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Wonders of Wellbeing Level 3 Unit of Work

Introduction:

In Wonders of Wellbeing there is a focus on three main areas whereby students
explore what consists of and how to maintain a healthy diet, body and mind. They
will implement this knowledge by developing a menu relevant to their own lives,
planning a sports activity for the class and role playing positive scenarios indicating
a healthy mind.

Phantom class:

This is a grade 3/4 class at St Jakobs, a low socio-economic, multicultural Catholic
primary school situated in the suburb of Dandenong. There are 21 students in total
in this class with the dominant gender being male. Numerous students have low
academic skills, one of whom requires an aid. A select few students have health
issues such as an allergy to nuts and type one diabetes. There are various ESL
students in the class however most have acquired the essential English reading and
writing skills. A vast range of the students in the class have lively, confident
personalities.


Suggested duration: 3 week consisting of 6 lessons.


Assessment:

Within this unit students are given opportunities to demonstrate their
understanding in areas of Level 3 Interpersonal Development and Health and
Physical Education.

Students are assessed on their ability to:

Provide and respond to feedback
Work effectively with other students
Create healthy menus based on the healthy living pyramid
Complete tasks within a set time frame
Discover strategies to recognize and overcome issues that students face
Design a sports activity to conduct with the class










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Victorian Essential Learning Standards

Wonders of Wellbeing provides opportunities to assess students against elements of
Level 3 standards as detailed below:

Strand Domain Dimension Element of standard

Physical,
personal &
social
learning

Health & Physical
Education

Movement &
Physical activity

participate regularly in physical
activities for the purpose of improving
skill and health

work with others to achieve goals in
cooperative sporting and games
situations . demonstrating fair play and
respecting the roles of their peers


Health
knowledge &
protection


identify healthy eating practices



Interpersonal
Development

Building social
relationships

demonstrate respect for others and
exhibit appropriate behaviour

support each other by sharing ideas
and materials, offering assistance, giving
appropriate feedback and acknowledging
individual differences.


Working in teams

cooperate with others in teams for
agreed purposes, taking roles and
following guidelines established within
the task.















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Teaching, learning and assessment activities

This unit enables students to incorporate healthy mind, body and diet practices into
their own lives.

The required prior learning is:

Some knowledge on why the human body needs food.
Minimal understanding about the healthy eating pyramid.
Basic knowledge about the importance of physical activity
Aware of and can identify different emotional feelings and can discuss these

The activities include:

Activity 1: Understanding and implementing a healthy diet
Activity 2: Design a sports activity
Activity 3: Role play scenarios to create a healthy mind

































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Activity 1: Understanding and implement a healthy diet

In this activity students will be involved in developing an understanding of the
healthy living pyramid, with a major focus of it being integrated into their eating
habits. It will require them to effectively discuss a variety of food choices by using
appropriate contextual terminology and to participate with others when required.
Students are given the opportunity to express their individuality by incorporating
foods specific to their culture and dietary requirements.








Activities Supporting the activities Assessment

The food aspect of the healthy
living pyramid is discussed with
the class in a succinct manner;
the daily requirements of each
layer are explained.

A sort game is played whereby
in groups of two or three
students are to allocate items of
pretend food into its
appropriate layer of the
pyramid.

After a thorough understanding
of what a healthy diet consists
of, students are required to
design a menu based on their
own lives. The menus must
contain a variety of breakfasts,
lunches, dinners, snacks and
beverages. Students are giving
the option of handwriting or
typing their final menu.

A healthy school lunch day is
planned for all 3/4 students and
their families, putting into
practice a mixture of the
students menu items.


A large version of the pyramid is
represented on the floor for all
students to see. Pictures are
included to cater for ESL
students and visual learners.

Low ability students grouped
together but are given easily
recognizable foods such as
bread, milk, apple and nuts.
Student aid will provide
prompts where needed.

An example of a menu for one
day is done as a class, showing
different options available and
reiterates the requirements for
each day. Students complete
this task individually. Low
ability students only required to
plan menu for one or two days
of days.


Menu items chosen that cater
for students individual dietary
requirements. Items must also
reflect the varying cultures in
the class.

Assessment for learning:
Teacher determines the extent
to which students understand
the food aspects of the healthy
living pyramid and which layers
may need further attention. This
is gauged through students
responses and class discussion.

The outcome of the sorting
game will indicate to the
teacher whether the students
are ready to plan their menus or
if additional teaching is
required

Assessment as learning:
Teachers observe students
ability to categorize the given
foods into the correct layer of
the pyramid.

Students menus are assessed on
the variety of foods they contain
from each layer and how
healthy the menu items are.

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Activity 2: Design a sport activity

Students are required to plan a 20-minute sports activity in small groups that they
will carry out with the class. The activity will be completed in a set time frame and
will involve students applying their physical education skills and knowledge. The
allocated time of 20-minutes is incorporates a proportion of the daily physical
activity requirements. By developing these activities students will gain a greater
awareness of the importance of including physical activity in their daily lives. At the
conclusion of activity 2 students will be able to recognize the need for having a
healthy diet to support them performing their daily physical activity requirements.

Activities Supporting the activities Assessment

Class discussion of activity
examples. Appropriate
behaviour and treatment of
others when conducting the
sports activity is also discussed.


Ask students to get into small
groups and tell them that they
will be designing a 20-minute
sports activity.

In their groups students design
their sports activity which
includes a warm up, main focus
and cool down. Rules and
procedures must also be
developed.

A different groups sports
activity is randomly selected to
be run on scheduled days as
assigned by the teacher.

Specific examples are shown to
the class through the teacher
acting and verbally representing
appropriate and inappropriate
behaviours to ensure a clear
understanding by all students

Students are encouraged to
select other students who they
dont socialize with everyday.


Each student should have an
equal amount of responsibility
and be involved in decision
making. ESL students may also
incorporate their cultural
sports.

All necessary equipment is
obtained and students are
encouraged to participate to
their full capacity.

Students are assessed on:

Ability to work
effectively with peers
All three elements are
included in sports
activity (warm up, main
focus and cool down)
Activity is delivered
within the specified time
frame
Rules and procedures
are clearly explained and
demonstrated to peers
Good sportsmanship is
carried out my all
students
















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Activity 3: Role-play scenarios to create a healthy mind

This activity relies on and encourages student involvement. Students are required to
participate in class discussions, express their feelings in response to certain
situations and role play scenarios of relevant themes and issues. Students will
understand that to maintain a positive state of mind, a healthy balanced diet and
regular physical activity is needed.

Activities Supporting the activities Assessment

Students will select a picture or
word card of their choice that is
intended to evoke some
emotion.

Students will be asked to form a
circle to share their feelings and
ideas about the prompt they
have chosen.

Students are put into small
groups.


Each group is given a scenario
to act out in front of the class.
The themes of the scenarios will
be the issues that were
discussed during circle time.



Following the conclusion of
each scenario the students will
be given positive critical
feedback.


Student involvement is likely to
be higher because of the
individual choices that were
made.

The teacher will ask specific
questions to obtain further
information about the students
emotional wellbeing.

Teacher plans groups to ensure
those with a low ability are
catered for.

Scenarios are relevant and
interesting to most students as
they were the ones that they
thought of themselves. Acting
out the scenarios will help ESL
students with their
understanding.

Both the teacher and remaining
peers give the feedback.

Students assessed on:

Responds and reflects
with other students
effectively
Demonstrates a clear
understanding of the
purpose and message of
the role play scenario
Shows a level of
involvement through
discussion, role plays
and giving appropriate
feedback













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Assessment

The Victorian Essential Learning Standards supports a combination of assessment
practices:

- Assessment of learning (summative)
- Assessment for learning (formative)
- Assessment as learning (formative)

Assessment Guide

When assessing student achievement, assessment criteria can be developed from
relevant standards and associated tasks or activities. The table below shows the
assessment criteria related to the assessment task/s and relevant standards and the
expected evidence to be used as the basis for assessment.
The table can also be used to assist teachers to make judgments about whether
students are working at the standard (achieved the standard), progressing towards
the standard (have not met expectations of the standard) or progressing beyond the
standard (have exceeded expectations of the standard) for specific assessment
criteria. It is provided as a guide only and may be adapted or modified to suit
particular classrooms and/or students reporting.

Assessment task: Wonders of Wellbeing

Evidence
Element of
standards
Assessment
criteria
Progressing
toward the
standard
At the
standard
Progressing
beyond the
standard
Interpersonal Development Building social relationships

Activities 2
and 3

Work
effectively
with other
students


demonstrate
respect for others
and exhibit
appropriate
behaviour

Ability to work
in teams
respecting and
valuing
others

Recognition of
the right of all
team members
to participate
and feel
accepted as a
part of that
group

Effective
communicatio
n skills when
sharing
information
among team
members

Support of other
team members
and positive
response to
support offered by
others
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Provide and
respond to
feedback


support each
other by sharing
ideas and
materials, offering
assistance, giving
appropriate
feedback and
acknowledging
individual
differences

Ability to
listen and
respond
appropriately

acknowledging
individual
differences


Inclusive
behaviour that
recognises
similarities and
acknowledges
difference


Awareness of
the need to
consider the
feelings and
opinions of
others

Use of strategies
for adapting their
behaviour in
response to the
needs of others


Interpersonal Development Working in teams

In activity 3
students
discover
strategies to
recognize and
overcome
issues they
face

cooperate with
others in teams for
agreed purposes

Ability to
apply a variety
of strategies
for dealing
with conflict.

Recognition of
the attitudes
and behaviours
that might cause
conflict between
peers

Awareness of
strategies for
reducing
conflict with
peers

Positive behaviour
that aims to
reduce conflict
with peers; for
example, offering
to share materials
Health & Physical Education - Movement & Physical Activity

A sports
activity is
designed and
conducted in
Activity 2

participate
regularly in
physical activities
for the purpose of
improving skill and
health


Ability to
apply their
physical skills
to cater their
physical, social
and emotional
needs.

Regular
participation
in periods of
moderate to
vigorous
physical
activity and
identification
of the links to
skill
development

Regular
participation
in periods of
moderate to
vigorous
physical
activity, and
the
identification
of
components
of health-
related
fitness

Regular
participation in
periods of
moderate to
vigorous physical
activity, and an
understanding of
the components
of health-related
fitness

work with others
to achieve goals in
cooperative
sporting and
games situations
demonstrating fair
play and respecting
the roles of their
peers

Ability to
allow all
students to
have equal
opportunities
to participate.

Cooperation
with a partner
to achieve goals
in cooperative
game situations,
including an
understanding
of the concept of
fair play

Cooperation
within a small
group to
achieve goals
in cooperative
game
situations,
with an
application of

Identification of
ways to achieve
the goals of a
group in
cooperative and
competitive
games, and an
understanding of
the roles of
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fair play officials in game
situations
Health & Physical Education Health knowledge & Promotion

Create a
healthy menu
based on
healthy living
pyramid in
Activity 1

identify healthy
eating practices

Ability to
understand
the need for
variety and
frequency of
food intake for
active and
healthy lives.


Identification of
their own
healthy eating
habits

Consideration
of healthy
eating
practices and
reasons for the
variation in
peoples food
choices

An understanding
of healthy eating
practices and
reasons for
peoples food
choices

































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Resources

Teacher resources

Department of Education and Early Childhood Bullying
http://www.education.vic.gov.au/aboutschool/childhealth/bullying.htm

Department of Education and Early Childhood Healthy Eating
http://www.education.vic.gov.au/aboutschool/childhealth/healthyeating.htm

Fresh Food for Kids
http://www.freshforkids.com.au

Victorian Essential Learning Standards level 3 sample unit
http://vels.vcaa.vic.edu.au/support/units/statues/index.html

References

Dinan Thomspson, M. (2009) Health and Physical Education: Issues for
Curriculum in Australia and New Zealand. Oxford University Press: South
Melbourne.

Tinning, R., McCuaig, L. & Hunter, L. (2006) Teaching Health and Physical
Education: In Australian Schools. Pearson Education Australia: NSW.

McEvoy, P. (2003). Healthy Eating. Blake Education Pty: NSW.
McKerron, S., McKerron, R. & McCount, L. (2007). Smart food smart kids: Food for
Healthy minds and bodies. Penguin Books: Vic

Equipment requirements

Collect a range of different sporting equipment in which students can use in the
physical activities they create. By having a variety of equipment students are
able to focus on various body areas when planning their sessions.

Healthy School Lunch Day

Information and attendance form will be posted to parents a month before the
healthy lunch day. The information form explains why the healthy school lunch
day is happening and how it will be conducted.