Year 5: Health

Year Level Theme

Nutrition & Stress

Duration of Unit
8 weeks Term 2, 2013

ACARA Objectives HPE Draft

Students investigate how physical activity may contribute to health and physical fitness through regular participation in a range of physical activities. As a result they are able to describe and monitor how the body responds to different types of activity. Most students will be experiencing the physical, emotional and social changes associated with the start of puberty during these years. Students learn about these different changes and the associated transition into adulthood and investigate positive ways to manage the transition. Students develop optimistic habits in the way they look at their world and their perception of what the future holds for them. They develop an understanding of the important role that persistence and self-talk play in maintaining confidence and commitment as they complete tasks in the classroom and movement settings.

Unit Overview

Nutrition is an important part of our daily lives. Food is divided into certain categories based on its nutritional content, i.e. grains, vegetables, fruits, meat, dairy and sugars/fats. Stress is a normal part of life but there are ways of managing it. Eating healthily can help to reduce stress. People living in Japan have a very healthy diet that can be observed and used to inspire our own diets. People living in Japan have healthy ways of managing stress. Positive self-talk can help us to relieve stress.

Cross Curriculum Priorities

Literacy Personal and social competence Intercultural understanding Ethical behaviour Critical and creative thinking

Lesson number: 1/2

Lesson title: The Importance of Food Nutrition and Significance.

Selected Learning Outcomes (AC) Health & Physical Activity See unit overview English
(ACELA1504) (ACELY1796)

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Group: Write the word Healthy on the whiteboard and invite students to suggest words that come to mind that relate. Briefly discuss the unit overview, explaining to the students that Health this Term will focus on healthy living both mind and body. Display the Eat for Health food groups diagram on the SmartBoard and hand out food groups sheet to each child. Have the students brainstorm at least five foods that would be grouped under each category. This sheet is then to be glued in their Health booklets for future reference. Class: Focus Questions: What are the benefits of eating a healthy diet? i.e. Physical and mental health. Why is food so important in every culture around the world? i.e. Every day necessity and a time to share with our families. When do we share food with one another? i.e. Cultural times: Birthday celebrations, Christmas, Mothers Day, celebrating success. Have you ever had a special experience sharing food with people? Ask the students to keep their answer in their minds for the next worksheet. Independently: Fill in the worksheet My Favourite Family Mealtime. Ask students to share their experiences. Independently: Complete the word search activity sheet and encourage the children to find as many vegetable and fruit names as possible. Conclusion: Reiterate that food is important for our physical health but also our mental health, both through feeling better after eating healthy food and allowing food to help us communicate with others and share happy times.

Assessment

Students will:

Food groups sheet.

1. Brainstorm words that relate to the Word Search activity sheets. word Healthy. My Favourite Family 2. Suggest groups that food can be Mealtime sheet. categorised as (e.g. vegetables, fruits, grains, meats and dairy). TimerTools on SmartBoard. 3. Complete the Food Groups sheet using Eat for Health government the Eat for Health website as a website on SmartBoard. reference. 4. Suggest reasons for the importance of food in cultures around the world. 5. Recount a favourite meal experience with their family and detail the process and feelings involved. 6. Share their favourite meal experience with the class. 7. Complete a word search activity sheet, which will detail their knowledge of various fruits and vegetables.

Diagnostic: Discussion prompts and questioning for the children on what being healthy means to them and how food can be categorised. Observation of each childs contribution to the class discussion. Marking the activity sheets.

Lesson number: 3

Lesson title: Ideal Daily Diet Japanese vs. Western

Selected Learning Outcomes (AC) Health & Physical Activity See unit overview English
(ACELA1504) (ACELY1796)

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Class: Using the Eat for Health website, students will review the five food groups. Focus Questions: How much of each food group should we eat a day? Does anyone know what we call eating some food from one of the food groups? (Serve) How big is a serve of pasta? Does it change depending on how old you are? As a class, review the daily servings for boys aged 9-11 and girls aged 9-11 as follows: Boys: Vegetables Fruit Grain Meat Dairy 5 2 5 2.5 2.5 Girls: Vegetables 5 Observation.

Assessment

Students will:

Three paper plates per group. (Groups of four).

1. Identify what constitutes a serve of fruit, grains, vegetables, meat and dairy. Coloured pens and pencils. 2. Use this information to construct an SelectorTools and TimerTools ideal daily menu for a child their age app. breakfast, lunch, dinner and any snacks. Eat For Health information 3. Share their menu design with the on the SmartBoard. class, justifying their use of the different foods. Records sheet. 4. Use their knowledge of ideal daily Japanese food powerpoint. diets to discuss the benefits of Japanese diets versus Western diets. Camera.

Records of childrens task mark whether each child has satisfied the criteria for each plate. Formative: Digital photo of the set of plates. Anecdotal records of how each child contributed to his or her groups healthy menus.

Fruit 2

Grain 4

Meat 2.5

Dairy 3

Focus Questions: Why might there be a difference between boys and girls? Or men and women? Show example of pregnant women servings 6 of calcium. New mothers 9.5 servings of grains per day. Groups of 4: In small groups the children are to design an ideal daily menu that satisfies the criteria for boys and girls. They are to draw the foods onto their plates (breakfast, lunch, dinner and snacks) and label names and serving size information. Class: As a class, complete a gallery walk to see everyones menus and each group is to share their design with the class. Class: View the powerpoint on Japanese food. Students are to offer suggestions as to why the Japanese diet is so healthy based on their understanding of serving sizes and number of daily serving information.

Lesson number: 4

Lesson title: Stress Part 1

Selected Learning Outcomes (AC) Health & Physical Activity See unit overview English
(ACELY1700) (ACELY1704) (ACELY1707) (ACELA1504) (ACELY1796)

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Identifying and Relieving Stress: Whole group: Weather permitting: Children are to go outside onto the oval. Yes / No and Maybe signs are to be adhered to three different sides of the oval. When a question about stress is read to the children, they are to answer by running to the card that represents their opinion. Focus Questions: Do most people experience some sort of stress at some point in their lives? Is stress a natural thing to feel sometimes? Should we always be feeling stressed? Are there things we can do to help us feel less stressed? If I was feeling stressed should I: eat healthily? get lots of sleep? yell at my friends? talk to someone about it? get exercise? Bring the children back together to talk about their feelings on stress. Ask them if they have ever felt stressed before. See if anyone would like to share a method that helped them to not feel stressed again. Team Project: Small groups: Divide the children into pre-determined groups of 4. Explain that they will have two lessons to create a relaxing recording that could be played if someone was feeling stressed. Hand out the Team Project rubrics and prompts to each team. The groups are to work on their Team Project for this lesson, ready to record and share in the next week.

Assessment

Students will: 1. Identify signs of stress. 2. Consider the effectiveness of different strategies for managing stress. 3. Indicate their opinions on the effectiveness on each strategy by running to a Yes / No or Maybe sign. 4. Work in teams to create a meditation relaxation recording to be played to the class. 5. Plan the contents of the tape using prompts.

Notepaper for students. SelectorTools / TimerTools. Examples of relaxing recordings on the SmartBoard. Yes / No / Maybe signs. List of stressful situations, emotions and activities to relieve stress. Team Project task sheet / Rubric. Team Project group list (strong learner, mid-strong learner, mid learner and weak learner). Whistle.

Diagnostic: The childrens answers to each question can inform further teaching on the subject of stress. Formative: The initial brainstorms of the teams will be collected to assess their progress and allow for feedback to be provided prior to the next lesson and recording of the relaxation pieces.

Lesson number: 5

Lesson title: Stress Part 2

Selected Learning Outcomes (AC) Health & Physical Activity See unit overview English
(ACELY1700) (ACELY1704) (ACELY1707) (ACELA1504) (ACELY1796)

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Completing Team Projects: Small groups: Each group will have ample time during this session to finalise planning and record their relaxation pieces with the teacher. Sharing Team Projects: Whole class: Once all the groups have recorded their relaxation pieces, the class will come together and listen to each groups recording. Independently: Students will reflect on their own experience creating the relaxation track and reflect on the process of listening to other groups recordings. Class: Students will come together and share one thing they have learned with regards to managing stress and effective strategies implemented by other groups.

Assessment

Students will: 1. Record their relaxation pieces.

Self-reflection sheets for each group. TimerTools.

Formative: Assess each groups relaxation recording based on the rubric handed out to them in the previous lesson.

2. Share these pieces with the class. iPad or iPhone for recording. 3. Reflect on their own and each others pieces. Laptop for GarageBand software. Team Project Rubrics.

Media
See The Arts draft Curriculum outcomes for Year 5 Media

Lesson number: 6

Lesson title: Safe Spaces and Relaxing

Selected Learning Outcomes (AC) Health & Physical Activity See unit overview English
(ACELA1504) (ACELY1796)

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Whole class: Briefly revise the techniques for managing stress from the two previous lessons. Ask the children to reflect on how they have enacted several techniques in Health: working as a team, exercising, designing a healthy diet. Introduce the lesson for the day and explain that the technique will be relaxation and creating a safe space to relax in. Independently: Students are to think about what relaxes them and helps them to feel safe and secure. Suggest things like reading, comfortable blankets, a warm bed, their pets. Children are to be given an A3 piece of paper and instructed to design a space that would help them to relax. [Relaxation music should be played on the SmartBoard] Small groups: Once the children have created their safe space, they are to come together in small groups of four and share their designs with the members of their groups. Observation.

Assessment

Students will: 1. Recall and identify techniques to effectively manage stress. 2. Create a plan for a safe space that would help them relax. 3. Share this plan in small groups.

A3 paper. Pens and pencils. TimerTools. Relaxation music for the SmartBoard. Checklist.

Checklist of completed activity.

Lesson number: 7

Lesson title: Assessment

Selected Learning Outcomes (AC) Health & Physical Activity See unit overview English
(ACELA1504) (ACELY1796)

Learning Experiences and Objectives

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual) Lesson outline Students are to complete the assessment and self-assessment sheets. This lesson will provide adequate time for students to ask any more questions and suggest Health areas that they would like to study further. Summative:

Assessment

Students will:

Assessments.

1. Complete an assessment that Self-assessment sheets. summarises their learning and progress in Health during Term 2. TimerTools on SmartBoard 2. Complete a self-assessment including Assessment rubrics. one thing they enjoyed learning about and a suggestion for future studies in Health.

Final assessment. Reflection: Self-assessment.

Stress Prompts for Yes / No / Maybe task

1. Do most people experience some sort of stress at some point in their lives? 2. Is stress a natural thing to feel sometimes? 3. Should we always be feeling stressed? 4. Are there things we can do to help us feel less stressed? 5. If I was feeling stressed should I: eat healthily? get lots of sleep? yell at my friends? talk to someone about it? eat junk food? get exercise? play with my friends?

Team Project Group List:

C C S S S O S I C B R M J N B Y E D M H A A H M S L Z

Team Project Task Sheet

Adapted from Just Being Me by Sue Dawson

Your relaxation recording should talk someone through a relaxation session by asking him or her to close their eyes and imagine all of their stresses floating away from them. You may follow this guide and fill in the blank spaces with your own ideas:

Introductory music. Imagine that you are. All the things that stressed you have disappeared. If they come back, you are going to. All around you is / are. You can hear You feel very Your arms and legs are feeling Your breathing is All your muscles are slowly relaxing. First, the muscles in your hands Then, the muscles in your arms. Then You are feeling really relaxed. You know that you can handle anything that comes your way. When the music starts, you start to wake up slowly. When the music is finished, you will be wide awake. The music is starting now End music.

Self-assessment I can name the food groups and give examples for each: Yes / No I can identify some symptoms of stress and give an example of a strategy to manage stress: Yes / No One thing that I learned in Health this term was:

Self-assessment I can name the food groups and give examples for each: Yes / No I can identify some symptoms of stress and give an example of a strategy to manage stress: Yes / No One thing that I learned in Health this term was:

_________________________________________ _________________________________________
One thing that I found challenging in Health this term was:

_________________________________________ _________________________________________
One thing that I found challenging in Health this term was:

_________________________________________ _________________________________________
Self-assessment I can name the food groups and give examples for each: Yes / No I can identify some symptoms of stress and give an example of a strategy to manage stress: Yes / No One thing that I learned in Health this term was:

_________________________________________ _________________________________________
Self-assessment I can name the food groups and give examples for each: Yes / No I can identify some symptoms of stress and give an example of a strategy to manage stress: Yes / No One thing that I learned in Health this term was:

_________________________________________ _________________________________________
One thing that I found challenging in Health this term was:

_________________________________________ _________________________________________
One thing that I found challenging in Health this term was:

_________________________________________ _________________________________________
Self-assessment I can name the food groups and give examples for each: Yes / No I can identify some symptoms of stress and give an example of a strategy to manage stress: Yes / No One thing that I learned in Health this term was:

_________________________________________ _________________________________________
Self-assessment I can name the food groups and give examples for each: Yes / No I can identify some symptoms of stress and give an example of a strategy to manage stress: Yes / No One thing that I learned in Health this term was:

_________________________________________ _________________________________________
One thing that I found challenging in Health this term was:

_________________________________________ _________________________________________
One thing that I found challenging in Health this term was:

_________________________________________ _________________________________________

_________________________________________ _________________________________________

Health Assessment
Name: _________________ Date: ______

Name the five main food groups and give five examples of foods found in each group. 1. __________________ 2. __________________ a. ______________ a. ______________ b. ______________ b. ______________ c. ______________ c. ______________ d. ______________ d. ______________ e. ______________ e. ______________ 3. __________________ a. ______________ b. ______________ c. ______________ d. ______________ e. ______________ 5. _________________ a. ______________ b. ______________ c. ______________ d. ______________ e. ______________ 4. _________________ a. ______________ b. ______________ c. ______________ d. ______________ e. ______________ What are two foods that should only be eaten in small amounts? ______________________________________ ______________________________________ ______________________________________

What are three reasons someone might be feeling stressed? 1. _________________________________________________________________ 2. _________________________________________________________________ 3. _________________________________________________________________ What are three things that you can do to help relax when you are feeling stressed? 1. _________________________________________________________________ 2. _________________________________________________________________ 3. _________________________________________________________________

This picture is of Michaels bedroom. He is in Upper Primary and starting to feel stressed sometimes when he has a lot to do. What are three things he could change or add to his bedroom to help him to relax and feel happier when he comes home? Why would these things help Michael to feel better?

1. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 2. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 3. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Health Assessment
Name: _____________
- Above level - At level - Near level - Not demonstrated

Health Assessment
Name: _____________
- Above level - At level - Near level - Not demonstrated

Name the five food groups and give examples of foods found within each group. Identify symptoms of feeling stressed. Identify strategies to help manage stress. Identify ways to create a safe and relaxing environment to help reduce stress.

Name the five food groups and give examples of foods found within each group. Identify symptoms of feeling stressed. Identify strategies to help manage stress. Identify ways to create a safe and relaxing environment to help reduce stress.

Health Assessment
Name: _____________
- Above level - At level - Near level - Not demonstrated

Health Assessment
Name: _____________
- Above level - At level - Near level - Not demonstrated

Name the five food groups and give examples of foods found within each group. Identify symptoms of feeling stressed. Identify strategies to help manage stress. Identify ways to create a safe and relaxing environment to help reduce stress.

Name the five food groups and give examples of foods found within each group. Identify symptoms of feeling stressed. Identify strategies to help manage stress. Identify ways to create a safe and relaxing environment to help reduce stress.

Health Assessment
Name: _____________
- Above level - At level - Near level - Not demonstrated

Health Assessment
Name: _____________
- Above level - At level - Near level - Not demonstrated

Name the five food groups and give examples of foods found within each group. Identify symptoms of feeling stressed. Identify strategies to help manage stress. Identify ways to create a safe and relaxing environment to help reduce stress.

Name the five food groups and give examples of foods found within each group. Identify symptoms of feeling stressed. Identify strategies to help manage stress. Identify ways to create a safe and relaxing environment to help reduce stress.