healthpe-ec-good food good fun

8/17/2019 HealthPE-EC-Good Food Good Fun

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Good food – Good funEating for peak performance

Band of development: Early childhood

Curriculum organiser: Health and Physical Education

Year level(s): P-2

Proposed duration: 10 weeks

Essential LearningAchievements

12. he student takes action to promote health.

!. he student contri"utes to group effecti#eness.

2!. he student designs$ makes and appraises using technology.

ACKN!LE"#E$EN%:

hank you to the %urriculum &upport section for de#eloping and sharing this unit.

This is a sample unit of work. Teachers need to consider its usefulness within the context of their own students’ needs andschool’s curriculum plan and adapt it accordingly.

Posted:'o#em"er 200(


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Good food – Good funEating for Peak Performance

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BAN" & "E'ELP$EN%: Earl childhood YEA LE'EL: P*+KEY LEAN,N# AEA: -ealthPP.E" "/A%,N: 01 2ee3s%EAC-E:.C-L:%E$:

/N,% "E.C,P%,Nhis unit is designed to inform children a"out nutrition information and pro#ide e)periences with food that are essential for making goodfood choices.&tudents will learn a"out and "e engaged in the following key components*

• making good food choices

• "alanced eating ha"its

• learning through practical e)periences

EN"/,N# /N"E.%AN",N#.What will the students remember in three months or three years?

• Healthy food is good for you and fun to make

• Healthy food can taste good

• +e can all prepare healthy food

• he food we eat affects what we can do now and in the future

• here are links "etween food and health


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E..EN%,AL LEAN,N# AC-,E'E$EN%.

ELA 0+ 4 %he student ta3es action topromote health

ELA +5 *%he student designs6 ma3es andappraises using technolog

ELA 5 4 %he student contri7utes to groupeffectiveness

In the early childhood band of development,

students have opportunities to understandand learn about

1. the components of a healthy lifestyle ,e.g.sleep$ rest$ physical acti#ity$ healthy foodchoices

. people and products that keep themhealthy ,e.g. at home$ in the localcommunity

Healthy food ha"its

/. food choices for good health!. "alanced eating ha"its

In the early childhood band of development,students have opportunities to learn to

11. prepare$ taste and identify a range of healthy foods


students have opportunities to

. choose and use a range of classroommaterials and tools to make products


students have opportunities to1. ask uestions and seek clarification from

peers

2. play and work with others in pairs or smallgroups

. make decisions in small groups toachie#e common goals1

/. listen acti#ely when working in groups

!. show care for and encourage other mem"ers of a group or team

(. take turns and share euipment in pairsand small groups

1


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%/N,N# ,N

Essential ContentWhat do I want students tohave opportunities to learn?!taken from identified"ssential #earning $chievements )

utcomesWhatunderstandings will my students have?

Learning E8periencesWhat will your students be engaged in?

%eaching 9Learning.trategiesWhat is%are the mosteffective strategy orstrategies to teach

this?

AssessmentWhat evidence will Ihave thatdemonstrateslearning% achievement?

%he student ta3esaction to promotehealth:. people and products

that keep themhealthy ,e.g. athome$ in the localcommunity

/. food choices forgood health

!. "alanced eatingha"its

hat food helpsour "odies growand stay strong.

ur "odiesneed certainfoods to growand stay strong.

Pictures of a #ariety of food groups from The $ustralian &uide to 'ealthy "ating !$&T'"( aredisplayed around the classroom.

s a whole class$ "rainstorm 3+hat foods keep usstrong and help our "odies grow456ecord the ideas using words and pictures.E)plore why certain foods help our "odies our "odiesto grow and stay strong.he children draw pictures of themsel#es eating foods.

7rainstorm

&haring ideas

+orkingcooperati#ely

8ormulateuestions

9ake lists

6espond touestions

eachero"ser#ation

%ompletedpictures

:uestioning

%he student designs6ma3es and appraisesusing technolog:

;. choose and use arange of classroommaterials and toolsto make products

he purpose ofeating foods.

he children look at pictures of people eating food. hestudents talk a"out what foods they eat and when theyeat them.7rainstorm


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pictures in maga?ines of foods that help their "odiesgrow and feel healthy.

&,N",N# /%

Essential ContentWhat do I want students tohave opportunities to learn?!taken from identified

"ssential #earning $chievements )



%eaching 9Learning.trategies

What is%are the mosteffective strategy orstrategies to teachthis?

AssessmentWhat evidence will Ihave thatdemonstrates

learning% achievement?

%he student ta3esaction to promotehealth:. people and

products that keepthem healthy ,e.g.at home$ in thelocal community



11. prepare$ taste andidentify a range ofhealthy foods

here aredifferent typesof foods andfood groups.

#ariety of foods groups from $&T'" are displayed infront of the class. he children discuss the #arioustypes of foods. he children sort and classify the foodsinto groups ,ie meats and alternati#es$ milk and milkproducts$ "reads and cereals$ fruits$ #egeta"les. hechildren pro#ide reasons for their decisions.he class make yoghurt and taste it ,use a yoghurtmaker.

7rainstorm

%lassifying foodsinto groups

"ser#ation

%ategorisefoods that arego$ glow andgrow foods.

@ntroduce foods as foods that help us 3grow> ,foodneeded for growth and repair$ 3glow> ,foods to keep usfrom getting sick and 3go> ,food for energy.8ind pictures in maga?ines and at home of these typesof foods.aste some healthy foods in class and discuss foodsthey ha#e at home that help us 3go>$ 3glow> and 3grow>.9ake a smoothie.

Aocating andselectinginformation.

:uestioning andinferring

+orkingcooperati#ely andpresenting ideas

to others

"ser#ation

9aking models

Paint pictures ofhow 3glow$ growand go> foods helpthe "ody

How to prepareand make ahealthy glow$grow and golunch.

=iscuss what a 3glow$ grow and go> lunch looks like.7rainstorm and record ideas pictorially and #isually. sa whole class or small group acti#ity$ design a 3glow$grow and go> lunch.9ake a model using play dough or other materials.9ake a sandwich and fruit ke"a".

6epresentingideas in differentways

6eflecting

=raw a picture ofa healthy"reakfast$ lunch$snack and dinner

!


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ake photos to display around the classroom.

.%,N# /%












Personalchoices a"outhealthy foods

Aook at pictures and types of foods we eat for"reakfast$ lunch$ dinner and snacks. 6ole-playsituations when we might eat these foods at certaintimes of the day.%omplete an acti#ity where the children draw whatmeals they would like to eat for "reakfast$ recess$lunch and dinner.

7rainstorm

6eflecting

6e#iew and re#isitunderstandings

"ser#ation

=iscuss whypersonal choiceswere made

%he student designs6ma3es and appraisesusing technolog:;. choose and use a

range of classroommaterials and tools

to make products

9ake healthyfood choices.

he children select three or four of their fa#ourite fruitand Bor #egeta"les. hese are then drawn onto artpaper$ each fruit and #egeta"le reuiring two identicaldrawings ,one front and one "ack piece. Each pictureis coloured appropriately using pencils$ crayons orpaint. he three or four pieces of fruit or #egeta"les are

made and hung from a coat-hanger.

6epresentingideas in differentways.

@dentifying andmaking choices.

@dentify 3glow$grow and go>foods ,e.g. cerealsor milk productsin a mo"ile

Cnderstandhealthy foodchoices

=iscuss and record the children>s fa#ourite fruits$#egeta"les$ cereals$ milk products or meatBmeatproducts.9ake picture graphs to record the results and discussas a whole class.

+orkingcooperati#ely andpresenting ideasto others.

:uestioning andpro#iding reasonsfor the results%lassificationthrough a picture

;


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graph

#,N# &/%-E













11. prepare$ taste andidentify a range ofhealthy foods

Healthy foodsare readilya#aila"le in ourworld.

Go on an e)cursion to a fruit and #egeta"le shop."ser#e and taste the different #arieties of fruits and#egeta"les in the shop.

fter the e)cursion- s a whole class record thedifferent fruits and #egeta"les seen in the shop.%omplete a 3D chart5 on one chosen piece of fruit or#egeta"le. ,+hat does the food feel like$ look like andtaste like4ry a different fruit or #egeta"le each week. ry#egeta"les in different forms eg. %ooked$ raw$ grated.

=iscussion

%ooperati#elearning

6eflecting andmaking choices

isual aids

rticulate$comment on andreflect one)cursion

@ndi#idualB groupBclass proFects.

6eporting

%he studentcontri7utes to group

effectiveness:1. ask uestions and

seek clarificationfrom peers

/. take turns andshare euipment inpairs and small

Growing#egeta"les at

school.

How to plantand care for a#egeta"legarden.

he children discuss what foods they could grow in aschool #egeta"le garden. hey plan and design a

#egeta"le garden as a whole class. he necessaryeuipment$ seeds and other important supplies neededto grow #egeta"les are discussed and recorded.he children could grow sprouts in Fars andmushrooms in styrofoam "o)es.aste the #egeta"les in class.&hare the #egeta"les with staff mem"ers or other

7rainstorm

Planning

%ooperati#elearning groups

"ser#ation ofparticipation in

class

(


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groups. children at school.

$AK,N# CNNEC%,N.

Essential ContentWhat do I want students tohave opportunities to learn?!taken from identified"ssential #earning $chievements )



%eaching 9Learning

.trategiesWhat is%are the mosteffective strategy orstrategies to teachthis?

AssessmentWhat evidence will Ihave thatdemonstrateslearning% achievement?

%he student ta3esaction to promotehealth:/. food choices for

good health!. "alanced eating

ha"its11. prepare$ taste and

identify a range ofhealthy foods

"ility tocategorisefoods into thecorrect foodgroup.

he Great 8ood 6ace.he class are di#ided into groups. Each group is gi#ena set of cards. n each separate card there is a pictureof a food from one of the fi#e food groups from the $&T'" ,all fi#e food groups are represented in the setof cards.he aim of the game is to place each card in thecorrect food groupB under the correct heading. herace is carried out as a relay.

Group discussion

Group work

Practical learningacti#ities

&tudents correctlygroup foods

eachero"ser#ation

%he studentcontri7utes to groupeffectiveness:1. ask uestions and


2. play and work with

others in pairs orsmall groups

/. listen acti#ely whenworking in groups

;. take turns andshare euipment inpairs and small

=esign a menu"ased on theglow$ grow$ gofoods.

9eals areprepared from

the menu.

he children discuss what they ha#e learnt and knowa"out 3glow$ grow and go> foods and ha#ing a "alanceddiet. fter a whole group discussion$ the class decideon some meals they could cook using ingredients from $&T'" and any foods that ha#e grown.@n small groups$ the children prepare$ cook and eat themeal they decided on.

%ommunicatingwith others

&tudent selfassessment


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groups

%AK,N# AC%,NEssential ContentWhat do I want students tohave opportunities to learn?!taken from identified








%he student ta3esaction to promotehealth:



9ake choicesfor good health.

6e#ise understandings of the need for people to ha#ea "alanced diet.he class design and make a class uilt or muralpromoting 3go$ grow and glow> foods. Each child isgi#en a suare of material or paper on which to drawand paint foods from the fi#e food groups. hesuares are sewn or pasted together to make a uilt or mural. =isplay in a prominent area of the school.

Group discussion &haringunderstandingsand findings

+rite or stateorally reasons foryour picturechoice

=esigning andmaking.

"ser#ation

Cnderstandingof foods thatare good for our "odies.

he children sing songs "ased on $&T'" foods at an ssem"ly. 8or e)ample 3Eat Dour EGE7AE&> and38ruit &alad>.

t an ssem"ly or in front of peers$ the children maypresent what they ha#e learnt a"out healthy foods. he

children may also present plays in small groups at an ssem"ly or in front of other classesBpeers.

=iscuss reasonsfor choosingcertain foods

%omments inclass discussions

&hareinformation on3glow$ grow andgo> foods.

he children collect healthy recipes from teachers andparents. +ith the assistance of the teacher$ the recipesare compiled into a class recipe "ook illustrated "y thechildren

Cse simplecriteria to sort andclassify

&tudent selfassessment


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.-A,N# ",.C/..,N. AN" E&LEC%,N.Essential ContentWhat do I want students tohave opportunities to learn?!taken from identified








%he student ta3esaction to promotehealth:1. the components of

a healthy lifestyle,sleep$ rest$physical acti#ity$nutrition

. people andproducts that keepthem healthy ,e.g.at home$ in thelocal community



&tudents sharee)periencesa"out eatinghealthy food.

o end the unit and re#ise e#erything learnt$ thechildren organise a 3grow$ glow and go> class party. hechildren "ring food from the ! food groups to school.@deas for suita"le foods can "e found in +ourish the-$*T $ppendix /. n important part of the acti#ity isto encourage the students to discuss what they ha#elearnt a"out $&T'" foods with their parentsBcarers.

=iscussion

&haring andreflecting

"ser#ation

%lass discussion

6esponse touestions

%he student

contri7utes to groupeffectiveness:1. ask uestion and


. make decisions insmall groups to

&tudents

articulate whatmakes a goodchoice.

he children share and "rainstorm ideas on good food

choices for a class "ig "ook. he students write the "ig"ook story and illustrate it together. he "ig "ook isdisplayed for others to read.

6ecording and

designing

&elf assessment

"ased on criteria

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achie#e commongoals

esources

%arle$ E 1;$ The )ery 'ungry *aterpillar $ Penguin Putnam$ 'ew Dork

ustralian Go#ernment =epartment of Health and geing The $ustralian &uide to 'ealthy "ating $ %an"erra ,poster

% =epartment of Education and raining$ 200($ +012I' The -acts. The -ood in $*T chools &uidelines 3reschool to 4ear 56. %Go#ernment$ %an"erra

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healthpe-ec-good food good fun

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