Kelli-ann Taylor

Year 5 Personal Development & Health Term 2, 2014

HEALTHY CHOICES
OUTCOMES INDICATORS

KNOWLEDGE & UNDERSTANDING
PHS3.12
Explains the consequences of personal lifestyle choices.
ALS3.6
Shows how to maintain and improve the quality of an
active lifestyle.
SKILLS
COS3.1
Communicates confidently in a variety of situations
DMS3.2
Makes informed decisions and accepts responsibility for
consequences
VALUES & ATTITUDES
V4 Increasingly accepts responsibility for personal and
community health.

analyses personal food intake to identify the
balance of choices made
identifies the positive and negative effects of
various substances on the body
compares activities people do to stay fit and why
they choose them
presents an opinion with confidence
justifies why they refuse the offer of cigarettes from
friends and other peers
discriminates between a variety of products that are
healthy and unhealthy
values their health and that of others
values the need to pursue healthy lifestyles
ASSESSMENT OVERVIEW

Teacher observation of student behaviour:
- during group work
- during classroom activities
Teacher observation of student responses during class
discussions
Student anecdotal records
Observing class for overall behaviours and interactions
Formal written assessment
Key questions at conclusion of unit
Were the students engaged in the lessons?
Did the students demonstrate understanding of
the concepts addressed?
Were the students able to apply new knowledge in
real world situations?


The development of healthy attitudes and behaviours
early in life is of fundamental importance to the
adoption of a healthy lifestyle. Throughout this unit
students are given opportunities to identify and
discuss a variety of healthy and unhealthy lifestyle
choices. Students will explore in detail the areas of
food, exercise and smoking and how these impact
health. Students will have opportunities to identify the
benefits and consequences of lifestyle choices to
enhance informed and responsible decision making.

EVALUATION

Did the lessons achieve learning goals?
Were the students given the opportunity to share their opinions?
Did the learning experiences assist students to gain the knowledge and understanding, skills and attitudes
necessary to make their own health choices and accept responsibility for health choices?
have students displayed attitudes and behaviours that show acceptance of responsibility for health choices?







Text Resources Key Questions Extension
Kelli-ann Taylor

Learning Experiences Reflection

Week 1



Healthy Choices What do we know?

TASK: Students complete What I know worksheet to indicate current
understanding of the topic to direct future learning.

Key questions
What is health?
What do I already know?
What do I want to know?
What are some health choices I already make?

What I know worksheet Appendix 1


Students identified food
as the main impact on
health. Some students
identified exercise and
drugs however this will
need emphasis in the unit
as part of the broader
concept of health.

Week 2


Health More than just food!

TASK: As a class brainstorm areas of health under the headings: Nutrition,
Exercise, Health Services and Products, Drug Use, Environmental Health,
Preventative Measures and Care of the Body.
Emphasise that there are many aspects to maintaining a healthy lifestyle.
Discuss why we need to make decisions about lifestyle.

Key questions
What is the bigger picture of health?
Who is responsible for your health choices?
How do others influence your decisions?
How do your decisions impact others?

Students select an aspect of health and list known benefits and
consequences of choices in this area.


RFF teacher away.
Complete in week 4.

Week 3


No PDH due to NAPLAN



Week 4


Healthy Food A balanced diet

TASK: Students use magazines to select a range of foods they consider healthy
and unhealthy. Students present these in a table and discuss with a
partner/small group then whole class. Explain why you consider them
healthy/unhealthy.

Key questions
What are healthy foods?
What does it mean to have a balanced diet?
How does diet impact on health?

Students select an item of food to trace its origin. Draw a food chain or
create a story map that traces one food from the source to the end product.


Week 2 catch up lesson
Kelli-ann Taylor


Week 5


Healthy Food Too much/not enough?

TASK: Discuss the dangers of people undereating or overeating. Consider:
What are the influences on people to control weight?
What are the effects of excessive dieting on the body and the mind?

Explore and discuss website www.eatforhealth.gov.au
Review online brochure Healthy eating for children

TASK: Design a brochure or poster to give a clear and positive message to
children about healthy eating.

Key questions:
What should children be eating?
Can people focus too much on food?
Who is responsible for your food choices?
How are children influenced about what to eat?

What I eat Homework task
Record your daily food intake for at least one day to discuss next week.

Students brainstorm advertisements they can think of for foods. Sort
these into healthy and unhealthy. Analyse your findings.


KT last RFF lesson

Week 6


Healthy Food How is my diet?

TASK: Students share their daily food intake with a partner. Items are sorted
into healthy/unhealthy/not sure.

Present students with the food pyramid and pie chart. Students identify
where their items fit and analyse if they are eating a balanced diet.
Students develop a menu plan for a day that includes appropriate quantities
of recommended food groups. Emphasise 2 serves fruit and 5 serves veg.

Key questions:
What is a balanced diet?
What about my fluid intake?
Am I eating a balanced diet?
How can I improve my diet?
Do I need any support from others to achieve healthy eating goals?
If so who?

Students devise a menu for a new fast food outlet. Use as many healthy
foods as possible to create a balanced menu.


Vanessa Miller to take
over RFF.

Week 7


Exercise and Health Am I fit?

TASK: Complete an inventory for the activities you completed yesterday.


Kelli-ann Taylor

Compare your activities with Australias Physical Activity and Sedentary
Behaviour Guidelines www.health.gov.au

Students create a weekly plan that meets the guidelines and consider how
they can implement their plan successfully.

Key questions:
How much exercise do I do?
How much exercise should I do?
Why is exercise so important to health?
What can I do to improve my fitness?
Can I do too much exercise?

Research advertising campaigns about healthy living. Create your own
character to send a healthy message about exercise to children.


Week 8



DRUGS & HEALTH I can say no!

TASK: Revise the definition of the term drug and jointly construct a class list
of drugs that fit the class definition. Propose ways of grouping these
substances such as prescription/non-prescription, medical/non-medical,
legal/illegal

Present students with television ads for anti-smoking. Students record
effects of smoking and consider why people smoke. Discuss ways to ensure
they can make good health choices in relation to drugs, particularly smoking.

Key questions:
What are drugs?
Can drugs be good for you?
What effects can drugs have on health?
How can I keep my body safe and healthy?

List possible drug free alternatives to meet needs. Eg ways of relaxing,
having fun or relieving discomfort.


Week 9


ASSESSMENT & TOPIC CONCLUSION What have I learnt?

TASK: Complete paper test to assess student knowledge.

TASK: Review What I know worksheet from the beginning of the unit. In a
different colour add new information that you now have.

Review book work from the term and ensure tasks are completed.


Resources:
PDHPE Syllabus Module Considered Choices