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Fit and Healthy

Years 1-2 Health and Physical Education

Learning Module

Abstract

This module touches on the basic components of being healthy, looking at hygiene and healthy eating habits. Lessons will show students why and how to take care of their bodies, equipping them with the knowledge and understanding to make informed decisions about their own health.

Keywords

Health, Food, Exercise, Decisions, Eating Habits, Hygiene, Health and Physical Education, Science, Literacy

Knowledge Objectives

As a result of completing this learning module, students will be able to:

Personal, Social and Community Health

Being healthy, safe and active

Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)

Understand how to maintain healthy hygiene habits

Make informed decisions about what they eat and drink

Communicating and interacting for health and wellbeing

Examine health messages and how they relate to health decisions and behaviours (ACPPS021)

Movement and Physical Activity

Moving our body

Create and participate in games (ACPMP027)

Make the choice to be physically active

Understanding movement

Discuss the body’s reactions to participating in physical activities (ACPMP028)

Make informed decisions about what they eat and drink.

1. Establishing Prior Knowledge

For the Student

You are going to do a 'Stand Up-Pair Up,' when you have found a buddy, sit down with them.

With your partner, share ideas on how you can look after yourself at home.

Now can you share ideas on how you can look after yourself at school.

Lets' record some of our ideas on the board, can someone share some ideas about home.

What about school?

Do we notice anything that is the same or different between the two columns?

Home and School






Fig.1: Off to school!

For the Teacher

Use Kagan's 'Stand Up-Pair Up,' students discuss in pairs ways they can look after themselves at home and school.

Students share their responses for home to whole class as teacher records it on board in its column. Repeat for school.

Discuss any similarities and differences between the two columns. Circle any so it becomes more obvious.

2. Defining Hygiene

For the Student

Here is the word 'hygiene,' with a partner discuss what you think this word means.

Put up your hands to share some of your ideas so I can write it down on the board.

Now that we have brainstormed, lets look it up and see what the word means on the internet.

Lets see if we can change our definition to match the one on the internet. Does anyone have any ideas on how we can start our definition.

Now that we have written this up together, writethe definition in your integrated books.

Fig. 2: Having a bath is good hygiene!

For the Teacher

Write word 'hygiene' on whiteboard.

Using 'Think-Pair-Share' students discuss what they think the word hygiene means.

Share as whole class and record responses.

Google the word hygiene and read the definition, compare to responses and come up with a new class definition.

Students write the definition into their integrated books.

3. How Germs Spread?

For the Student

We are going to watch a tv ad about sneezing and what we should do.

With a partner, discuss why we need to catch it, bin it, wash it.

After the sneeze, how far did the pompoms go? Put up your hands if my pompom sneeze hit you? Now you have caught my cold.

We are going to do an experiment to learn about why we need to wash our hands. Once you have this magic gel, shake hands with 5 people, then sit down.

Discuss with a partner where the glitter is and how much glitter you have on your hand now.

Put up your hand if you have a lot of glitter on you? What about students who don't have much?

Discuss with your partner what this tells us.

Discuss what you have learnt about stopping our cold from spreading.

We are going to do a reflection now on how we can prevent our colds from spreading.

We can prevent germs from spreading by.................because....................

Fig. 3: The Sneeze

For the Teacher

Show students YouTube clip of catch it, bin it, wash it.

Students discuss in pairs why we need to do this.

Teacher grabs some pompoms and pretends to sneeze and throws them out at students so they can see how far the airborne particles can go.

This is why we catch it, but do experiment to show why we need to wash our hands.

Each student gets some magic gel. They are to only shake hands with 5 people. Students sit down after.

Students are to observe how much glitter is on their hands.

Ask students to raise hands if they small amounts of glitter, repeat for those who have lots of glitter.

Discuss at how quickly the germs did spread.

- Reflection: What can we do to prevent this. Students write reflection into their integrated books.

We can prevent germs from spreading by.................because....................

4. How Clean are My Hands?

For the Student

We are going to be looking at germs, we are going to do a 'Stand up-Pair up' once you have your partner can you decide who is A and who is B.

B please make a circle in the middle of room and when you sit down, sit facing out. (demonstrate). Person A please sit facing your partner. This is called an 'Inside/Outside Circle.'

Inside Circle you are going to discuss the first question that I call out. (read out question and allow discussion) Outside circle can you please move to the next person on your left. Outside Circle discuss this question. (continue until all questions are answered)

We are going to wash our hands now, but before we do this, we are going to rub this special cream in.

Put up your hands if you think you washed your hands well? How do you know you washed them well?

I have a special light called a UV light, the cream we put on our hands is going to pretend to be germs. If you still see bits of white on your hands under the light, you didn't wash them properly because there is still 'germs.' When I shine the light, please don't look at it because it is not good for our eyes.

We are going to do a 'Think-Pair-Share' now, this is where I will ask you to think about a question, share it with a partner and then share with whole class. (ask questions)

I have a worksheet for us to do about what we just learnt. You can see there is a picture of a hand, you are going to colour in green where all the germs were that you saw when you looked under the light.

When you have finished this, you are going to answer the question. What are some answers we could write?

Fig. 4: Washing your hands is very important!

For the Teacher

'Inside/Outside Circle' students discuss questions.

- Where do germs come from?

- When do we wash our hands?

- Why do we need to wash our hands?

- How do we wash our hands?

On A4 paper (divided up into quarters with a hand in middle) write student responses to each question in each square.

Show students special cream, give them small amount and have them rub it in. Students wash hands. Have them put their hands up to tell you if they believed they washed their hands well.

Expose students hands under light (explain safety precautions - don't look at light directly.)

Have students wash hands again and re-check under light.

Think-Pair-Share - students discuss observations, questions and share.

- Did you wash your hands well?

- If you didn't, where were there still germs?

- Complete worksheet. (hand and question "How can I wash my hands better?")

5. Good or Bad for Your Teeth

For the Student

Think-Pair-Share:

Are these teeth healthy good or bad?

How do you know?

Why wouldn't you want unhealthy teeth?

Brainstorm as a class what kind of food is bad for your teeth and why. Make a class chart on the type of food and drink, some examples and why they are bad for your teeth. (This can be added to later.)

Now that you have identified unhealthy teeth, look at a photo of healthy teeth. Share with a buddy the differences they can see between the two photos. Discuss what sort of food and drink would be healthy for their teeth.

Look at the tooth worksheet. Buddy up. One person is going to focus on unhealthy teeth and the other on healthy teeth.

Fig. 5: Crocodiles can have up to 80 teeth.

For the Teacher

Healthy Teeth

Discuss with students what foods are unhealthy for their teeth (eg: sugar, syrup, sticky, etc) and which things are healthy (milk for its calcium, whole carrots and things you can crunch, etc)

Students will then work with a buddy to peruse magazines for pictures of food. They will cut out and identify if food is healthy or not and place it on the correct tooth (ie: one partner will be in charge of the unhealthy tooth and the other the healthy tooth).

Reflect at the end of the lesson what food the students should eat and whether what they are likely to eat when they go home will be healthy or unhealthy for their teeth.

6. Cleaning Your Teeth

For the Student

Remember the photos of healthy and unhealthy teeth? Rally Robin what sort of food or drink gives us unhealthy teeth?

It is very important to brush and floss your teeth everyday to keep your teeth healthy.

Work with a buddy on your own Lego "teeth", one completing the excercise while the other watches and checks they do it correctly.

Write a reflection on what you discovered. Did all the food come off without flossing? How did you get to the hard to reach places?

For the Teacher

Students learn how to brush and floss their teeth using playdough ("food"), lego (teeth), tooth brush and string (floss).

The focus is on showing dow to move the brush and demonstrating why it is important to not go just in circles or just up and down or forgetting to floss.

The teacher demonstrates this by placing playdough around some Lego. Using a toothbrush she brushes away most of the food before modelling how to wrap floss around her fingers to floss the Lego "teeth".

Write a reflection on the task.

7. Colgate Talk

For the Student

Brainstorm a list of questions that you would like to ask the expert when they visit.

After the talk, write a reflection on two new facts you learnt.

For the Teacher

A teeth expert visits the classroom

Invite a member of the dental workforce to visit the classroom. This could be a dentist, Colgate, dental hygienist, etc.

Prior to their visit have the students come up with a list of questions that they would like to ask the person.

8. Washing Your Body

For the Student

Think-Pair-Share: How do we keep out bodies clean? How often do we clean it? What do we use?

Everyone knows you should wash everyday.  Does what we use to bathe affect our decision to do so or not? Write your theory with reasons in your book.

Go around to different stations and take notes on what you think of the various products.

Rally Robin: What did you enjoy/not enjoy using? Would you use all the items provided or not? Which did you like best and why? Which did you like least and why?

Finally write a reflection on whether your theory was proven or not and what you learnt.

For the Teacher

A sense of smell and touch

Discuss whether the smell and feel of soap/shampoo/washing paraphernalia inhibits or increase the likelihood of bathing daily. Have students write their theory and reasons.

Students will then experience a range of hands on stations that have various soaps, shampoos, body washes, hot warm and cold water etc.

At the end Rally Robin what they thought of each station and whether they would wash or not wash if they had to use the product provided.

Write a reflection on what they learnt as a group.

9. What are the Five Senses?

For the Student

Everyday we experience the world around us using special things we call our senses. There are five of them. Can you name them all?

What do we use for the sense of sight? I am going to draw the picture next to the word.

With your partner, discuss why we need our eyes? How do we use our eyes? What does using our eyes tell us?

Lets move onto hearing. What do we use for hearing? Again with your partner, discuss why we need our hearing? How do we use our ears? What does using our hearing tell us?

The next sense is touch, what part of our body do we use for this?

Now with your partner, discuss why we need our sense of touch? How do we use this sense? What does using touch tell us?

What part of our body do we use for taste? Why we need taste? How do we use our sense of taste? What does using our sense of taste tell us?

What is the last sense? What do we use for this one? Now with your partner, discuss why do we need to smell? How do we use our nose to smell? What does using our nose to smell tell us?

What do we call someone who does not have the hearing or sight sense? Close your eyes and try and imagine what life could be like without one of these senses. Share this with your partner.

For the Teacher

Five Senses

Name and explore the five senses with the class in the following format, record onto poster some answers to each question.

Sight

What do we use for the sense of sight? How do we use it? Why do we need it? What information does it tell us?

Hearing

What do we use for the sense of hearing? How do we use it? Why do we need it? What information does it tell us?

Touch

What do we use for the sense of touch? How do we use it? Why do we need it? What information does it tell us?

Taste

What do we use for the sense of taste? How do we use it? Why do we need it? What information does it tell us?

Smell

What do we use for the sense of smell? How do we use it? Why do we need it? What information does it tell us?

Have students imagine what it would be like not to have one of these senses. Discuss what we would call someone who doesn't have hearing/sight (deaf/blind).

Students discuss with a partner what it could be like and if they know anyone who doesn't have a sense.

Teach song (from awesome belle) 'We've Got Five Senses.'

(hmm, Belinda thinks she may have a sheet from 2010 that could work for this. . . . she also has an awesome song called We've Got Five Senses.)

10. Missing a Sense

For the Student

What were the senses again. You are going to get to experience what life is like for someone missing one of three senses. It won't be like the real thing but it is to give you an idea.

Form into 3 different groups and pair up with a buddy.

When the teacher claps hands, stop and listen, then swap roles.

Now that you have the chance to experience what it could be like without a sense, write about one and tell us what it was like.

"The station I found interesting was .......... because ...........................

As I couldn't .................. I had to ........."

How can we help someone who we know or may meet who is missing a sense so that they can feel comfortable with us?

For the Teacher

Recap previous lesson

Students are given the opportunity to explore what life could be like without a sense.

Provide 3 stations for students to rotate through in pairs.

Station 1: Hearing - Ear Muffs

- A student will put on ear muff and has to listen

to their partner read a short story.

Station 2: Sight - Blindfolds

- A student will wear blindfolds while their partner helps them follow a track.

Station 3: Touch - Gloves

- A student will wear gloves while their partner

gives them objects to feel and describe.

Students will rotate through stations at command of teacher. Students are to keep a record of their experiences as both the disabled and helper.

Students will be asked to choose one station to write about. They will need to draw a picture of them doing the activity and write about what it was like.

Reflection: As a whole class discuss how we could help people everyday who may be missing a sense.

11. Defining Words that We will Use

For the Student

Discuss with a buddy, what you think each word means.

Now we had a go at defining these words, because we all have different ideas; we are going to search the online dictionary to tell us what they mean.

So what does this word mean again? I am going to write what you have said because you have rephrased what they said into your own words which mean we will remember it better.

Now that we have done this as a whole class, copy this into your integrated books. raw a picture of something that you would think of when you hear each word. For example, if someone said nutrition, I think of the food pyramid!

For the Teacher

As a whole class, brainstorm what students think each of these words mean.

- Nutrition

- Exercise

- Healthy

- Unhealthy

Using electronic whiteboard, ask students to type in the word we are looking for into search bar on www.dictionary.com

Read definition to class, rephrase own definition.

Repeat till you have a definition for each point.

Students copy and write into integrated books and draw a picture to go with it.

e.g. pyramid, person running, apple, chocolate.

12. My Lunch Box

For the Student

If you could pack your own healthy lunch box, what you would put in it?

Cut out pictures of foods from these magazines to glue into your box.

I will not be helping you as I want to know what you would put in it. Remember there is no right or wrong answer.

For the Teacher

Lunch Box Activity

Students complete worksheet as a pre-assessment.

Explain to the students that they are going create a healthy lunch box.

Students will choose pictures from a magazine to paste into the lunch box image.

Students are not guided in any way.

13. Magic School Bus

For the Student

You are going to watch a TV show called 'The Magic School Bus" where a group of students and their teacher take a trip to explore what makes someone sick.

Discuss with a partner what has happened so far?

I want you to do a 'stand up - pair up' then sit down facing your buddy.

- What made the child sick?

- How did the child get better again?

- What is this movie trying to tell us?

- What have I learnt from watching this?

Now that we have seen this show on healthy and unhealthy eating, we have a worksheet for you to do. You can do with a buddy if you like.

You need to sort the pictures by putting them into the correct pile of 'healthy' or 'unhealthy', then glue into your integrated book.

For the Teacher

Explain to students that they are going to watch a TV show called 'The Magic School Bus" where a group of students and their teacher take a trip to explore what makes someone sick.

Play movie, stop at intervals, to discuss with students about what they have observed so far.

At the end, students do a Kagan's 'Stand up - Pair up' to discuss with a partner these questions.

- What made the child sick?

- How did the child get better again?

- What did you learn about this movie?

Provide sorting worksheet. Students can work in pairs to sort the pictures into the correct pile. Paste worksheet into integrated book.

14. My Healthy Habits Chart

For the Student

Let's think about everything we have learnt so far with a partner. I want you to share how we can look after ourselves.

I am going to write some of your ideas onto the board to help us remember.

As we can sometimes forget to do certain things such as making sure we get enough sleep at night, I have a healthy habits chart.

This is only for you and me, you don't need to show anyone else.

Students complete activity then move onto an early finisher's task.

For the Teacher

Recap everything students have learnt - refresh minds on how to look after ourselves.

Introduce students to 'healthy habits chart'

Students are expected to keep a record of hand washing, brushing teeth, healthy eating, exercise and showering.

This is a personal activity for students to complete.

15. The Food Pyramid

For the Student

Here is a pyramid that has been broken into 3 parts - 'Occasional Food,' 'Sometimes Food' and 'Everyday Food'

Share with a buddy foods that you think you can have everyday. (Repeat for other two).

Who wants to share some of their ideas to the class?

I am going to show you a pyramid that has been done by health professionals.

I want you to have a think to yourself now, what do you notice about this; now share with a partner. Who would like to share with the whole class what you and your partner have noticed about this pyramid?

This is called a 'Food Pyramid'; it is what we use to help us think about foods that we can have lots or not so much of.

Now that we have learnt about this food pyramid, we are going to make our own using these two sheets, so that we can use this to remind us how often we can have something.

On this sheet are pictures of foods and drinks, I want you to put them where they belong on the pyramid.

For the Teacher

Show students the food pyramid poster.

Kagan's 'Think-Pair-Share' discuss what students observe about the pyramid.

Explain what the pyramid is and why we have it.

Provide students with worksheet (Pyramid and pictures of foods) to complete on the pyramid and glue into integrated books.

16. The Food Train

For the Student

What can we remember about the food pyramid?

We are going to do an activity called 'Food Train' where we can see and taste a food from each level of the pyramid.

As you go through the train, you need to think about which food was your favourite, and which was your least favourite. You also need to think about why you liked or didn't like something - did it taste gross, look gross, smelt gross? Because you need to write it down on this worksheet.

You will need to reflect on this activity when you have finished the train.

For the Teacher

Recap previous lesson.

Instruct class on 'Food Train' activity (especially health)

FOOD TRAIN:

As students finish worksheet, they move onto food train where they taste a sample from each level of the pyramid.

On a worksheet, students need to rate their favourite and least favourite and why.

At bottom of worksheet, students need to reflect on what they thought about the experience.

My favourite part of this activity was ............ because......

My least favourite part of this activity was ......... because ..........

Worksheet is glued into integrated book

17. A Mission: Prepare a Healthy Meal for My Family

For the Student

As a class, discuss what you have learnt about food from hearing the text.

We have a mission for you! Over a few weeks you are going to use everything you have learnt here to help you design a healthy meal for your family and persuade us as to why your meal was healthy. 

In a 'Think-Pair-Share' discuss:

- How can I find out what meals are healthy that I could make for my family? (internet,

recipe books, talking to a family member)

- When you are choosing meal to cook for your family, what would we need to think about so that they would eat it?

On this paper, you can draw some ideas on a meal you would like to make for your family. You can share your idea with a friend.

For the Teacher

Term Project

On IWB, bring up a pre-made procedure of how you went about to prepare and give a healthy meal.

Discuss what is shown on IWB.

On IWB, show students your short persuasive on why your meal was healthy and discuss.

Recap everything students have learnt on what we can eat.

Students have a project to do over a few weeks then present. Project is on designing a healthy meal for their family.

Read out the homework sheet. Refer to example on IWB as to what students will bring back.

In 'Think-Pair-Share' have students answer questions and write responses up on board.

- How can I find out what meals are healthy

that I could make for my family? (internet,

recipe books, talking to a family member)

- When you are choosing meal to cook for

your family, what would we need to think about so that they would eat it?

After writing down the responses, have students share with a partner ideas that they may have on a healthy meal they could prepare. Select random students to share ideas.

Remind students about the food pyramid when it comes to making something for the family and for persuading your teachers why your meal is healthy.

Explain that as it is homework that they can do, they will need to go home and do some research to think about what they want to do.

Allow students to draw some ideas down on a piece of paper of a meal they may like to do.

18. My Healthy Meal Plate - Art 1

For the Student

With a partner I want you to brainstorm some healthy meals so I can write it up on the board.

We looked at the food pyramid, which told us how often to have certain foods. Here is a guideline from the healthy food people on how we can get all the right nutrients and food into our body for dinner.

For art today, we are going to make a healthy meal paper mache.

Show students your paper plate meal - Ask them - Is it healthy? Why?

- What parts of the pyramid does it meet?

- Does it meet what health people say we should have on our plate? Why?

You are going to do your own healthy plate now. I will show you how you will do it.

For the Teacher

Brainstorm ideas on healthy meals - write ideas on board.

Show students a healthy plate guideline and explain that for us to eat healthy and get all the nutrients that our body needs, we need to make sure our dinner looks like this.

Show students your paper plate meal - Ask them - Is it healthy? Why?

What parts of the pyramid does it meet?

Does it meet what health people say we should have on our plate? Why?

Show students how to conduct activity.

Draw meal, check it to pyramid and plate design

Twist, mould newspaper to form base shape and glue to plate.

After doing all the food, use strips of newspaper cover the base to help secure it more to plate. (like covering a balloon).

Students are given a paper plate and allowed to draw their food. They need to show teacher before moving to wet area.

Explain to students the safety precautions.

19. My Healthy Meal Plate - Art 2

For the Student

Last lesson we made our healthy meal plate, discuss with your partner how we made it, because we need to write a procedure on this activity.

Here is a procedure about our healthy meal plate. It is missing some words so lets read through it and put in the missing words.

Now that is ready for you to copy into your books, I want you to tell me why you think your plate is healthy. I have already started the sentence 'My plate is healthy because............'

While you are doing this, I am going to be selecting people to go and paint their plate.

For the Teacher

Healthy Meal Plate - Art 2

Remind students of previous lesson.

Show own plate and explain that we need to do a procedure about what we did.

Students discuss in pairs what they did.

Put on IWB a cloze procedure. Read it with the students and fill in the blanks with them.

On another whiteboard, have a reflection ready for them to complete as well. Read it with them and ask them for some suggestions.

'My plate is healthy because.......................'

Explain to students that they will get to paint their plates, but not all will go in. Some will write and others will paint.

Students will complete procedure and reflection on paper to glue into integrated books or put on display.

20. Comparing Prices

For the Student

Working in groups of four sort the pictures into healthy and unhealthy food.

Look at the pictures themselves. Which group would you rather eat? Why? Share with your group why you chose that group.

Looking at your two groups, what do you notice about the price of each group? What do they have in common? Is one group more expensive than the other? Is that fair?

Looking at our sorts, why do you think people buy unhealthy food? Does the price influence our decision to buy unhealthy or healthy food? What else do you think influences us?

Extension: Discuss why healthy food is more expensive, especially at different times of the year. Where else can you buy food? (e.g: markets) Does this affect the price? Why?

For the Teacher

Put students into groups of 4, provide them with a range of food pictures with their prices.

Students are to sort the foods into healthy and unhealthy.

Write on board a range of money values (smallest, middle and biggest) for students to compare own to. In their groups, students need to look at the prices and discuss what they notice.

Explain that foods that are not good for us to have everyday are usually cheaper and quicker to have. But some foods that are cheap are healthy for us.

Show students a nutrients guide and symbols that are found on products. Explain what they mean.

21. Food is Fuel

For the Student

Rally Robin as many different modes of transport you know.

How do cars/buses/etc move? What do they need? If mum and dad didn't go to the petrol station, could your car move forever? Why not?

Humans are also the same but we don't go to the petrol station. What do we do instead? Make a list in your small group of how we refuel our engines.

Why do we need to eat and drink? What would happen if we didn't?

Have you ever heard of water in the petrol? (Road to Gundagai) When water gets into petrol it acts like oil and water.

When we eat healthy food our body absorbs the nutrients, just like water and food dye.

However unhealthy food is like oil and water. Does our body work the same with unhealthy food? Shake the oil and water mixture to find out.

For the Teacher

Ask students what makes cars, buses and planes move?

Why do we need food? Do a class list. (grow, to have energy, to be healthy)

Resources

10 bottles of water with lids.

Oil and food dye to add to the bottles.

Have you ever heard of water in the petrol? (Road to Gundagai) When water gets into petrol it acts like oil and water. (On each table are two bottles of water. The teacher adds some oil and food dye.) When we eat healthy food our body absorbs the nutrients, just like water and food dye. (Have the kids shake it.) However unhealthy food is like oil and water. Does our body work the same with unhealthy food? Shake the oil and water mixture to find out.

22. Exercise Art

For the Student

Not only do we have to watch what we eat but we also need to exercise as it keeps us feeling fit and awake.

With a partner, discuss what type of exercises can we do, or things that involve us moving around.

Stand somewhere in the room and I will call out an exercise and we are going to do that move.

As we were doing that, where were our arms, legs, body?

 'Think-Pair-Share' - What exercise am I doing here? How do you know this?

Think of an exercise you would like to do. Show your partner so that they can help you get your body right.

After you have glued the body parts onto the colour paper, you will glue onto black paper.

For the Teacher

Recap and build onto exercise - allow student to see importance.

Brainstorm exercises - write on whiteboard.

As a whole class, students stand up and take turns doing an exercise move.

Sitting back down, ask students to think about where their arms, legs, body were when doing a particular exercise.

Show pre-made person -  'Think-Pair-share' - What exercise am I doing here?

- How do you know this?

Allow students to decide on an exercise position they wish to do. Have them demonstrate the position to a buddy.

Students can choose a background colour to glue figure on then mount on black card.

Student tells teacher where to put their spot of glitter to help explain picture.

Student tells teacher a simple sentence explaining their image.

23. Healthy Eating at the Canteen

For the Student

What can we remember about what we learnt about food?

In groups you are going to look at our school canteen menu and together you are going to decide on what meals are healthy and unhealthy.

On your desks I have put 3 coloured pencils

- red - unhealthy

- green - healthy

- yellow - I don't know

Discuss:

- What did we notice about the canteen menu?

- Is our canteen menu mostly healthy?

- How often is the canteen open?

- How often do you use the canteen to get lunch or a snack?

- If I got canteen everyday and only got the red meals, what would happen?

It is okay to have some red stuff as long as it is not all the time.

You are going to do this again in your groups, except I now have our old canteen menu for you to do. When you have finished, I want you to  compare both menus in your groups.

Discuss:

- What have you noticed between both menus?

- Which menu do you think is the better choice?

- Why do you think our current menu was made?

- If you could make a new menu for the school, what you like to see on it?

For the Teacher

Recap food pyramid and food is fuel lessons.

In groups of 4, students will look at our school canteen menu.

Students have to decide what meals are healthy and what is not and explain why. Colour healthy meals in green, unhealthy meals in red and meals you don't know in yellow.

Students move from group to group to compare.

As a whole class discuss what they found by looking at theirs and an enlarged class menu.

Discuss with students

- how often is the canteen open?

- how often do you use the canteen to get lunch or a snack?

- If I got canteen everyday and only got the red meals, what would happen?

Explain to students that it is okay to have some red stuff as long as it is not all the time.

Send students back into their groups with an old canteen menu. Have student repeat previous activity (apart from rotating through room).

Discuss as a whole class,

- What have you noticed between both menus?

- Which menu do you think is the better choice?

- Why do you think our current menu was made?

With a partner discuss

- If you could make a new menu for the school, what you like to see on it?

24. Design a Canteen Menu

For the Student

Last lesson we looked for healthy and unhealthy meals in both the new and old canteen menu and compared them.

With a partner that you would like to work with, share some ideas on a healthy menu you would like to make for the canteen. (drink, snack, lunch, dessert).

On A4 paper you and a partner are going to make this menu. Make sure you write neatly so that everyone can read it.

Reflection: Would you change your lunch order? Why?

For the Teacher

Recap previous lesson - looked at our canteen menu and compared it to our old one.

In pairs, students will be able to design a healthy menu that they would like for the school.

Students can include meals from old and current canteen menu, they can use meals that they have at home that they know are healthy.

Students need to do their best handwriting so that it can be read by others.

Students compare menus with others.

Reflection: Would you change your lunch order? Why?

Extension: Add monetary value.

25. Design a Food/Drink Container

For the Student

What do you see on this container?

With a partner, brainstorm a healthy food/drink you would like to design onto this container.

In pair, write down your ideas on this paper, so that you don't forget. Once you have done this show me and I will give you the box template so you can turn it into a container.

For the Teacher

Show students containers of old drinks and food. Have students discuss what they observe about the product (apart from that it could be unhealthy).

- name of product, nutrient guide, image, how to eat/drink it.

In pairs students will design a healthy food/drink container.

On pre-prepared paper (in boxes) students write down the necessary information in each box needed to put on their container.

Afterwards, students draw on the back where they will put this information before moving onto making the container and drawing this information onto it.

Provide students with shape template for them to do their design and put together.

Once students have finished, they are to do a reflection on their product.

26. Water

For the Student

'Think-Pair-Share'

- What is water?

- We have two types of water, what are they?

'Think-Pair-Share' to write on poster in y-chart

- Who needs water?

- What do we use water for?

- Why do we need water?

As a class, pose question to discuss:

- What would happen if we just drank coke or juice all the time instead of water?

Let's see what the internet says about drinking so we can come up with an answer.

You are going to do a self portrait but you need to colour in 2/3 of your body in blue and you will do your face.

For the Teacher

Recap previous lessons on food.

'Think-Pair-Share'

- What is water?

- We have two types of water, what are they?

Make a list on who needs fresh water, what we use fresh water for and why using 'Think-Pair-Share'

Discuss what would happen if we don't drink water and just drink coke or juice all the time.

Google the question and look at the responses with the students. Together come up with an answer.

Explain that about 2/3 of our bodies is made up of water. The water helps us to survive, it helps to keep us cool, flush out germs inside our body and many more. (see poster)

Provide students with a person template - they need to colour in 2/3 of the person in blue and the head they do their own face.

Glue into integrated book and draw other things that need fresh water around themselves.

27. The Celery Test

For the Student

What can we remember about water?

E

We are going to do a celery test today. I have my materials ready (name them). Firstly I need to put 7 drops of dye into my water, (continue all way till you are putting celery in water)

We are going to leave the celery in the water for a few days, with a partner predict what you think we will see happen to the celery.

Lets write up a procedure together, you are going to sit at your desks, help me write out the first thing then you will copy it. We will be doing it together.

Now you predicted with a partner what you think is going to happen to the celery. Copy this sentence and tell me what you said.

For the Teacher

The Celery Test

Recap previous lesson on water.

Explain to students that we are going to see how plants drink water as we know that all living things need water.

Write title on board (The Celery Test).

Put several drops of dye into a cup of water and mix together.

Show students celery stick and put it in the water and explain that it will stay in there for a few days. Have students predict what they think will happen to the celery.

As a class do a procedure on whiteboard with students informing you what to write. Students copy into their integrated books and a draw a picture.

Under the procedure students are to do a prediction. 'I predict that.............'

28. Drink Sort

For the Student

At your desk you have a poster and an envelope. On the poster, you will be sorting the pictures from the envelope in order from the best drink all way to the worst.

As a group you need to discuss why you are putting a drink in a particular place and when you have done all 5 and your whole group is happy, you can glue it down.

Under your pictures, you need to explain why you put a drink as the best one and the worst one.

For the Teacher

In groups of 4, students are given pictures of 5 different drinks.

Students need to sort the pictures from the best to worst drink as a group.

Students discuss and write an explanation under the pictures as to why they believe a certain drink is the best, worst, middle.

Students share and compare to rest of class.

Remind students that presentation of their projects is coming up soon and they should be finishing their project.

29. Coke Vs Water

For the Student

What did we learn last lesson about what we can drink? We can drink juice and coke, as long as it is not all the time. Our bodies are made up primarily of water so we need to drink lots to replace the water we lose.

We are now doing another experiment on why water is important. I have 2 plants, one says coke and the other says water. This is to help us remember which plant is getting which.

Predict with a partner, what do you think is going to happen to each of the plants?

When you have finished writing this procedure, you need to finish the prediction sentence.

For the Teacher

Recap previous lesson on which drink is better for you and why.

The class will conduct another experiment on two plant saplings for a week, everything will be the same for the two plants apart from the food we give them. Explain why it is important to keep everything the same apart from one.

Show students the label that is on the pot

- water

- coke

'Think-Pair-Share' what students predict will happen to the plant getting coke and the plant getting water.

Bring up cloze procedure with words on whiteboard to choose from. Students complete this in their books independently.

Students then write a prediction and draw a picture of the experiment as it is now.

'I predict that ...................'

The students will take turns watering the two plants everyday for 1 week so that we can see what will happen to them.

Remind students that presentation of their projects is coming up soon and they should be finishing their project.

30. Comparing My Life to others Around the World

For the Student

We have been looking at why water is so important to our health. We will be looking at some pictures of people from other countries who are not so lucky when having food and water.

While looking at these images, I want you to think about how they look.

Discuss with a partner what you have noticed about these people.

This is caused by not having access to clean, fresh water or foods that have the nutrients needed to help us grow and be healthy.

There are organisations out there that are working on helping these people. A special drinking straw has been made to allow drinking.

For the Teacher

Good water and nutrition

As students have been looking at the effects of eating healthy and drinking water.

As students look at the pictures they need to compare it to our nutrition and how we look.

Show pictures of - Ethiopia

- Smokey Mountain

- Africa

- Homeless person

Many of these places have access to bad water or no water and have malnutrition.

Using 'Think-Pair-Share' discuss what they notice about the people and their appearance. Explain that most of these places, these people can't control the nutrition or water they have.

Show student image of organisations that are helping these countries and the special drinking tube that has been invented to allow people to gain access to drinking water.

Remind students that presentation of their projects is coming up soon and they should be finishing their project.

31. My Healthy Lunch Box

For the Student

If you could pack your own healthy lunch box, we want to know what you would put in it now that you have learnt about the food pyramid and nutritional information.

Cut out pictures of foods from these magazines to glue into your box.

Again, I will not be helping you as I want to know what you would put in it.

When you have finished, you need to tell me why your lunch box is healthy and why you put these foods inside. I have already started the sentence for you

'My lunch box is healthy because ............'

For the Teacher

Lunch Box Activity

Students complete worksheet as a final assessment.

Explain to the students that they are going create another healthy lunch box as they have learnt a lot more since they first did it.

Students will choose pictures from a magazine to paste into the lunch box image.

Once students have finished their lunch box, they are given writing paper to write a reflection about their lunch box and the reasons why they have included certain foods.

Encourage students when writing the reflection to refer to the food pyramid when explaining why.

'My lunch box is healthy because...................'

Students are not guided in any way.

Remind students that presentation of projects is next lesson. They should be ready to show Wattle what they have done.

32. Project Presentation

For the Student

Take turns presenting your menu, persuasive text and procedure to your group.

For the Teacher

Whole Unit gets together.

Students who are presenting have their items ready before entering meet and greet area.

Teachers select 2 students from each class to form a mixed group of 6.

Students take turns presenting their project. Teacher to demonstrate how students can present their project by using their own example.

Display students' posters.

33. Acknowledgements

The original version of this learning module was written by Belinda Rathborne, Stephanie Johnston and Aly Allpress.

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