HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Key knowledge Lesson plans Readings / homework Extra resourcesTERM 1UNIT 1: The Health and Development of Australia’s YouthBegin Area of Study 1: Understanding Health and Development On completion of this unit the student should be able to describe the dimensions of, and the interrelationships within and between, health and individual human development.Week 1 (pp.4-15) H/W 1.1 review• definitions of health and the limitations of these definitions;• physical, social and mental dimensions of health and their interrelationships;

Lesson 1: Team building activity - Team building activity – Tribes: ‘Three Ball Pass’ Introduction cards, introduce your partner Re-visit course outline Expectations What you need to do to pass sheets Go through other definitions of health – pull out strengths and weaknesses of the definitions Students to copy out the most commonly used definition into their books. Identify strengths and weaknesses Work in pairs to read through a range of case studies and use the Intel Visual Ranking Tool to rank each case study

from most healthy to least healthy; display and discuss the overall rankings to establish criteria that could be used to determine whether a person is healthy; using a range of definitions used more broadly, apply to each of the case studies; discuss any variations that occurred

If time left over..... Newspaper Scavenger Hunt / Health quiz

Lesson 2: Play ‘Have you ever’ / team building activities In small groups use textas and large sheets of paper to draw a picture of a healthy and an unhealthy person; as a class

discuss the pictures and use these as a basis to categorise the different dimensions of health Dimensions of health – define in books In small groups create a poster for each dimension of health H/W 1.1A, 1.1BDiscuss homework tasks, and what they need to be reading each week

Lesson 3: Interrelationship of dimensions – read pg 8.

“How to Save a Life” activity page 9 & 10 (speakers)Write half a page on something in your life that has impacted upon all aspects of your health

Health PPTAC resource

Week 2 (pp.16-20) H/W 1.2A• measurements of health status, including life expectancy, incidence, prevalence, trends, morbidity, mortality, disability adjusted life years

Lesson 1:Ultranet Scavenger Hunt

Lesson 2: Explain the term ‘health status’ Brainstorm ways in which health status can be measured, ensuring all relevant measurements are included Using big pieces of butcher’s paper around the room with the terms written on top, in pairs, students are to travel around and

write down their own definition of the word Each pair to present the definition and then choose the best one. Students are then to copy down the definition into their

books discuss the meaning of the term health status and use concept mapping software such as Webspiration, Cmaps, Inspiration,

MindManager, Mind42, MindMeister, Mindomo, Bubble.Us or FreeMind to brainstorm ways in which health status can be

http://www.aihw.gov.au/education-worksheets/

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

(DALYs) and burden of disease;• definitions of physical, social, emotional and intellectual development;

measured, ensuring all relevant measurements are included; allocate three of these measurements to small groups who must use two different websites or sources to arrive at an accurate definition of each; add these to the concept map; locate a piece of data that uses this measurement, analyse the data and present a brief summary of what the data reflects; share finding using the jigsaw technique

Copy down definitions into workbooks

Lesson 3:Brainstorm quiz the measurements of health status. Ask for students to explain what they mean.

Go through Cardiovascular disease article – highlight the health status measurement terms

Homework: Flashcards on big pieces of paper – take them home to parents

Lesson 4:Stand up, sit down quizDevelopment powerpoint / timeline / types of development posters

End of lesson: give out SAC revision sheet.

Week 3 (pp.21-23) H/W 1.2 review, ch.1 assessment success• characteristics of, and interrelationships between, physical, social, emotional and intellectual development; • the interrelationships between health and individual human development.SAC 1 (QAT’s - test)

Lesson 1:Tribes: all in the familyDevelopment powerpointGive out Development cards: 4 people have either physical, intellectual, emotional, social development cards, the rest have examples of different types of development. They are to find their category, and then stand with them, then write their example down on the piece of poster paper provided.

Timeline / 1.2A

Lesson 2:Stand up, sit down quiz.Interrelationships between development slide.

Break into groups.... discuss how different situations may impact on different areas of development (vHetta, page 51)

Interrelationship between health and human development slide.

“Teenage pregnancy and health” (vHetta disc, p. 73 & 74)

- Development diary (vHetta, page 57).

Lesson 3:SAC

Lesson 4:Youth health and development

Discuss the use of the term ‘youth’ as a stage of the lifespan between childhood and adulthood – brainstorm on new page of all the developmental changes that come to mind

Students can make an information booklet for prepubescent children outlining the changes they can expect to go through in the coming year. Use website such as http://kidshealth.org/kid/grow/body_stuff/puberty.html or http://www.likeitis.org.au/puberty to gather information. The Better Health Channel www.betterhealth.vic.gov.au/ has fact sheets on a range of topics, including puberty. One of my favourites on puberty: http://www.bbc.co.uk/science/humanbody/

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Read about what youth means from the text.

In small groups use large sheets of paper and textas to draw an image of a male or female youth and label the range of physical changes that occur during puberty and youth; share and discuss as a class

Write down definitions of primary and secondary sexual characteristics.

Primary: physical sex organsSecondary: distinguish males from females, and indicate a level of physical maturation; however they are not directly linked with a person’s capacity to reproduce

Circle the primary / secondary sexual characteristics on the poster.

Copy examples into exercise books.

Read through the menstrual cycle sheets.

use Bloom’s taxonomy sentence starters as a basis for the development of appropriate questions to interview individuals about changes that have occurred in their development from puberty to age eighteen; in small groups, use these questions to interview an adult and record in written form, with a mobile phone, voice recorder, video or flip video; use Venn diagrams to compare the results for

Begin Area of Study 2: Youth Health and DevelopmentOn completion of this unit the student should be able to describe and explain the factors that impact on the health and individual human development of Australia’s youth.Week 4 (pp.26-40) H/W 2.1 review, 2.2 review• physical, social, emotional and intellectual characteristics of development during the lifespan stage of youth;• the health status of Australia’s youth;

Lesson 1:Tribes: 1, 2, 3 handshakeGo through answers to menstruation questionsLook at sections of ‘Hey, hey it’s Esther Blueburger’ to generate discussion about the social, emotional, and intellectual changes that occur throughout youth; discuss and use this discussion as a basis to generate further questions or ‘wonderings’; post these questions on a blog such as Global Teacher or Global Student which is used to generate collaborative research and discussion; information about blogs can be found at Connect www.education.vic.gov.au/teacher/blogs.htm

Lesson 2:Tribes: JOYBridging activityDivide class into groups of 4.Distribute an A3 sheet per group.Look at graphs from Australia’s health in brief with bridging questions. In groups... circulate the graphs.Discuss: points raised in each of the graphsQuestions that each of the graphs cause you to ask

Lessons 3 & 4:Group doodleHealth of Australia’s youth read. ‘Young Australian’s: Their Health and Wellbeing 2011’ on the Ultranet or here: http://www.aihw.gov.au/publication-detail/?id=10737419261Answer questions from task sheet.

TAC resource

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Week 5 (pp.41-59) H/W ch.2 assessment success (cont’d.. week 6)• determinants of the health and development of Australia’s youth including at least one from each of the following:– biological, such as genetics, body weight and hormonal changes– behavioural, such as sun protection, level of physical activity, food intake, substance use, sexual practices, developing and maintaining friendships and seeking help from health professionals– physical environment, such as tobacco smoke in the home, housing environment, work environment, access to recreational facilities– social environment (family), such as family cohesion, parental health and disability and socioeconomic status of parents

Lesson 1:Tribes: mental vacation

1. Provide students with a range of pictures to reflect the determinants of health and ask them how each of the situations in the images may affect a person’s health. Students to brain storm ideas.

- Biological (body weight)Factors that influence health and development that depend on biology, such as genes, body weight, and hormones.

- Behavioural (couple kissing / solarium / mc donalds)Factors that are related to behaviour, lifestyle, choices and decisions that affect health and development.

- Physical environment (sporting and recreational areas / netball team / skate park / sun shades / school canteen) The physical surroundings of where we live: access to food, clean water, recreational facilities, housing.

- Social environment – family and community (family / parents job / church / school)The people with whom we interact can have a significant bearing on health and development. ‘Social factors’ that may impact on health and development include: family cohesion, health and disability of parents, SES of parents.

2. Draw up a bubble map in books of the determinants of health

Lesson 2:Tribes: Pen-pals

What are some biological factors that may influence health? – weight, illness, disease, genes, hormonesRead: Biological factors

Biological factors: quiz students on the different biological factors.

Hormones power-point.

Hormones play an important role in the timing and rate of growth as well as physical development throughout the lifespan. The genes an individual inherits also play a role in the release of hormones. For example, children of parents who commenced puberty early are themselves likely to go through puberty early. Source: National Breast and Ovarian Cancer Centre, www.nbcc.org.au

Flow-chart.

Lesson 3:Looking at behaviour. Read 43-49.

HACKLooking at food intake.Play hack half hour: http://www.abc.net.au/triplej/hack/stories/s3144435.htm

18/02/2011: “Over the last two weeks on Hack we've been talking about the obesity problem.

Research released last week showed that 1 in 4 teenagers are overweight or obese.

On Wednesday we talked about how doctors can offend obese people or miss their health problems by only focusing on the

This activity can be used for a range of topics. I used to do it outside on the tennis courts (before they were demolished!): Brainstorm a list of factors that influence health and development. Once the list is generated: Imagine a continuum stretching from one end of the room to the other. At one end is ‘very influential’ and ‘not influential’ is at the other, with ‘somewhat influential’ in the middle. Students stand on a spot based on how influential they think each determinant is as it is read out. Students can ask other students as to why they think it is influential or not influential. Encourage discussion.

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

– social environment (community), such as media, social support, community and civic participation (sport, recreation, arts and faith based activities), access to education, violence in the community and homelessness;

weight problem.

Do we need to take more responsibility for our weight gain or are there valid excuses for getting bigger?”

Or.....

HACK

http://www.abc.net.au/triplej/hack/stories/s3016934.htm

“Across Australia there are over 10,000 teenage mums and around a third of these women get pregnant again within just two years of having their first baby.

It's called a Rapid Repeat Pregnancy, or RRP.

New research from the University of WA School of Women's and Infant's Health suggests that giving young mums access to long-term contraception could be the answer to reducing the high numbers of follow-up pregnancies.

It showed to be much more effective than using an oral contraceptive, like the pill, or Condoms. In fact it showed that in this group of young mums, taking the pill or using condoms was about as effective as using nothing at all.

A study of 147 teenage mothers showed that the majority of young women started having sex again within three months after giving birth and more than half of that group didn't use any type of contraception.

About a third of the young mums fell pregnant again within two years. Two of them were pregnant again just six weeks after their first birth.”

Record the discussion afterwards and post onto the ultranet page.

H/W: 2.3A, 2.3B, 2.3C, 2.3D

Lesson 4:Tribes: BuzzPhysical environment – brainstorm the sorts of things in a young person’s physical environment that could affect their health and development.Physical environment – sporting and recreational facilities mapping activity

Week 6 (pp.41-59) H/W ch.2 assessment success (cont’d.. week 6)• determinants of the health and development of Australia’s youth

Lesson 1:Honey – we’re killing the kids. H/W: Food diary

Lesson 2:Finish watching the ‘Honey we’re killing the kids’ episode.Define social factors on the board with examples. Discuss. Researching different types of social factors – poster (vHetta – page 59).Cause and effect map.

H/W: Food diary http://www.youtube.com/watch?v=aS3-MZZyVNI(social determinants)

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

including at least one from each of the following:– biological, such as genetics, body weight and hormonal changes– behavioural, such as sun protection, level of physical activity, food intake, substance use, sexual practices, developing and maintaining friendships and seeking help from health professionals– physical environment, such as tobacco smoke in the home, housing environment, work environment, access to recreational facilities– social environment (family), such as family cohesion, parental health and disability and socioeconomic status of parents– social environment (community), such as media, social support, community and civic participation (sport, recreation,

Lesson 4:Tribes: Health in the hot seat powerpointNutrients term and definition match-up.Nutrients DVD (clickview). Before and after activities.

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

arts and faith based activities), access to education, violence in the community and homelessness;Week 7 (pp.64-75) H/W 3.1 reviewfunctions and food sources of nutrients required for optimal health and development of youth, including protein, carbohydrate, fats, water, calcium, iron, vitamin A, vitamin D, vitamin C and B-group vitamins;

Lesson 1:Formula for life. http://www.formulaforlife.com.au/

Lesson 2:Nutrient – term and definition match-upNutrient tree-maps.

I love the music quiz show ‘Spicks and Specks’ and I adapted one of their games to use in HHD: Students sing well known songs but replace the words with the description of a nutrient (you can use text book descriptions of the nutrients, but make sure the name of the nutrient is replaced with ‘this nutrient’ to avoid giving the answer away. Alternatively, have students write their own descriptions).

Lesson 3:GI articleGI powerpointActivity 3.1BH/W: 3.1C

Lesson 4:Tribes: Digestion – look at the diagramFibre.... Brainstorm what fibre is and what its functions areRead page 68 as a classMy fibre reportUsing laptops complete activity 3.1cPrint and paste info into books

Fruit lesson

Macronutrients PP

Vitamin / Mineral mix ‘n’ match

Week 8 (pp.77-95) H/W 3.2, 3.3 review• the importance of nutrition in the provision for energy and growth including development of bone density and blood production;• the impact of food behaviours on youth health and

Lesson 1:Read ‘winning combinations’Watch ‘Clickview’: nutrients and their interactions

H.W. 3.1 review

Lesson 2:Tables in 4’sNutrient quiz.Tribes: In a circle of about 10 people, have the group count to ten randomly – if two people say the same number at once – they are out.Working in groups – posters on nutrients responsible for energy, blood, soft & hard tissue production(create an acrostic – eg. ‘Katie and I pick 12 flowers walking everyday’ to remember nutrients required for blood production)Present posters – write in books

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

development such as skipping meals, the consumption of foods from sources outside the home and the consumption of soft drinks and energy drinks.

Lesson 3:Tribes: Stand up / sit down quiz“Super-size me”: 96 minutes

Lesson 4:Super-size me Super-size me questions (need laptops)

Week 9 - SAC 2 (pod-cast)

Lesson 1:Preparation for SAC – undertaking surveys & collating results

Lesson 2:SAC – report on the food intake of young people

Lesson 3:Go through how to record a podcast.

Lesson 4: Play around with recording the podcast

AOS 1 crossword

TERM 2 Begin Area of Study 3: Health Issues for Australia’s YouthOn completion of this unit the student should be able to outline health issues relevant to Australia’s youth and, in relation to a specific health issue, analyse strategies or programs that have an impact on youth health and development.Week 1 (pp.102-142) H/W 4.1, 4.2 reviews, ch.4 assessment success• health issues facing Australia’s

Lesson 1:Record reports as a podcast in pairs.

Lesson 2:Star quiz

- Definition of health- Determinants of health- Types of development- Measurements of health status- Nutrition

Play hack half hour: http://www.abc.net.au/triplej/hack/stories/s3144435.htm

18/02/2011: “Over the last two weeks on Hack we've been talking about the obesity problem.

Research released last week showed that 1 in 4 teenagers are overweight or obese.

On Wednesday we talked about how doctors can offend obese people or miss their health problems by only focusing on the weight problem.

Do we need to take more responsibility for our weight gain or are there valid excuses for getting bigger?”

Record discussion – mp4 recorder

Lesson 2:Beginning health issues

The Australian Institute of Health and Welfare released a report on asthma entitled ‘Asthma in Australia 2011’:

http://www.aihw.gov.au/publication-detail/?id=10737420159&libID=10737420158

The executive summary and media release provide a good snapshot of what is covered in the report. The report also addresses differences in population groups which can be used for Unit 3. Obviously with asthma being an NHPA, the report can be used in multiple areas of the Study Design. A lot of the data could be used in the construction of assessment tasks, including exams.

Mental health worksheet

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

youth; Circuit brainstorm using graphs of current trends with regards to youth health issues

Lesson 3:Tribes: Two for TuesdayTables in fours.

As a class brainstorm the meaning of the term ‘health issues’ and agree on the meaning of the term.Working in small groups, brainstorm a list of health issues for Australia’s youth. Write up the most common ones on the board.

Ranking health issues from most impact on health to least (vhetta activity).

Lesson 4:Tribes: One minute historyWatch segments of the Insight clip on anxietyHow would anxiety affect a person’s social, mental and physical health?What are the determinants of mental health?What are some things that put people at risk of developing mental health problems?

Usually mental health problems do not stem from a single cause or risk factor, but from several Causes are complex, and not always able to be clearly identified

Risk factors: Factors that increase the likelihood of an individual being affected by a specific health problemProtective factors: Factors that decrease the likelihood of an individual being affected by a specific health problem

Discuss strategies to address this issue – put them under the microscope

Mental health PP

http://news.smh.com.au/breaking-news-national/teachers-must-spot-stressed-child-carers-20120514-1yltq.html

Week 2 (pp.102-142) H/W 4.1, 4.2 reviews, ch.4 assessment success• the key features of one health issue for Australia’s youth, including:– its impact on all dimensions of health and development– the incidence, prevalence and changes over time (trends) of the selected issue– determinants of health that act as risk and/or protective factors

Lesson 1:Read the beginning of the chapter together.

In the same small groups, assign each group one of the organisations mentioned in the toolbox (page 103). ABS, AIHW, Better Health Channel, Department of Health’s Victorian Government ‘Health Information’ website, National Health and Medical Research Council.

Go to the website for the organisation that has been assigned to your group, and list the key health issues for youth featured in the website. Use a double bubble map to compare and contrast the health issues listed on the websites with the list of health issues developed by the class.

Create a poster that reviews the site that you looked at.Include:

the web address a summary of the information that can be found on the site a list of five facts that you found by looking at the site

a rating using a scale of your choice

Lesson 2:Begin with the vhetta activity – ‘Who is responsible?’Looking at Injury (page 110 – 111).

Lesson 3: Government, community and personal strategies or programs that address.....

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

– government, community and personal strategies or programs designed to promote health and development of youth– rights and responsibilities of youth in accessing and using relevant services.

Lesson 4: Rights and responsibilities of youth in accessing and using relevant health services

Week 3 (pp.102-142) H/W 4.1, 4.2 reviews, ch.4 assessment success• the key features of one health issue for Australia’s youth, including:– its impact on all dimensions of health and development– the incidence, prevalence and changes over time (trends) of the selected issue– determinants of health that act as risk and/or protective factors– government, community and personal strategies or programs designed to promote health and development of youth– rights and responsibilities of

Lesson 1:Go through electronic babies

Lesson 2:Begin researching for SAC

Lesson 3:Researching information for SAC

Lesson 4:Typing up SAC – ultranet page

TAC SAC

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

youth in accessing and using relevant services.Week 4 SAC 3 (visual and oral presentation)

Lesson 1: Typing up SAC

Lesson 2: Presenting SAC’s

Lesson 3: Presenting SAC’s Week 5 Week 6 Exam Revision

Lesson 1:Begin revision

- Peer response huddle- Which ways do you study best? - Exam revision – 20 questions

Lesson 2:Create 3 thinking maps for one of the following topics of your choice.

Suggestions:

Circle mapHealth issue that affects youth

Tree-mapMeasurement of health status terminologyDeterminants of healthTypes of developmentMacro-nutrients Micro-nutrients

Cause and effect mapInterrelationship between types of development

Brace-map Macro-micro nutrients

Cause and effect mapInterrelationship between health and development

Double-bubble mapCompare strategies that address a health issue for youth

Attack 25

Week 7 Exam Revision

Lesson 1: Lesson 1: N/A – fit to drive

Week 8 UNIT 1 EXAMS+ report writing

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

week (report writing day – Friday)UNIT 2 – Individual Human Development and Health IssuesBegin Area of Study 1: The Health and Development of Australia’s ChildrenOn completion of this unit the student should be able to describe and explain the factors that affect the health and individual human development of Australia’s children.Week 9 (pp.146-160) 5.1 reviewExcursion to the Mercy Hospital.• physical development from conception to late childhood;

Lesson 1:Ultrasound video (guess the staff member)Conception articleThe ultimate guide to pregnancy DVD

Lesson 2:Read: section in textbook on physical changes from birth

Board-notes:

Infancy: the stage of the lifespan from birth through to two yearsNeo-nate: the term used for a newborn baby, from birth until about 4 weeks

Apgar scoring-table Fill in bubble map of adjustments after birth Apgar-sheet from resource book

Lessons 3 & 4:Excursion to the Mercy hospital

Reflexes sheet

Week 10 (pp.161-175) 5.2, 5.3 reviewExcursion to Rowellyn primary school.• social, emotional and intellectual development from birth to late childhood;• principles of individual human development;

Lesson 1: Fact check quiz:

1) By the end of which pre-natal development stage have all the major organs have been developed? Embryonic2) Name the three stages of pre-natal development: germinal, embryonic, foetal3) After conception takes place, and a cell begins to divide, what is the name given to the new life when it is just a small

solid ball of cells? Morulla4) What are the four types of determinants of health and development? Social-environment, physical environment,

behavioural, biological5) The influence of genetics is which type of determinant? Biological6) Name three teratogens that may influence pre-natal development7) What does ‘neo-nate’ mean? 8) Name two adjustments a neo-nate has to make shortly after birth? Nutrition, circulation and respiration, temperature

control, removal of body wastes9) What is the Apgar scale? What does it check for? 10) Define development: A progressive series of orderly, predictable changes in the complexity of an individual

Bring in baby photos to put into order.

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

De-brief on the excursion

Create a flow-map of all the development between conception and birth.

Lesson 2:Continue flow-map of development between conception and birth.

Lesson 3:Watch a short clip of different students in the class – name the student / teacher

Name as many developmental milestones for children as you can

*

Lesson 4: Tribes: lifewire – development during your childhoodPrinciples of development ppLook at Maternal health care booklets

Week 11 (pp.176-186) ch.5 assessment success• social, emotional and intellectual development from birth to late childhood;

Lesson 1:

Intellectual development – Piaget’s theory of cognitive developmentSensori-motor stage birth - 2 Pre-operational 2-7

Concrete-operational 7-12 Formal-operational 12+

Read – physical development pages 154-160. Answer activity 5.1C. 5.1 review question 3.

Get yourselves into groups and organise a little test that you can do when we go on our excursion to Carrum Downs Primary school.

TERM 3 Week 1

Lesson 1: Emotional development (recognising facial expressions activity?)

Lesson 2:Prepare for primary excursion visit

Lessons 3 & 4: Rowellyn primary school excursion

Week 2 • health status of Australia’s children;

Lesson 1:Reflection starting activity: 15 mins

First separate the large group into four small groups and explain the directions. “This activity is like a quiz show. First each small group needs to come up with a “buzzer” noise. Read a question and then each group needs to work together to come up with one answer. When your group has an answer, make your “buzzer noise”. The first group to make their buzzer noise will be called

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

on first. After they are done giving their answer for the question, other groups may buzz in as well. The catch is that a group may not repeat an answer that was given by a group who went before them. We will continue doing this until I have read and you have answered all of the questions.”

1. What did you like best about this activity?2. What did you like least about this activity? 3. What did you learn by participating in this activity?4. What are two or three words you can use to describe how you feel about this activity?5. What are some other activities that you would like to do? 6.Why was it important that we worked together to complete this activity? 7. What, if anything, will you do differently because of the experiences you had while participating in this activity? 8. Would you like to participate in this activity again? Why or why not? 9. If we did this activity again, what could we do to make it better?

Second activity: 15 mins

First, gather the participants together and ask them to reflect on their experiences during the service activity. Use some prompting questions to guide their thoughts:1. What did the group accomplish during this activity? 2. What impact did your work and contribution have on the children? 3. What did you learn during the activity? 4. What effect did your participation in this activity have on you?

After the participants have had a couple of minutes to reflect on the service activity, move them to the area where the paper is posted and hand out markers/crayons to them. Explain that all participants should draw pictures or write words on the paper that represent the service activity – either what they accomplished during the activity or how the activity affected them personally. Restate some of the initial reflection activities to guide them if they need help. Get out of their way and let them doodle and write all over the paper.When all participants have finished, collect the markers/crayons and place the paper(s) in a place where everyone can view them. Ask the participants to describe what they see on the paper. Ask them if they can answer any of the initial reflection questions (restate the questions one at a time) by looking at the “graffiti. ”

Newsletter reflection (15 mins)

Students are to reflect on their morning at the primary school by writing a document that can be put into the newsletter.Students are to write a minimum of half a page.

Lesson 2:Health status of Australia’s children – bridging activity

Lesson 3:Break into groups to learn about a specific health issue for children. Jigsaw back to teach each other.Finish off with writing a fact sheet about the health issue.

Lesson 4: Behavioural determinantsStand up, sit down quizLooking at placental function sheetColouring in placenta sheetNumber off into groups - researching teratogens – poster or powerpoint

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Week 3– biological, such as genetics, birth weight and body weight– behavioural, such as sun protection, eating habits, level of physical activity, oral hygiene,maternal nutrition prior to and during pregnancy, parental smoking, alcohol and drug use duringpregnancy, breastfeeding and vaccination– physical environment, such as tobacco smoke in the home, housing environment, fluoridationof water and access to recreational facilities

Lesson 1:Present teratogen posters

Lesson 2: Biological determinants

Lesson 3: Physical environmentTribes: Homelessness as a physical environmental determinant of healthShow clip of Natalie: http://www.chp.org.au/video.shtmlRead fact sheet on homelessnessCreate some cause and effect maps for the impact of homelessness on health and development

Lesson 4:Child safety – research a cause of childhood injury

Week 4– social environment (family), such as parental education, parental employment status andoccupation, parental income, family stress and trauma, parental health and disability, familyand work–life balance and parenting practices

Lesson 1:Social environment family

Lesson 2: Read article: Obesity starts early for TV addicted children (vhetta)Answer questions in pairs. Discuss.

Social environment – community

Brainstorm: What factors in the community can have a big influence on children’s eating habits?

Read article: kids fat fightMEDIA as a social / community determinant of health and development

1. What is this article about? Summarise in three main points.2. What are the main strategies of the program that the Victorian Government are planning to roll out?3. Outline three strengths that this program has.4. Outline three weaknesses of the program. 5. What other organisations within the community could support / play a role in this program being rolled out?

Adult interview

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

– social environment (community), such as media, access to social support, neighbourhood safetyand access to services including healthcare, childcare, preschools and schools.Begin Area of Study 2: Adult Health and DevelopmentOn completion of this unit the student should be able to to describe and explain the factors that affect the health and individual human development of Australia’s adults.Week 3 (pp.232-245) 7.2 review• the different classifications of the stages of adulthood;

Media.....Social support.....Neighbourhood safety....Activity 6.5A

Or...

Brainstorm under the heading PIES: How can school contribute to the health and development of children?

Read: pp. 224-227Activity 6.5D

Debate – cooperative controversy

Lesson 3:SAC

Lesson 4:Tribes: Draw an adult – write around the outside all the words you associate with being an adult.

Write up the definitions on the board: Adulthood

o Early adulthoodo Middle adulthoodo Late adulthood

What do you think usually happens in these stages? Brainstorm in groups.

Use a range of magazines and cut out pictures of males and females that would be considered to be in the adulthood stage of the lifespan; categorise as either being in early, middle or late adulthood; as a class, discuss the criteria used to determine the stage of adulthood which each image belonged. Stick on large sheets of butcher’s paper. Develop a survey of questions to ask an adult. Come up with questions to find out....... put on projector.

Use a flip video, digital video camera or mobile phone to interview a person in each stage of adulthood and ask them to describe the physiological changes and the social, emotional and intellectual changes they have undergone and the approximate age they occurred, e.g. wrinkling of the skin, greying of hair, getting a job, entering a partnership, having a family, death of a spouse or parent; post these onto a wiki such as Wikispaces, Wetpaint or PB Wiki and then synthesise the information to present a written report on the changes that occur in development throughout adulthood; information on how to use a wiki can be accessed atConnect www.education.vic.gov.au/teacher/wiki.htm collect photographs that represent examples of the different stages of adulthood; use these to develop a photostory that traces the changes in physical, social, emotional and intellectual development

Week 5 (pp.246-256) 7.3 review• characteristics of physical development during adulthood,

Lesson 1:Human Body – ‘As Time Goes By’

Lesson 2:Article: Men fighting the signs of ageing / Excerpts from ‘Woman’s Stuff’ Kaz Cooke

Define Physiology, change, ageing.

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

including the physiological changes associated with ageing;• the social, emotional and intellectual development associated with the stages of adulthood and ageing;

Ageing – what happens when?

Students to complete Venn diagram comparing the physiological changes that occur during the different stages of adulthood. Use textbooks / article.

Lesson 3: Fact check quiz – physiological changes. Based on last lesson’s work. Briefly discuss interviews

Looking at social, emotional and intellectual changes today Watch an excerpt from ‘Packed to the Rafters’ - list as many changes as you can see happening in their lives. Draw up

a table like the ones on the sheet, and add to it. o Share as a class.

Share interviews in small groups / as a class. Add to tables with this information. If time, read through the type of development where students are struggling the most with, and answer

corresponding activity. Choose 1 social, emotional and intellectual change and then identify how they impact on health and development.

Lesson 4: Go through SAC’s.

o Write up an example on the board of how development impacts upon health.o Students to re-do that question and one or two more of their choice. (TERM 4 2012)

Week 6independent living assignment (pp.258-268) 7.4 review, ch.7 assessment success• the health status of Australia’s adults, including the similarities and differences between adult males and females;

Lesson 1:Line up in order of ........Health status of Australian Adults Graphs bridge activity

Investigate and present one large health concern for adults. Top three causes of burden of disease.

Lesson 2:Tribes: Objective: To illustrate the differences between men and women’s health outcomes To understand some factors that may explain the differences in health outcomes

‘Man trouble’ article

‘Men’s health a national scandal’ + questions

Board questions:Man Trouble

1. Why do women now live longer than men?2. List some of the problems men face relating to their health.3. What % of adult men are overweight or obese?4. Which group are more likely to die from accidental death and why?5. What will men becoming pro active do to their health? Why is this?

What are the main differences between men and women’s health?

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Read about men’s health: pp. 260-266

Double bubble: men’s health vs. women’s health

Lesson 3: Tribes: Homework questions for stars.Read ‘population ageing in Victoria’.Answer 7.4 review.Have a debate:

Assessment success: 7A. Or read 268, then 7C.

Lesson 4: Factors influencing health and individual human development activity.

1 Brainstorm a list of factors that may influence the health and development of an individual. The accompanying diagram from the Victorian Government Department of Health will also assist this process.

2 Categorise each of the factors according to biological, behavioural, physical and social environment.

3 Present your final product as a flow chart. 4 Annotate the flow chart, providing a brief explanation as to how the factors you have identified impact on health.

Week 7(pp.274-310) 8.1, 8.2, 8.3, 8.4 review• determinants of the health and individual human development of Australia’s adults including at least one from each of the following:– biological, such as genetics, body weight, blood pressure and blood cholesterol– behavioural, such as smoking, physical activity, food intake, alcohol and drug use and sexual practices

Lesson 1:Biological determinants – genetics, body weight, blood pressure, blood cholesterol

Lesson 2:Health family tree

Lesson 3: BehaviouralFact-check quiz

1. As people get older, trends in obesity and overweight tend to go up / down according to Australian statistics?2. Name three biological determinants of adult health and development (genetics / body weight / blood cholesterol /

blood pressure)3. Name the leading causes of mortality for adult men and women in Australia.4. What are some risk factors for one disease you have written down.5. Name three physiological changes that may occur in mid-late adulthood.6. Name three changes in social development that occur in adulthood.7. Name two changes in emotional development that occur in adulthood.

Read article: ‘Copping it Sweet’ – Michelle Bridges (The Age – Sunday Life) October 2nd 2011, p. 28.

Discussion questions: Why is it important to eat healthily as you get older? What are some of the major health risks that can eventuate from having a poor diet? (Osteoporosis, diabetes type 2,

obesity, cancer – colorectal, lower life expectancy) What sorts of foods does an adult need to be eating to protect themselves from these diet-related diseases? Foods

that are high in fibre, low-GI, low in salt, low in refined sugar, low in saturated fats.

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

– physical environment, such as housing, workplace safety, neighbourhood safety and access to healthcare– social environment, such as media, level of education, employment status and income, the workplace, community belonging; for example, voluntary work and social connections, living arrangements, social support, family and work–life balance.

Choose one of these diseases, and outline how nutrition can act as a risk factor and a protective factor for this disease. Refer back to notes on page 64-74 if necessary.

Risk ProtectiveOsteoporosis Low levels of calcium High levels of calcium from dairy (milk,

yoghurt, cheese) and green leafy vegetables

Diabetes type 2 High levels of saturated fat Fruits and vegetables – low in saturated fats

Obesity High levels of sugar (lollies)High levels of saturated fats (hamburgers, fish and chips)High GI foods (eg. white bread)

Fruits and vegetables – low in sugar, saturated fats Lean meats (turkey, chicken, pork)

Cancer High levels of saturated fats (hamburgers, fish and chips)Meat that has been overcookedHigh GI foods (eg. white bread)Low levels of fibreHighly processed foods

Fruits and vegetables – low in sugar, saturated fats , high in fibreLean meats (turkey, chicken, pork) that are not overcookedFoods that are limited in processing

Cardiovascular disease High levels of sodiumHigh levels of saturated fats (hamburgers, fish and chips)Meat that has been overcookedHigh GI foods (eg. white bread)Low levels of fibreHighly processed foods

Fruits and vegetables – low in sodium, sugar, saturated fats , high in fibreLean meats (turkey, chicken, pork) that are not overcookedFoods that are limited in processing

Read pages 283-284 as a class. Complete activity 8.2C.

Extra: 8.2D if time.

Lesson 4: BehaviouralTribes: Guess the health answerArticle on alcohol consumption during adulthoodTen thinking tracksClass discussion / debate: the drinking age should be raised to 21.

Week 8(pp.274-310) 8.1, 8.2, 8.3, 8.4 review, ch.8 assessment success• determinants of the health and individual human development of

Lesson 1:Physical environment: workplace safetyArticle: “Plankers bonkers? Workers fined for facebook foolhardiness” The Age, September 8th.Do you think these men should have been fired? Why / why not?

Select an employment sector and brainstorm the risks to health within that sector. Use information located at http://www.worksafe.vic.gov.au/wps/wcm/connect/wsinternet/WorkSafe/Home/Safety+and+Prevention/Your+Industry/D_Your+Industry to develop ideas.

Class discussion: Who are worksafe? http://www.youtube.com/user/worksafevictoria

http://www.tacsafety.com.au/jsp/content/NavigationController.do?areaID=13&tierID=2&navID=2A3268D67F00000100181F5B306A6145&navLink=null&pageID=449

http://www.tacsafety.com.au/jsp/content/NavigationController.do?areaID=13&tierID=2&navID=740

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Australia’s adults including at least one from each of the following:– biological, such as genetics, body weight, blood pressure and blood cholesterol– behavioural, such as smoking, physical activity, food intake, alcohol and drug use and sexual practices– physical environment, such as housing, workplace safety, neighbourhood safety and access to healthcare– social environment, such as media, level of education, employment status and income, the workplace, community belonging; for example, voluntary work and social connections, living arrangements, social support, family and work–life balance.

Read about what they do.

In groups: Under the microscope activity. Report back to the class.

Homework: 8.3B

Alternative: Research a range of workplace safety issues at:

http://www.worksafe.vic.gov.au/wps/wcm/connect/wsinternet/WorkSafe/Home/Safety+and+Prevention/Health+And+Safety+Topics . Prepare a checklist that aims to protect the safety of individuals at work.

Lesson 2:Physical environment: housing

Research personal accounts from those who lost their homes in the ‘Black Saturday’ bushfire disaster in Victoria in 2009 and comment on the effects of losing their home on adult health and development. Examples include:

http://www.theage.com.au/national/its-like-living-in-oblivion-but-marysville-residents-stay-on-20090217-8a1j.html

http://www.bendigoadvertiser.com.au/news/local/news/general/six-months-since-fires-still-no-home/1589389.aspx

What questions does this raise for you after reading these articles?

Outline the impact on health and development.

Lesson 3:Tribes: _________________

Social environment: media

FAST on the board: what does it stand for? What do you know about the campaign? FAST poster http://www.strokefoundation.com.au/fast-media-2010-11 Stroke Foundation fact-sheet – read as a class What are it’s aims?

Board notes: Media can act as a positive determinant of health as it can be an effective way to disseminate information to a large number of people in a short amount of time. A combination of print and electronic media can be used to maximize the size of the audience and can effectively educate people about effective ways to promote health such as in the measure up campaign and as a result promote physical health.

Media however can act as a negative determinant of health as it can also promote messages that have a negative impact on health. For example a large percentage of media is made up of paid advertisements, a number of which are for a range of unhealthy products.

Go through last two weeks of newspapers and find headlines about the health of Australian adults: stick on poster on the board. Discuss how some can act as a positive determinant of health and others as a negative.

AB25B7F000001013AD88B32F2F603&navLink=null&pageID=1375

http://www.quit.org.au/news/article.aspx?ContentID=plain-facts

http://www.worksafe.vic.gov.au/wps/wcm/connect/wsinternet/WorkSafe/SiteTools/About+WorkSafe/Campaigns/

http://canceraustralia.nbocc.org.au/our-organisation/video-resources/ovarian-cancer-campaigns

http://www.drinkwise.com.au/c/dw?a=da&did=1014227&pid=1267428038

http://www.drinkwise.com.au/c/dw?a=da&did=1014227&pid=1270792055

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Choose two articles and outline in your books how it may act as a positive / how it may act as a negative.

Finish off with advertisement jingles.

Lesson 4: Begin Independent Living assignments

Week 9SAC 2 (Blog)

Lessons 1 – 2: independent living assignmentsLesson 3: SACLesson 4: finishing off Independent living assignment

Week 10Begin Area of Study 3: Health Issues On completion of this unit the student should be able to analyse a selected health issue facing Australia’s health system, and evaluate community and/or government actions that may address the issue.Week 9 (pp.317-326) 9.1 review• elements of Australia’s health system;

Lesson 1:Which health services do you use?Which are in the local area?

Lesson 2:Health system powerpointActivity: 9.1A

Lesson 3:Terms and definitions: public sector and private sectorActivity: 9.1B

Lesson 4:Medicare & PHI DVD

TERM 4 Week 1 (pp.317-326) 9.1 review, (pp.327-342) 9.2 review, ch.9 assessment success• elements of Australia’s health system;• a range of issues facing Australia’s health system;

Lesson 1:Private Health Insurance

Lesson 2:Stand up, sit down quizDouble bubble of the differences and similarities between medicare and private health insuranceComplete 9.1DComplete 9.1 review questions 1-6 (bring in newspapers)

Lesson 3:• the key features of one health issue facing Australia’s health system, including:

– evidence about the significance of the issue– the range of community and/or government views about the issue

– actions, policies and/or strategies that may address the issue.

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Outside activity (tennis courts are good, or inside with tables and chairs moved to the side of the room):Imagine a continuum stretching from one of the room to the other. At one end is ‘strongly agree’ and ‘strongly disagree’ is at the other, with neutral / no opinion in the middle. The teacher reads out statements relating to issues affecting the health system such as:

‘Euthanasia should be legal’ ‘All people should be able to access IVF’ ‘Money should be spent on health care that services the most people’ ‘Parents should be able to choose the sex of their child’ ‘The Carbon Tax should be abolished’ ‘It is the responsibility of the youth of today to pay for their parents care

Students stand on the line based on their opinion. They can then ask each other questions about why they are standing where they are. Students can also devise statements to be read out.

Brainstorm ‘health issues’ and decide on the terms meaning.

In groups, create a poster on one of the health issues mentioned in the book

Lesson 4:Work on posters

Week 2 (pp.327-342) 9.2 review, ch.9 assessment success• the key features of one health issue facing Australia’s health system, including:– evidence about the significance of the issue– the range of community and/or government views about the issue– actions, policies and/or strategies that may address the issue.

Lesson 1:Work on posters

Lesson 2:Present posters

Lesson 3: Complementary and alternative health care services

Lesson 4:Yoga incursion / massage incursion

60 minutes: ‘Carbon Tax’ + thinking trackshttp://www.abc.net.au/4corners/stories/2011/09/15/3318364.htm (Carbon War)

http://www.youtube.com/watch?v=_shelP8D5Lg(The Ageing Population)

http://sixtyminutes.ninemsn.com.au/article.aspx?id=1043918(The ageing population)

http://sixtyminutes.ninemsn.com.au/stories/peteroverton/259272/the-great-debate

(Late-term abortion)

Week 3 (pp.327-342) 9.2 review, ch.9 assessment success• the key features

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

of one health issue facing Australia’s health system, including:– evidence about the significance of the issue– the range of community and/or government views about the issue– actions, policies and/or strategies that may address the issue.Week 4 SAC 3 (extended answer test) + Exam Revision

Lesson 1: SAC

Lessons 3 & 4:Revisit the study designExam revision booklets

Go through past two SACs and identify questions to work on

Week 5 Exam RevisionWeek 6 UNIT 2 EXAMSWeek 7 Year 11 – 12 transition Week 8 Week 9Week 10 Week 11 END OF SCHOOL FOR YEARS 7 - 9

Materials needed:

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

Textbook: Gunther,L., Kuen, A., Warren, C. (2010). VCE Health and Human Development, Units 1 & 2. Oxford, NSW.

1 x Exercise BookPens, Pencils, HighlightersPlastic Pocket Book

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

KEY SKILLS

• define health and individual human development;• explain the limitations of definitions of health;• describe the characteristics of, and interrelationships between, dimensions of health;• describe health status measurement terms;• describe characteristics of, and interrelationships between, dimensions of individual human development;• explain the interrelationships between health and human development.• describe the characteristics of youth development;• interpret data on the health status of Australia’s youth;• explain the determinants of health and their impact on youth using relevant examples;• identify the sources of nutrients and the functions they perform in the body for health and development during youth;• explain the impact of food behaviours on youth health and development;• analyse information about youth food behaviours and draw informed conclusions about youth health and development.• identify health issues facing Australia’s youth;• describe a specific health issue facing Australia’s youth;• gather information on a selected issue related to youth health using a range of sources such as primary data, print and electronic material;• analyse information on a selected youth health issue and draw informed conclusions about personal, community and government strategies or programs to optimise youth health and development.• describe the characteristics of development from conception to late childhood;• interpret data on the health status of Australia’s children;• explain the determinants of health and individual human development and their impact on children using relevant examples.• describe the stages of adulthood and ageing;• describe the characteristics of development during adulthood;• interpret data on the health status of Australia’s adults;• explain the determinants of health and individual human development and their impact on adults using relevant examples.• describe elements of Australia’s health system;• identify health issues facing Australia’s health system;• describe a specific issue facing Australia’s health system;• gather and analyse information on a selected issue that is having an impact on Australia’s health system, using a range of sources such as primary data, print and electronic material;

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2: 2012

• evaluate a range of views related to a selected health issue, and formulate and justify an opinion on the issue;• analyse and evaluate possible actions, policies and/or strategies that could be undertaken to address a selected health issue.