LESSON PLAN

Part 3

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7M
Time: 8:55am-9:45am
Date: 28/06/16
Learning Area: Health
Strand/Topic from the Australian Curriculum
Evaluate strategies to manage personal, physical and
social changes that occur as they grow older
(ACPPS071)
Investigate and select strategies to promote health,
safety and wellbeing (ACPPS073)

Students Prior Knowledge:

Body Image Body image, self-esteem, diet and
exercise and the medias influence on body image
and self-esteem.
Anatomical names of components in the skeletal
system, respiratory system and circulatory system
and their function in the human body.
Being SunSmart Sunbathing (a national
hobby), tanning, personal assumptions of Being
SunSmart, skin cancer
Individual health with focus on Growing up
(physical, emotional, mental changes)
ABC Goal setting (C for Cardio): Students set
fitness goals as to motivate, gain fitness
knowledge, and encourage life-long healthy life
styles.

General Capabilities (that may potentially be covered in the lesson)

Ethical
Literacy
Numeracy
ICT
Critical and
behaviour
competence
creative
thinking
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures (N)

Personal and
Social
competence

Asia and Australias engagement with Asia

(N)

Intercultural
understanding

Sustainability (N)

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Revise knowledge from past lessons including information on body image, self-esteem, diet and exercise and
the medias influence on body image and self-esteem.
Analyse given information from videos and written text to answer set questions in Student Health Work Book.
Discuss information covered in lesson with whole class.
Teachers Prior Preparation/Organisation:
Observation of prior Health lessons
Liaise with Mentor approximately 2 days before
scheduled lesson to allow for editing and improvement
of lesson plan if necessary.
Students have personal copy of Health Work Book.
Teacher has Teachers Copy Health Work Book
complete with answers.
YouTube video The digestion process - What happens

Provision for students at educational risk:

Students with learning difficulties (including but not
limited to dyslexia, dyspraxia, low level
concentration, and/or low level cognitive ability) will
benefit from both visual and written resources such
as student text book and YouTube videos as well
as personal reflection.
Students who are gifted and/or talented will benefit
from linguistic activities such as reading from text,

to your food as it travels through your body until it

exits? (2:33) is loaded and ready to be projected onto
interactive whiteboard.
Link: https://www.youtube.com/watch?v=08VyJOEcDos
Interactive Animation Activity How does your body
digest different foods? is loaded and ready to be
projected onto interactive whiteboard
Link: http://kitses.com/animation/swfs/digestion.swf
Teacher has scanned Identifying Anatomy (Appendix
1) image on page 67 of Health Work Book and imported
it to NotePad on Interactive whiteboard.

participating in class discussion and thinking

critically about information given ad well as
personal reflection.
Students with CAPD, ESL or vision impairments will
have the option of viewing YouTube videos with
subtitles.
Students will have option to use their IT device
(iPad) to type answers if writing proves difficult.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Objective 1: Met or Not Met

Objective 2: Met or Not Met

Objective 3: Met or Not Met

Teacher self-reflection and self-evaluation:


[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

***See lesson feedback form***

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
8:55am

Motivation and Introduction:

Resources/References

Students transition from PC

Good morning 7M

Health Work Book

Students turn to page 67 and complete Question 1: Label the image provided
using the following terms.

Appendix 1

YouTube video The digestion process - What happens to your food as it travels
through your body until it exits? (2:33) is played and students enter correct
information into diagram.

YouTube
https://www.youtube.
com/watch?v=
08VyJOEcDos

Students take out Health Work Books.

Lesson Steps
Students open Health Work book to page 65 titled: Eating disorders.
Teacher to read opening paragraph.
Students answer question 1: Reflecting on eating disorders
Q1. Before you read this section, jot down what you know or think you know
about anorexia and bulimia nervosa.
Students own responses

9:05am

Teacher to read Anorexia nervosa paragraphs (pg 65)

Students turn to page 66 but discard Applying understanding Activity
Teacher to read Bulimia nervosa paragraphs

9:15am

If students miss or enter incorrect information teacher will correct through class
discussion.
9:20am

Students turn to page 67 and answer questions 1 and 2 of Applying

understanding
Q1. Research the process of digestion. Write a short paragraph describing what
happens to the food that we eat. Draw the process on the diagram provided.
Teacher to use How does your body digest different foods? Interactive
Animation activity on interactive whiteboard to provide information (see link to right
).

Interactive Activity
Interactive W.Board

Q2. How would this process differ in a person suffering from bulimia?

Food is vomited up when it is still in the stomach

Does not get processed by rest of digestive system
Absorption of nutrients does not occur
If laxatives are used food is sped through digestive system without time to
absorb nutrients properly.

Students to complete Categorising behaviours Activity: Using the website

<flexibooks.com.au/w/2v>, categorise the following eating disorder warning signs
as either behavioural or physical.
Teacher to facilitate hands-up poll of student responses
9:35am
Students complete questions 2 and 3 on page 69 of their book.
Q1. List examples of the psychological and social risk factors associated with
developing an eating disorder.
Psychological
1. Low self-esteem of depression
2. Distorted body image
3. Obsessive thoughts about food and weight
Social
1. Loosing friends/friends worry for health and wellbeing
2. Feeling disliked, unvalued
3. Feeling anxious in large crowds
Q2. Look back to what you wrote at the beginning of this section. Have any of
your ideas about eating disorders changed? Have you learned anything that
really surprised you? Have any of your perceptions of eating disorders and the
people who suffer from them changed?
Students own responses

Lesson Closure and Transition:

Students put away Health Work Book and retrieve necessities for lessons 2, 3
and 4.
9:45am
Teacher dismisses students.

Assessment: (Were the lesson objectives met? How will these be judged?)
Objective 1:
Revise knowledge from past lessons including information on body
image, self-esteem, diet and exercise and the medias influence on body
image and self-esteem.
To meet objective, students will participate in prior knowledge discussion where
they will repeat above information. Objective to be judged verbally.
Objective 2:
Analyse given information from videos and written text to answer set
questions in Student Health Work Book.
To meet objective, students will complete all set tasks/activities to their highest
ability. Objective to be judged through collection of student Health Work Books
and checking of student answers.
Objective 3:
Discuss information covered in lesson with whole class.
To meet objective, students will participate in class discussion. Objective to be
judged though verbal assessment.