EARLY STAGE 1: NUTRITION Pretest: Introduction (favourite foods), Healthy/Unhealthy foods sorting activity (Notebook) Key Concept 1: WHAT

IS HEALTHY EATING? (Which foods are healthy/unhealthy?) Outcomes: PHES1.12 Displays basic positive health practices
DMES1.2 Identifies some options available when making simple decisions - classifies foods as healthy for you, not healthy for you.

- talks about different foods that keep them healthy

Lesson Sequence 1

Learning Intention Core Students will identify, name and sort healthy and unhealthy foods. Extension Students will label and categorise foods into food groups.

Whole Class Learning

View full cover of The very hungry caterpillar. Predict story content. During reading ask students to identify foods being eaten by caterpillar. Ask Why do you think the caterpillar felt sick. Highlight healthy/unhealthy foods in story. Fruit & Veggie guessing game (Notebook)

Independent/ Guided Learning

Colour, cut and paste healthy/unhealthy foods found in the story onto caterpillar sheet. Gather back together as group and share examples. Discuss choices.

Plenary/ Assessment
Were students able to successfully group foods into healthy/unhealthy? Were they able to make the connection between the caterpillar feeling sick and his consumption of unhealthy foods? What level of background knowledge have they used? Collect work samples.

QTP Thinking Tools

Student direction Engagement Background knowledge

Resources
The very hungry caterpillar (Eric Carle) Healthy/Unhealthy sorting activity Notebook file (Fruit and Veggie guessing game)

Support
Assist with naming foods. Assist with cutting and pasting if required.

Extension
Label foods and categorise into food groups (verbal).

Key Concept 1: WHAT IS HEALTHY EATING? (Why do our bodies need healthy food?) Outcomes: PHES1.12 Displays basic positive health practices
- talks about different foods that keep them healthy
DMES1.2 Identifies some options available when making simple decisions - classifies foods as healthy for you, not healthy for you.

Learning Intention Core Students can articulate why bodies need healthy food. Extension Students are able to identify Everyday and Sometimes foods

Whole Class Learning

Ask Why do our bodies need healthy food? Ask Do you know what happens to food after we put it into our mouth? Show Digestion Animation (http://kitses.com/an imation/swfs/digesti on.swf) Discuss how food makes energy in our body (relate to fuel in car). Healthy food=positive energy View and interact with Everyday and Sometimes Notebook file. We need energy everyday, healthy food every day.

Independent/ Guided Learning

Energy activity. Students place healthy foods that give them energy onto poster.

Plenary/ Assessment
Were students able to relate where different body parts were in their body? What level of background knowledge have they used? Have they understood the concept of everyday and sometimes? Anecdotal/observat ion of energy activity.

QTP Thinking Tools

Student direction Engagement Background knowledge

Resources
http://kitses.com/a nimation/swfs/dige stion.swf Five food groups poster Energy poster Notebook file (Everday/Sometime s)

Lesson Sequence 2

Support
Assist with naming foods.

Extension
Which foods are everyday foods? Which are sometimes foods?

Key Concept 2: WHAT IS A HEALTHY LUNCHBOX? (What does a healthy lunchbox look like?) Outcomes: PHES1.12 Displays basic positive health practices
- talks about different foods that keep them healthy
DMES1.2 Identifies some options available when making simple decisions - classifies foods as healthy for you, not healthy for you.

Lesson Sequence 3

Learning Intention Core Students will understand the difference between a healthy and an unhealthy lunchbox Extension Students will complete a sentence In my lunchbox I like.

Whole Class Learning

Text prediction Read The Magic Lunchbox What did you learn about healthy choices? Activity * Give food picture to each student * Categorise food by placing on healthy or unhealthy lunchbox * Discuss responses and encourage discussion about foods that may appear healthy but may not be ie; fruit juice

Independent/ Guided Learning Teacher models then students illustrate Foods that go in my lunchbox (including simple sentence)

Plenary/ Assessment
Observation Have students been able to make connections between the text and concrete activity? What barriers to learning are presenting at this stage? (language?)

QTP Thinking Tools

Engagement

Resources The Magic Lunchbox Big Book 2 x Large Lunchbox posters Food pictures Blu tack Worksheet 1 (Foods that go in my lunchbox)

Support
Scribe where necessary

Extension
Label foods in lunchbox. Complete sentence In my lunchbox I like

(Leave in classroom)

Key Concept 2: WHAT IS A HEALTHY LUNCHBOX? (What does a healthy lunchbox look like?) Outcomes: PHES1.12 Displays basic positive health practices
- talks about different foods that keep them healthy - identifies a range of foodstuffs and groups them according to their sources, eg vegetable, meat, dairy, fruit

Learning Intention Core Students will identify and use the correct vocabulary for healthy foods Extension Students will be able to identify additional examples of matching sound foods

Whole Class Learning

Revisit/retell Magic Lunchbox from previous lesson Reread Examine the back page (food playground) Identify and; *name each of the different foods in the picture. *name the foods that start with the same letters *count how many pieces of fruit *say the similar sounding names of foods *group the foods in colours *name the different physical activities

Independent/ Guided Learning Activity Match the beginning sounds (students cut out pictures of food and match the picture to the beginning sound)

Plenary/ Assessment
Have students been able to use their knowledge of letter sounds to successfully complete this activity? Collect work samples.

QTP Thinking Tools

Resources Magic Lunchbox Big Book Activity 2a&b (from Magic Lunchbox resource)

Lesson Sequence 4

Support Assist with cutting and placement

Extension Illustrate additional examples of foods into sound groups

Key Concept 2: WHAT IS A HEALTHY LUNCHBOX? (How can we help to choose a healthy lunchbox?) Outcomes: PHES1.12 Displays basic positive health practices
DMES1.2 Identifies some options available when making simple decisions - classifies foods as healthy for you, not healthy for you.

- talks about different foods that keep them healthy

Learning Intention Core Students will explore ways in which they can help to choose healthier lunchbox options. Lesson Sequence 5 Extension Students will explore additional ways in which they can help to choose healthier lunchbox options.

Whole Class Learning Explore Go for your Life lunchbox activity Create healthy lunchbox then create unhealthy lunchbox. Discuss why these combinations of food are unhealthy/healthy Discuss who makes decisions about the foods in our lunchbox. Explore visuals of ways to help Pack the Backpack Notebook activity

Independent/ Guided Learning Students cut and paste ways to help. Ask individual students to verbalise ways in which they can help to pack a healthy lunchbox.

Plenary/ Assessment
Observation/ Anecdotal Record Do students have a solid understanding of healthy/unhealthy at this stage of the unit? Have they actively taken steps to make healthier choices?

QTP Thinking Tools

Connectedness

Resources http://www.gofo ryourlife.vic.gov. au/hav/articles. nsf/html/index. html Ways to help visuals + I can make my own healthy lunchbox Pack the backpack Notebook file

Support Assistance with cutting as necessary

Extension Students explore and sketch additional ways in which they can help to choose healthier options.

Key Concept: WHAT IS A CHOICE? (Who makes choices for us? Can we make our own choices?) Outcomes: PHES1.12 Displays basic positive health practices
DMES1.2 Identifies some options available when making simple decisions - classifies foods as healthy for you, not healthy for you.

- talks about different foods that keep them healthy

Lesson Sequence 6

Learning Intention Core Students will understand the concept of choice and be able to identify a healthy VS unhealthy food choice Extension Students will discuss how our choices are influenced by others

Whole Class Learning Ask What is a choice? Discuss choices we make each and every day. Ask Why should we make good choices? Briefly discuss how our choices can affect us and others.

Independent/ Guided Learning Complete Which one is a healthy choice? Discuss in whole group after completion

Plenary/ Assessment
Work samples

QTP Thinking Tools

Substantive Communication

Resources Which one is a healthy choice? activity

Support Assistance with activity as required

Extension
Discuss with students how these choices are influenced by others

Key Concept: WHAT IS EXERCISE? (Why do we need exercise? How does exercise make us feel?) Outcomes: ALES1.6 Develops a repertoire of physical activities in which they participate
- explains how physical activities affect the body eg; hot, sweaty, puffed - describes the things they do to refuel their body (nutrition)

Lesson Sequence 7

Learning Intention Core Students will understand the importance of exercise and how it effects their wellbeing Extension Students will monitor and discuss exercise habits over a few days.

Whole Class Learning Play simple but intense game with whole class (line relays) Photograph (email). When complete, ask students on return how the exercise made them feel. Annotate photograph. Ask Why do we need exercise? (feel good, stay healthy, have fun, etc)

Independent/ Guided Learning Explore online exercise fun http://pbskids.org/hooper/coachhooper/ Students illustrate their favourite type(s) of exercise. Annotate. Teach and practise hopscotch

Plenary/ Assessment
Observation Photograph sample

QTP Thinking Tools

Student Engagement

Resources iPad Blank paper for sketching. http://pbskids.o rg/hooper/coach -hooper/

Support
Encourage physical movement, guide where necessary

Extension
Ask students to monitor and discuss exercise habits over a few days

Post-test: Literacy Connections Numeracy Connections