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FORWARD PLANNING DOCUMENT

TERM/WEEKS:Term 4, YEAR LEVEL: 7 LEARNING AREA/TOPIC: Health


Weeks 1-4

AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION


General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Understanding Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Personal, Movement &
Social & Physical
Activity
Community
Health
Do student have Introduction (15minutes) What does a http://alcoholt
standard drink
Week Being Skills and strategies understanding - Interactive website to engage students into the hinkagain.com
look like?
1 Healthy, to manage on appropriate topic of alcohol. Students choose drink type How does it vary .au/Alcohol-
Safe and situations where risk drink sizes? and glass size and can select where to fill the across liquor Your-
Lesson Active is encouraged by glass up to and compared with a standard types? Health/Online-
What impact
1 others. drink size tools/Standard
does alcohol
ACPPS092 - Students create an individual mind map have in social -Drink-Tool
Analysis of images demonstrating what they know about alcohol settings?
ACPPS091 and messages in and the influence the media has on their Why do people bubbl.us
consume it?
the media related perception of it and embed it into the Visme. mindmeister
How does the
to alcohol. media impact
Body (25minutes) your perception?
Can they use - Use topics below to create your own poster to
appropriate ICT use as an advertisement that promotes the
tools to map legal actions of juvenile drinking and embed it
knowledge? in the Visme created. postermywall
Review mind Against the las to sell alcohol to a person under
maps uploaded 18years
Possession or consumption of liquor by a juvenile
Offence for a juvenile to be in possession of liquor
in a public place.

Can students Conclusion (10minutes) What did you


use ICT skills to - Watch video about alcohol and teenagers and learn from the
ACTIDIP04 generate a have a two-minute reflection with a partner. video?
3 visually Then answer appropriate questions on How did it make Google.doc
you feel?
appealing google.doc
poster? - Can discuss what shocked you most, what did
you expect, how did it make you feel, how
would you react in a similar situation?

Introduction (10mins)
Split class into groups of approximately 3-4 each
Week ACPPS092 Design a health Using PowToon group and ask them to use bubbl.us, Spiderscribe bubbl.us
What do you
2 campaign on an the students will or MindMeister to brainstorm what they know mindmeister
know about
Lesson ACPPS095 allocated drug create this about drugs, where theyve seen them in the drugs? Spiderscribe
2 using acquired health media, what they do, side effects etc.
knowledge on the campaign. The
drug type, PowToon will Body (30mins)
implications and need to be Teacher will then allocate each student a drug in
where help can be emailed to the which students will need to research using the What type of
sought. teacher. The website provided. drugs are there? http://www.dr
teacher will then Students are to use the information from the ugs.health.gov
be able to website to create a campaign using PowToon. The .au/
assess if the campaign should be informative for the viewer
students have and address what their allocated drug is, the
achieved the category it fits into, symptoms, consequences,
specific physical effects and where people can get help. How can
objective by Students will then use their knowledge to add information
analysing the information about how using the specific drug gained be https://www.p
transformed to
content could affect a young persons life. owtoon.com/
create
contained within awareness to a
the PowToon. Conclusion (10mins) wider audience?
Students will then upload this PowToon to their
already made Visme and email a link to their
teacher.
Students will then be asked to watch via the other
groups Powtoons on their specific drug for
discussion in class another lesson.

Introduction (10minutes)
Week Introduce the topic and assess prior knowledge https://www.mi
3 Analyse different - In a group of 4 students will create a mind map ndmup.com
What is fast
Lesson techniques used by (ICT TOOL) and include in it all the different
food?
1 the media to things you know about fast food and junk food
present fast food (healthy, unhealthy, brands, cost, etc.)

Demonstrate an Body (25minutes)


Activity 1. 10min
understanding of
Personal, - Watch the BTN video on fast food advertising
how these How does the
Social and within Australia
representations media make fast
Communit - Think pair share- discuss with the class about food appealing? http://www.ab
influence peoples your own opinion on the videos topic (should c.net.au/btn/st
y Health How is it
attitudes and fast food ads be banned during kids ory/s2675510.ht
ACPPS092 influencing our
behaviours towards programs?) m
health?
fast food Activity 2. 15min
ACPPS095 - Students in the groups of 4 are to come up with
healthy foods that can be alternative to fast
Create an foods and junk foods
advertisement - Students must choose between creating a short
promoting 1-2minute advertisement using Slidely (ICT How can I make
healthier TOOL) or a collage using Slidely (ICT TOOL) this food more http://slide.ly/
appealing to
alternatives to fast promoting healthier options to kids
kids?
food - Ad/ collage must use techniques in order to
influence peoples nutritional behaviour
towards healthy eating
Images
Prices
Video
Slogans
Statistics
Brand name and logos

Conclusion (10minutes)
- Each group will present their video/ collage to
the class
- Exit pass each group must comment on
another groups work
What food/ food group was it?
How did they make it appealing?
One thing they could have done differently

Skills and strategies


Introduction (10minutes)
to manage
Week - Watch a video to introduce the new topic
Being situations where risk What is the key
4 - In groups of 4 allow students 5 minutes to
Healthy, is encouraged by message you
Lesson discuss the video Body Image in
Safe and others. take away from
2 this? the media
Active
Analysis of images
ACPPS092 and messages in Body (25minutes)
the media related - Students must create a 60second What are
ACPPS091 to alcohol. podcast/advertisement for positive body effective
techniques to
image that could be broadcasted on the radio Garage Band
persuade
Analyse, visualise someone to be
ACTDIP037 and model Conclusion (15minutes) happy about
processes and - Students must present their podcast to the class their body?
entities. and embed it into their Visme. Students must
review each others podcasts and highlight How did you
positive and constructive criticism after each react to other
presentation students work
and how do you
think they would
be accepted on
the radio?

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