Health and Physical Education Year 4 Term 1
Unit Title:
/ Am I Making Healthy Choices?Achievement Standard / By 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 Strands
/Content Descriptions
/Assessment (A)
Personal, social and community healthBeing healthy, safe and active
Communicating and interacting for health and well being
Contributing to healthy and active communities
Movement and Physical Activity
Moving our body
Understanding movement
Learning through movement / Knowledge and Understandings
Being healthy, safe and active
Examine 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 wellbeing
Discuss and interpret health information and messages in the media and on the Internet (ACPPS039)
Contributing to healthy and active communities
Participate 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 Learning
Students to complete a blank healthy/unhealthy person template. (ACPPS036)
Assessment As Learning
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. (ACPPS036)
Students to look at recipes and sort ingredients into 3 areas. Students offer alternatives to make recipes healthier. (ACPPSO36)(ACPPSO39)
Assessment Of Learning
Students 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
/Alcohol and other drugs (AD)
Food and nutrition (FN)
Health benefits of physical activity (HBPA)
Mental health and wellbeing (MH)
Relationships and sexuality (RS)
Safety (S) / Active play and minor games (AP)
Challenge and adventure activities (CA)
Fundamental movement skills (FMS)
Games and sports (GS)
Lifelong physical activities (LLPA)
Rhythmic and expressive activities (RE)
Learning Framework / Community Contributor
Leader and Collaborator / Active Investigator
Effective Communicator / Designer and Creator
Quality Producer
Cross Curricula Priorities / Catholic Ethos
Aboriginal and Torres Strait Islander Histories and Cultures / Social Emotional Learning
Asia and Australia’s Engagement with Asia / Inclusive Education
Sustainability Education
General Capabilities / Literacy
Critical and Creative Thinking
Intercultural Understanding / Numeracy
Ethical Understanding / ICT
Personal and Social Capability
Links to other LA’s / Links to other Learning Areas: Australian Curriculum: HPE
English, ICT, Science
Situational Context of Unit
/ This unit can be completed in the following ways:General Classroom Teacher - HPE Combination 1 hour per week
HPE Specialist in addition to Classroom Teacher
PE Component(specialist) ...hrs PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) 10hrs
Additional information:
Learning and Teaching Strategies
Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10Cross Curricular Priorities / Catholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive Education
General Capabilities / Literacy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical Understanding
Engage ⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Engage / Resources
1) 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.http://www.nourishinteractive.com/nutrition-education-printables/237-children-family-healthy-goals-meal-planning-food-diaries 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 http://media.ticketmaster.com/tm/en-us/dbimages/107192a.jpg 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 http://www.healthykids.nsw.gov.au/kids-teens.aspx and discuss elements. Plenty of facts and areas for discussion.
Watch ‘Eating for sport video’ on https://www.healthyactivekids.com.au/kids/kidz-vidz/ (plenty of other relevant videos on here also) and discuss.
Go to website https://www.healthyactivekids.com.au/teachers/online-games/ and play Health eDash – Eat Wise to Energise
How 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 http://media.ticketmaster.com/tm/en-us/dbimages/107192a.jpg
Healthy lifestyle site
http://www.healthykids.nsw.gov.au/kids-teens.aspx
Eating for sport video
https://www.healthyactivekids.com.au/kids/kidz-vidz/
Health eDash game
https://www.healthyactivekids.com.au/teachers/online-games/
Student Resources
Blank Person template
http://www.delostales.com/capacitacion/yo%20soy%20tu%20eres/silueta.jpg
Food Diary
http://www.nourishinteractive.com/nutrition-education-printables/237-children-family-healthy-goals-meal-planning-food-diaries
Health and Physical Education Metalanguage / Assessment Opportunities
Healthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity. / Students to complete a blank healthy/unhealthy person template. (ACPPS036)
Reflection
Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Cross Curricular Priorities / Catholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive Education
General Capabilities / Literacy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical Understanding,
Engage ⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Explore / Resources
1) 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 http://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating 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 http://www.eatforhealth.gov.au/food-essentials/how-much-do-we-need-each-day/recommended-number-serves-children-adolescents-and
Discuss with students where they fit.
Give students a blank ‘Guide to Healthy Eating’ http://healthy-kids.com.au/wp-content/uploads/2014/02/Complete%20C&S%20Resource%20Pack.pdf (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 http://www.kidswithfoodallergies.org/resourcetopic.php?topic=food-allergens 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:-
http://www.kidswithfoodallergies.org/docs/Milk_Allergy_Read_Label_Travel_Cards.pdf
http://www.kidswithfoodallergies.org/docs/Peanut_Allergy_Read_Label_Travel_Cards.pdf
http://www.kidswithfoodallergies.org/docs/Soy_Allergy_Read_Label_Travel_Cards.pdf
http://www.kidswithfoodallergies.org/docs/Wheat_Allergy_Read_Label_Travel_Cards.pdf
http://www.kidswithfoodallergies.org/docs/Egg_Allergy_Read_Label_Travel_Cards.pdf
Visit the site http://healthy-kids.com.au/food-nutrition/food-intolerances/anaphylaxis-fact-sheet/
and 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 Resources
Healthy Eating Guide
http://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating
Blank Guide to Healthy Eating
http://healthy-kids.com.au/wp-content/uploads/2014/02/Complete%20C&S%20Resource%20Pack.pdf (p26)
Australia recommended servings
http://www.eatforhealth.gov.au/food-essentials/how-much-do-we-need-each-day/recommended-number-serves-children-adolescents-and
Range of food packages for kids to sort.
Student Resources
Blank Guide to Healthy Eating
Health and Physical Education Metalanguage / Assessment Opportunities
Healthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity, allergy, intolerance, servings, anaphylaxis, beverages.
Reflection
Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Cross Curricular Priorities / Catholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive Education
General Capabilities / Literacy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical Understanding
Engage ⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Explain / Resources
1) Revise the types of food that make up a balanced diet. Show students the
Australian Guide to Healthy Eating.
Divide the class into five groups. Give each group one of the following
scenarios 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 scenario
and create a menu for their lunch. Give each group a blank Australian Guide
to Healthy Eating (A3). Ask students to draw and label the foods chosen for their
lunch on the guide.
As a class, discuss whether all food groups have been included in each of the
lunches. 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 https://www.healthyactivekids.com.au/teachers/online-video/ais-are-you-active-enough/ 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 http://www.bced.gov.bc.ca/health/healthy_eating_physical_act_gr4.pdf (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 http://www.jamieoliver.com/us/au/foundation/jamies-food-revolution/school-food 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 http://www.taste.com.au/recipes/27072/beef+burger 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 Resources
Video clip ‘Are you active enough’
https://www.healthyactivekids.com.au/teachers/online-video/ais-are-you-active-enough/
Student Resources
A Healthy Day
http://www.bced.gov.bc.ca/health/healthy_eating_physical_act_gr4.pdf
Blank Australian Guide to Healthy Eating on A3
for each group.
http://healthy-kids.com.au/wp-content/uploads/2014/02/Complete%20C&S%20Resource%20Pack.pdf (p26)
Pens, post it notes
Health and Physical Education Metalanguage / Assessment Opportunities
Healthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity, allergy, intolerance, servings, anaphylaxis, beverages, balanced diet, ingredients, campaign, lifestyle, food groups, menu, recipe / Students 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.
Reflection
Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Cross Curricular Priorities / Catholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive Education
General Capabilities / Literacy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical Understanding
Engage ⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Elaborate / Resources
1) 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 http://www.momready.com/articles/content.asp?ID=70 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 Resources
Pamphlets, books relating to healthy eating.
Student Resources
Recipe template
http://www.momready.com/articles/content.asp?ID=70
Computers
Health and Physical Education Metalanguage / Assessment Opportunities
Healthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity, allergy, intolerance, servings, anaphylaxis, beverages, balanced diet, ingredients, campaign, lifestyle, food groups, menu, recipe
Reflection
Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Cross Curricular Priorities / Catholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive Education
General Capabilities / Literacy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical Understanding
Engage ⇒ / Explore ⇒ / Explain ⇒ / Elaborate ⇒ / Evaluate
Evaluate / Resources
1) 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 Resources
Student Resources
Laptops/ipads.
Sandwich ingredients.
Food journals
Health and Physical Education Metalanguage / Assessment Opportunities
Healthy, unhealthy, fast food, portions, guidelines, nutrients, fat, salt, sugar, physical activity, allergy, intolerance, servings, anaphylaxis, beverages, balanced diet, ingredients, campaign, lifestyle, food groups, menu, recipe / Self reflection of eating habits from food journals.
Reflection
Year 4 Health Assessment Task
Name: ______