Health Unit Plan

Year Level: 6/7 No. of Lessons: approx. 5

Topic The Food We Eat and Where it Comes From

Student Outcomes Cognitive/ Knowledge:
Students will:
- Explain key agricultural concepts such as fresh and processed
- Identify and discuss the food they eat
- Prepare and write a report about a cuisine of food
- Explain how Australian cuisine has changed and evolved
- Develop the skills needed to discuss, research and communicate
information
Behavioural, Social and Personal Responsibility:
Students will:
- Behave in respectful and mature ways by using appropriate verbal and
non-verbal cues
- Demonstrate good listening skills when others are speaking
- Follow instructions by doing what is expected of them at the
appropriate time throughout lessons
- Display cooperation skills by collaborating with their classmates during
group discussions and tasks
Affective / Emotional:
Students will:
- Students will enjoy the activities and tasks throughout the unit by
actively engaging in each of the activities
- Participate positively
- Develop resilience to overcome any challenges that they are
confronted with using different strategies to solve them
- Connect with their culture
ACARA Year 6:
Strand: Personal, Social and Community Health
Sub-strand: Being healthy, safe and active
Content Descriptors and Code:
- Plan and practise strategies to
promote health, safety and wellbeing (ACPPS054)
Year 7:
Strand: Personal, Social and Community Health
Sub-strand: Being healthy, safe and active
Content Descriptors and Code:
- Investigate and select strategies to
promote health, safety and wellbeing (ACPPS073)
Strand: Personal, Social and Community Health
Sub-strand: Being healthy, safe and active
Content Descriptors and Code:
- Evaluate health information and communicate their own and
others’ health concerns (ACPPS076) 
Strand: Personal, Social and Community Health
Sub-strand: Contributing to healthy and active communities
Content Descriptors and Code:
 - Plan and use health practices, behaviours and resources
to enhance health, safety and wellbeing of their
communities (ACPPS077)
ACARA Achievement Standard for Year 6:
By the end of Year 6, students investigate developmental changes
and transitions. They explain the influence of people and places on identities.
They recognise the influence of emotions on behaviours and discuss factors
that influence how people interact. They describe their own and others’
contributions to health, physical activity, safety and wellbeing.
They describe the key features of health-related fitness and the significance
of physical activity participation to health and wellbeing.
They examine how physical activity, celebrating diversity and connecting to
the environment support community wellbeing and cultural understanding.
Students demonstrate fair play and skills to work collaboratively.
They access and interpret health information and apply decision-making and
problem-solving skills to enhance their own and
others’ health, safety and wellbeing. They perform specialised movement
skills and sequences and propose and combine movement concepts and
strategies to achieve movement outcomes and solve movement challenges.
They apply the elements of movement when composing and performing
movement sequences.
Achievement Standard for Year 7:
By the end of Year 8, students evaluate strategies and resources to manage
changes and transitions and investigate their impact on identities.
Students evaluate the impact on wellbeing of relationships and
valuing diversity. They analyse factors that influence emotional responses.
They investigate strategies and practices that enhance their own, others’
and community health, safety and wellbeing.
They investigate and apply movement concepts and select strategies to
achieve movement and fitness outcomes. They examine the cultural and
historical significance of physical activities and examine how connecting to the
environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful
relationships and promote safety, fair play and inclusivity.
They demonstrate skills to make informed decisions, and propose and
implement actions that promote their own and
others’ health, safety and wellbeing. Students demonstrate control and
accuracy when performing specialised movement sequences and skills.
They apply movement concepts and refine strategies to suit different
movement situations. They apply the elements of
movement to compose and perform movement sequences.
ACARA General Capabilities
- Ethical Understanding: students will treat each other with respect,
fairness and compassion, valuing the diversity which may be present
within the class.
- Intercultural Understanding: all of the activities/games to be played
during the unit are of the Indigenous culture where students will learn
to appreciate that differences in beliefs and perspectives affect how
people participate in physical activities. Students will also gain
understanding of what is valued in terms of physical activity within
other cultures.
 - Personal and Social Capability: students will work cooperatively in
activities where students will develop an awareness and appreciation
of their own and others’ strengths and abilities. Students will develop
and range of interpersonal skills such as communication and
leadership. Students will develop confidence and build up their self-
esteem.
- Literacy: students will be introduced to and will become familiar with
specific terminology related to the different dance genres.
Furthermore, students will develop skills to understand explanations
and demonstrations given to aid activities. Students will also express
themselves and their ideas/opinions.
- Numeracy: students will use their counting skills to count beats and
steps, will use spatial reasoning in routines.
ACARA Cross Curriculum Priorities:
- Sustainability
- Aboriginal and Torres Strait Islander Histories and Cultures
- Asia and Australia’s Engagement with Asia
ACARA Student Diversity:
 English as a second language
To cater for the above diversity, the following will be implemented:
demonstrations, visual aids, working in the first language of students to form
common ground.
Activity/Topic Analysis This unit will provide students with the skills to be able to answer the driving
List of activities: question of this unit: where does the food we eat come from? Students will
Lesson 1: develop an understanding of both where their food comes from and the
 Foods we eat processes involved getting it from the paddock/garden to the plate.
 Favourite foods
 What influences Students will also gain an appreciation of the importance of food in their daily
what we eat lives as well as the impact food has had on shaping our history and culture,
 Fresh, processed and the way it reflect our diverse and connected world. Furthermore,
and ingredients students will gain an appreciation of the role farmers play in sustaining our
Lesson 2: way of like by ensuring that we have food on out tables.
 Where does food
come from? Students will engage in discussions about what their favourite foods are, what
 Where does bread food is fresh or processed and what ingredients are in their favourite foods.
come from? We will explore a number of key terms throughout the unit, such as, fresh,
 Loaves of bread processed and paddock to plate. Students will also think about the food that
and sustainability may have already existed here in Australian prior to European settlement.
Lesson 3: Furthermore, students will have the opportunity to explore a number of
 Australian food different cuisines which are available in Australia and how these cuisines
before European found their way to Australia.
settlement
 Bush tucker
 The introduction
of food from other
places

Lesson 4:
 Different cuisines
 Timeline on the
arrival of different
 foods
 Begin report and
presentation on
‘Foods of the
World’
Lesson 5
 Report and
presentations on
‘Foods of the
World’
Driving Question Where does the food we eat come from?
Vocabulary Fresh, processed, ingredients, sustainable, cuisine, bush tucker, European
Settlement, migration, paddock
Specific Skills, What MUST you teach this particular group of students?
Knowledge,  Key agricultural concepts such as fresh and processed
Understanding to be  Analysis skills to explore the foods students eat
Developed Through the  How to prepare and write a report
Topic  The different cuisines which have found their way to Australia
 How, when and why there are different cuisines in Australia
 The aspects of European settlement which has altered Australian
cuisine

What SHOULD you teach this particular group of students?

 The skills needed to discuss, research and communicate information
 Background information of different cultures
 Skills to successfully collaborate with their classmates during group
discussions and tasks
 How Australian cuisine has changed and evolved

What COULD you teach this particular group of students?

 How food is produced
 Who produces the food we eat
 How to grow your own food
Assessment  Criteria Sheet – Food Report
Links to Other Key English: compare and analyse information from different texts, engage in and
Learning Areas listen to discussions, research and write a report
History: exploring and discussing a range of events and people from the past,
migration, European settlement

Summative Criteria Sheet

Name:

Room:

 What is the food (1)

 What part of the world does the food come from (1)

 Reason for choosing this food (2)

 What are the food’s ingredients (2)

 How is this food made/grown (4)

 When and how was this food (and the cuisine of its original country) introduced to Australia and

why (4)

 Interesting facts about the cuisine/food chosen (2)

 Follows the structure of a report (2)

 Spelling, grammar and punctuation (4)

Additional Comments:

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