeracy Connections