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KLA : PDHPE Syllabus outcome/s and indicator/s: PHS1.12 Describes what people do to stay healthy PHS2.

12 Explains the need for good health practices

Class : 2/3W

Date : 18/7/13

Time :

In this lesson the learners will: Suggest ways of improving the health of their lifestyle both at home and school, using the five ways to a healthy lifestyle model as a guide. TEACHING AND LEARNING ACTIONS

ORIENTATION 5..minutes Reflect on the Five Ways to a Healthy Lifestyle Model brainstorm (smartboard) what the students already know about each of the components.

REFLECTION

5.minutes

Groups to choose their top three suggestions for ways to improve health related behaviours at home and at school these ideas will be workshopped in an advertising campaign. How could we get a healthy message across to students at school/people in the community? brainstorm Group structure Teacher role TM ASSESSMENT What? Description/ explanation of health related behaviours How? Product analysis RESOURCES Blank apple cards for display

CONTENT Conceptualising components of a healthy lifestyle

TIME 15

GUIDED DISCOVERY Using what students already know about each of the components, students work in groups to develop a summary statement for one of the components, and publish this statement on an apple card for display. Groups share their definitions/summaries with the rest of the class. Apple cards to be displayed in the classroom invite student feedback re: ideas for display. EXPLORATION Students swap categories and using the fact cards (from previous activity) as well as the previous groups definition as prompts they are to list things that they already do at home and at school to meet that component of a healthy lifestyle (give examples of healthy behaviours related to their component); versus things that they could do to further improve this component. Each student is to contribute at least one idea to activity. INDIVIDUALISING Extension students to think about different locations around the school grounds that healthy lifestyle posters could be displayed and state a reason why this would be an appropriate location. Record ideas on reverse side of paper from previous activity. Support students to only list things that they already do at home and at school to meet three of the five components of a healthy lifestyle.

Small Groups

Whole class TD

Applying knowledge of healthy lifestyle components to their own lives suggestions about ways to improve; identification of already existing behaviours

20

Small Groups

TM

Five Ways To A Healthy Lifestyle Fact cards (previous activity) Large sheets of paper (A3) x 5 Writing utensils

KLA : PDHPE

Class : 2/3S

Date :

Time :

Syllabus outcome/s and indicator/s: DMS2.2 - considers individual strengths and limitations when allocating group roles, eg. Team positions. - clarifies reasons for reaching a particular decision

In this lesson the learners will: Reflect on their own personal strengths and the strengths of others to consider suitable group roles for future learning experiences involving group work.

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Watch Getting to know you video clip from King and I. Have short talk re: working together over next term; high expectations, mutual respect, upholding positive values etc. CONTENT Individual strengths reasons TIME 10 mins GUIDED DISCOVERY Place pack of strength cards face up on the floor. Have students sit around them in a circle and think about the strength card they feel best describes them; as well as a strength card that best describes person sitting to their left. Go around the circle to listen to student responses; prompt them to give a reason for their selections using examples, evidence, experiences etc. EXPLORATION Neutral walk students walk around the room imitating different emotions e.g. walk around the room as if you have just won a running race; as if you are running late for the bus etc. Have students group themselves into groups of 5 for next activity. Discuss the five group roles featured in the activity invite students responses re: responsibilities of each role. Students use their strength cards to reflect on group roles that they would be good at. Groups allocate a role for each member and give a reason/s why they have made their selections. INDIVIDUALISING Support provide scaffolded proforma with visual cues; Group Roles and Strengths poster for role suggestions Extension students can make a name badge for themselves showing their strengths with visuals, as well as an adjective (e.g. Forgiving Miss Hughes; Calm Lucy) Group Roles Scaffolded Group Roles and Strengths sheet Cardboard cut into small squares (badge) x 25 Drawing utensils; REFLECTION 10.minutes Choose a group role and have all of the students who were allocated that role stand up and talk about why they were given the role based on their strengths. Were there any similarities in the strengths of these students? What kinds of strengths seemed appropriate or relevant to that role? Repeat for remaining group roles. Group structure Whole class Teacher role TD ASSESSMENT What? Clarification of reasons for strength card selections How? Observation Conferencing RESOURCES Strength Cards for Kids AV Kit

5 mins

Small group

TM

Consideration of group roles as per individual strengths

Groups Role allocation table product analysis; conferencing

Group Roles Task sheet

15 mins

KLA : PDHPE

Class : 2/3W

Date : 17/7/13

Time : 9:15-10:00am

Syllabus outcome/s and indicator/s: PHS2.12 - Explains the need for good health practices - identifies and discusses family practices related to lifestyle that keep them healthy

In this lesson the learners will: Exposure to the five ways to a healthy lifestyle model and its components; brainstorm pre-existing knowledge related to healthy lifestyle.

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Show students a series of images related to healthy lifestyle. REFLECTION 5.minutes Play silent ball variation with the person who catches the ball contributing one idea re: what does it mean to be healthy? Note these ideas on a large graphic organiser (mindmap) on smartboard

CONTENT Components of a healthy lifestyle

TIME 5

GUIDED DISCOVERY Introduce students to the Five ways to a healthy lifestyle concept show website. Briefly discuss the different components of a healthy lifestyle. EXPLORATION Divide students into teams (x5) and give each team a series of cards at random, with facts about each healthy lifestyle component on them. In a relay game scenario, students have to sort the facts given to them into their correct healthy lifestyle categories the first team to sort all of their facts sits down. Keep playing until all teams have finished. Students remain in their teams and check that the facts placed in their category have been accurately sorted according to the five ways to a healthy lifestyle model.

Group structure

Teacher role

ASSESSMENT What? Identification of good health practices/ components of a healthy lifestyle How? Team fact sorting relay observation

RESOURCES Fact cards with factual statements about each of the five healthy lifestyle components on them. http://www.healthykids.nsw.gov.au/home/factsheets/5-ways-to-a-healthy-lifestyle.aspx Five ways to a healthy lifestyle website Small posters for each of the five healthy lifestyle components Hooler Hoops for children to sort cards into

Whole class TD

10

Five ways to a Healthy Lifestyle Fact Cards Small Groups TM

15 mins

INDIVIDUALISING Extension students can use dictionaries to find the meanings of words underlined on their fact cards Support Students can use the five ways to a healthy lifestyle posters as support for the exploration phase.

Individual TM

Question Thinkers Key (tony ryan) Five ways to a healthy lifestyle Fact Cards Five Ways to a Healthy Lifestyle Posters

KLA : PDHPE/LITERACY Syllabus outcome/s and indicator/s:

Class : 2/3W

Date :

Time :

EN1-11D respond to a range of texts, eg short films, documentaries and

digital texts, that include issues about their world, including home life and the wider community
EN2-11D respond to short films, documentaries and multimedia texts that

In this lesson the learners will: Begin to compile a healthy living reflective journal featuring advertisements and observations from real life related to the five components of a healthy lifestyle.

express familiar and new aspects of the broader world


PHS1.12 Describes what people do to stay healthy PHS2.12 Explains the need for good health practices TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Reflect on the Five ways to a healthy lifestyle advertising suggestions from previous lesson provide students with an advertising brief designed to engage the local community in sharing knowledge about healthy lifestyle factors from a Kids perspective. CONTENT TIME GUIDED DISCOVERY Five 5 Using the smore created for unit of work, talk about components of different types of media that could be included in a healthy an online flyer video; audio, web links, apps, text, lifestyle cartoon strips keep drawing attention back to purpose: to engage the local student community Health in healthy lifestyle. advertising Talk about ways to research the topic and generate ideas for their own online flyer introduce Healthy Living Reflective Journal. 10 Provide students with guiding questions for healthy lifestyle journal to be glued in front of book. Go through one example of advertising, Think, pair, share activity using guiding questions. EXPLORATION Students work in groups and use the iPad to take photos of anything around the school grounds that they feel is relevant to any of the five components of a healthy lifestyle students should take at least one photo each. Each team member must choose one of the photographs to answer questions about. INDIVIDUALISING Extension students can also begin collaging images from printed media into their reflective healthy lifestyle journals under different categories (e.g. nutrition, exercise, hydration etc.). Support REFLECTION 5.minutes Students can share what they have discovered (images) and how they relate to healthy lifestyle components. What questions did they choose to answer for each image? How did this fit into or change from what they already knew? Where else might they find examples to include in their own healthy journal? Group structure Teacher role ASSESSMENT Student responses to health related advertising samples Product anaylysis (answers to guiding questions) RESOURCES Advertising brief Healthy lifestyle campaign for local community

Whole class TD

Pairs

TM

20

Small Groups

TM

Identification of healthy lifestyle related concepts/behaviours in school environment Product analysis

Guiding Questions for Reflective Journal Glue/scissors Reflective Journal example Reflective Journals blank books for students to begin working in Healthy lifestyle related advertising samples x6

KLA : PDHPE/LITERACY Syllabus outcome/s and indicator/s:

Class : 2/3W

Date :

Time :

In this lesson the learners will: Be introduced to a Vegie of the week talking and listening component where students choose a vegetable to research for the week and present their findings to their classmates in a conferencing format every Friday morning.

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes REFLECTION 3.minutes

CONTENT

TIME

GUIDED DISCOVERY

Group structure

Teacher role

ASSESSMENT What? How?

RESOURCES

Whole class TD

EXPLORATION INDIVIDUALISING Extensn Individual TM

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