LESSON PLAN

Part 2

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7M
Time: 8:55am-9:45am
Date: 24/06/16
Learning Area: Health
Strand/Topic from the Australian Curriculum
Evaluate strategies to manage personal, physical and
social changes that occur as they grow older
(ACPPS071)
Investigate and select strategies to promote health,
safety and wellbeing (ACPPS073)

Students Prior Knowledge:

Body Image Body image and self esteem
Anatomical names of components in the skeletal
system, respiratory system and circulatory system
and their function in the human body.
Being SunSmart Sunbathing (a national
hobby), tanning, personal assumptions of Being
SunSmart, skin cancer
Individual health with focus on Growing up
(physical, emotional, mental changes)
ABC Goal setting (C for Cardio): Students set
fitness goals as to motivate, gain fitness
knowledge, and encourage life-long healthy life
styles.

General Capabilities (that may potentially be covered in the lesson)

Literacy
Numeracy
ICT
Critical and
Ethical
competence
creative
behaviour
thinking
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures (N)

Personal and
Social
competence

Asia and Australias engagement with Asia

(N)

Intercultural
understanding

Sustainability (N)

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Analyse given information from videos and written text to answer set questions in Student Health Work Book.
Identify links between content and self in areas such as diet, exercise and body image and the media.
Discuss information covered in lesson with whole class.

Teachers Prior Preparation/Organisation:

Observation of prior Health lessons
Liaise with Mentor approximately 2 days before
scheduled lesson to allow for editing and improvement
of lesson plan if necessary.
Students have personal copy of Health Work Book.
Teacher has Teachers Copy Health Work Book
complete with answers.
YouTube video Dove Real Beauty (1:14) is loaded and
ready to be projected onto interactive whiteboard.
Link: https://www.youtube.com/watch?gl=AU&hl=en-

Provision for students at educational risk:

Students with learning difficulties (including but not
limited to dyslexia, dyspraxia, low level
concentration, and/or low level cognitive ability) will
benefit from both visual and written resources such
as student text book and YouTube videos as well
as personal reflection.
Students who are gifted and/or talented will benefit
from linguistic activities such as reading from text,
participating in class discussion and thinking
critically about information given ad well as


GB&v=ZquECn6pmWA

Website ChartsBin has been navigated to find World

Carbohydrate Intake Image (Appendix 1)

Link: http://chartsbin.com/view/1162

personal reflection.
Students with CAPD, ESL or vision impairments will
have the option of viewing YouTube videos with
subtitles.
Students will have option to use their IT device
(iPad) to type answers if writing proves difficult.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Objective 1: Met or Not Met

Objective 2: Met or Not Met

Objective 3: Met or Not Met

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

***See lesson feedback form***


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
8:55am

Motivation and Introduction:

Resources/References

Students transition from PC

Good morning 7M

Health Work Book

ChartsBin Website
http://chartsbin.com
/view/1162

Appendix 1

Students take out Health Work Books.

Lesson Steps
Students open Health Work book to page 61 of the Body Image and Self
Esteem chapter.
Teacher to assess prior knowledge of Body Image and Genetics paragraphs on
pages 59 and 60.
Teacher to facilitate discussion for question 2 and 3:
Q2. Think about the various sports we enjoy in Australia. Are there any genetic
traits more evident in certain sports? Use the space provided to record your
response.
Discussion:
Gymnastics Small and muscular
Netball Strong and tall, short and quick
High jumpers Tall and slender
Marathon runners - Slender
Q3. Think about the genetic traits that you possess and write a list of the sports
you may be suited to.
Students own responses
Teacher to read Diet (pg 61) paragraph and answer questions:
Q1. List the three world that consume the most carbohydrates. Why do you
think this consumption is so high?
Continent of Africa (mostly southern parts)
Western parts of South America
Developing Asia
WHY = Climate in countries good for growing that type of food, cheaper, go
further when feeding a family, filling when other foods are scarce.
Teacher to either:
1. Navigate ChartsBin website (see link to right ) to find Global Nutrition
Consumption and BMI Contribution of Carbohydrate in total dietary
consumption World map.
2. Use screen shot of above World map (Appendix 1) if technology fails
cannot see individual scores of each country so lest preferable
Q2. Which countries consume the most fats? Why do you think this is so?

America Fast food, animal fats

Australia Fast food, animal fats
Europe Cheeses, cold/processed meats, sausages, pasta

Q3. Why does the United States have such a high level of calorie intake?
High consumption of soft drinks, prevalence of high fructose corn syrup, fast
food industry (Burger King, McDonalds)
Students turn to page 62 and read (either together or individually) Exercise
paragraphs and answers Reflecting on exercise:
Q1. List the types of exercise that you generally do in a week.
Students own responses
Q2. Calculate the average amount of time you exercise for each day.
Students own responses
Q3. Identify some things that you could do to increase the amount of incidental
exercise that you do every day.
Take stairs instead of elevator
Walk to school/bus
Ride to school
Students turn to page 64: Body Image and the Media
Teacher/students to read paragraphs.
YouTube video Dover Real Beauty (1:14) is played to students.
Students answer Question 2: Look at some examples of before and after
Photoshop images on the internet (enter before and after Photoshop into
Google to see a selection). Do you think that it is right for images to be changed
in this way?

YouTube
https://www.youtube.
com/watch?gl=
AU&hl=enGB&v=ZquECn6pm
WA

Lesson Closure and Transition:

Students put away Health Work Book and retrieve necessities for lessons 2, 3
and 4.
Teacher dismisses students.

Assessment: (Were the lesson objectives met? How will these be judged?)
Objective 1:
Analyse given information from videos and written text to answer set
questions in Student Health Work Book.
To meet objective, students will accurately examine given information in text
book, website and videos and infer ideas of their own. As a result, students will
attempt to answer all set questions in Health Work Book. Objective to be judged
through collection of Health Work Books.
Objective 2:
Identify links between content and self in areas such as diet, exercise
and body image and the media.
To meet objective, students will make connections between curriculum content
and self in above areas. Students will answer set questions in work book using
connections. Objective to be judged through verbal assessment and collection of
Health Work Books.
Objective 3:
Discuss information covered in lesson with whole class.
To meet objective, students will participate in class discussions to a high level.
Objective to be judged through verbal assessment.