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Year Group Y10. 50%m, 50%f

Date

Focus Area (context for lesson)

What does it mean to be fit?


Physical
Mental
Social
Nutrition

Learning Intentions (Aims, expected learning


outcomes)
Students to link and report their new understanding to
their Inquiry question.
Students to link fitness to personal health and mental
wellbeing/resilience.
Define dimensions of health and various aspects within
them to enable an understanding of their current level of
health and how they can make adjustments for
improvement
Attain an understanding of different food groups
nutritional content and affect on the body
Collect and interpret data using a variety of methods
and processes

Victorian Curriculum link. F-10


Health & Physical Education
Personal, Social and Community Health
Communicating and interacting for health and wellbeing

Evaluate health information from a range of sources


and apply to health decisions and
situations(VCHPEP148)

Contributing to healthy and active communities

Plan, implement and critique strategies to enhance the


health, safety and wellbeing of their
communities(VCHPEP149)

Contributing to healthy and active communities

Plan, implement and critique strategies to enhance the


health, safety and wellbeing of their
communities(VCHPEP149)

Science Inquiry Skills


Recording and Processing

Construct and use a range of representations,


including graphs, keys, models and formulas, to record
and summarise data from students own investigations
and secondary sources, to represent qualitative and
quantitative patterns or relationships, and distinguish
between discrete and continuous data (VCSIS137)

Personal and Social Capability


Self Awareness and Management
Development of Resilience

Evaluate behaviours and protective factors that


contribute to the development of confidence,
adaptability and self-reflection (VCPSCSE046)

Ausvels - Cross-curriculum Priority - Sustainability


Actions to improve sustainability are both individual
and collective endeavours shared across local and
global communities. They necessitate a renewed and
balanced approach to the way humans interact with
each other and the environment.
Education for sustainability develops the knowledge,
skills, values and world views necessary for people to
act in ways that contribute to more sustainable
patterns of living.

Location / Setting

Organisation / Student Groups (development


activities)

Classroom environment
Whole class environment 25 students
Activities - Whole class discussion, small group
research Inquiry, Kahoot
Engagement circle discussions whole and group,
suitable grouping of students to facilitate pre-existing
knowledge and peer teaching

Special Considerations
Students grouped to ensure mix of learning abilities for students
to utilise each other as a resource for understanding content,
and also a form of behavioural management.
Back-up.
Outside Training methods Practical Fartlek, Aerobic,
Anaerobic
Inside Library research session of Biolab. Lesson 4 excursion
Lesson overrun set homework via online discussion, not
classroom, do not run final Kahoot (knowledge assess in

reflection process will be enough)

Key Vocabulary

Focus Questions

Definitions of health; mental, social, physical. Dimensions,


World Health Organisation, Food Group, food serves,
Grain, Vegetable/Legume, Meat/fish, Dairy, Fruit

Questions will require students to display their current


holistic understanding of health compared against
industry organisational definitions/guidelines.
Pre-knowledge check prior to starting content.
Introduction
Complete quiz: KAHOOT 10xquestions
Health
Q1. Define health
Q2. Name dimensions and aspects of health
Food nutrition questions (activity#6)
Q1. What are the 5 food groups?
Q2. Give an example of 1 food within each food group?
Q3. What is the number of food serves from each food
group to enable a healthy daily nutritional intake?
Post-knowledge check reflection

Revisit quiz: KAHOOT 10xquestions


Class reflection of answers to be brought back
to wellbeing and resilience connections

Home study
Link data from todays lesson to your inquiry
question

References / Sources / Materials / Resources and


Equipment (preparation)
https://kahoot.it - pre/post-knowledge check, pre-designed quiz

http://www.cambridge.edu.au/go/download/?f=13773&t=2189 Definitions of health

https://www.eatforhealth.gov.au/food-essentials/how-much-dowe-need-each-day/serve-sizes - food groups, nutritional value


& serve sizes
Butchers paper & markers x7
Students own school IPad
Airwave ICT connection
Whiteboard & 7x markers
Dropbox file for student submission of homework
**Hard copies of reference material required, in case of internet
connection issues**

INTRODUCTION (procedure)
Establishing prior knowledge. Tuning in activity. Focus
questioning
Assessment criteria: Assessment FOR learning
Lesson title (60min. duration)
What does it mean to be fit?
Activity prior to progression to lesson content (3min)

Acknowledgement of the land


Introduction of lesson outline
Reinforce class behaviour and management
strategies

Lesson content introduction (3min)


Pre-existing knowledge of Health. Kahoot
(activity#1)
Table group exercise. Health definition & dimension
research (activity #2),
Research sharing (activity #3)
Table group exercise. Aspects of health dimension
research (activity #4)
Research sharing (activity #5)
Individual exercise. Food groups & serve sizes
research (activity#6)
Research sharing (activity #7)
Formative assessment
Homework allocation (activity #8)
Post-knowledge check. Kahoot (activity#9)
Activity#1 (6min)
Kahoot Questions.
https://kahoot.it
Task
Questions will require students to display their current
holistic understanding of health compared against industry
organisational definitions/guidelines.
Sign into Kahoot using generated game pin

MAIN BODY (procedure)


Guiding Inquiry and Practise
Assessment Criteria: Assessment AS Learning
Activity#2 (5min)
Health, definitions and dimensions
http://www.cambridge.edu.au/go/download/?
f=13773&t=2189
Learning style
Collaborative, self-directed, inquiry
Learning intentions.
Define dimensions of health to enable an understanding
of their current level of health and how they can make
adjustments for improvement
Collect and interpret data using a variety of methods and
processes
Task - Jigsaw
Table groups (5per group) to access ICT resource and
research given question and provide a definition on
groups butchers paper.
Group 1:
Use the .pdf from the website and define Health
Group 2:
Use the .pdf from the website and define Mental
Dimensions of Health
Group 3:
Use the .pdf from the website and define Social
Dimensions of Health
Group 4:
Use the .pdf from the website and define Physical
Dimensions of Health
Group 5:
Use the .pdf from the website and define Health Status

CONCLUSION (procedure)
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now know?
Assessment Criteria: Assessment OF Learning
Activity #3 (5min)
Research sharing Definitions & Dimensions
Learning style
Collaborative, attentive listening
Learning expectation
Define dimensions of health to enable an understanding of their
current level of health and how they can make adjustments for
improvement
Students to link fitness to personal health and mental
wellbeing/resilience.
Task
Each group will verbally present answer to class (2different
people present per group, per research topic). All other groups
to add definition to their own Butchers paper.
Discussion
Whole class discussion to address level of understanding
Activity #5 (5min)
Research sharing Aspects of Health Dimensions
Learning style
Collaborative, attentive listening
Learning expectation
Define aspects of health to enable an understanding of their
current level of health and how they can make adjustments for
improvement
Students to link fitness to personal health and mental
wellbeing/resilience.

Activity#4 (5min)

Task