PLANNING DOCUMENTS

Forward Planning Document for year 3 health

DATE: 01/03/2017 DAILY NOTES :

DAY:
Week/less Link to the Aust ASSESSMEN LEARNING EXPERIENCE including PROVISIONS FOR LEARNER RESOURCES
on Curriculum (code) T DIVERSITY and KEY QUESTIONS
SPECIFIC LESSON (WHAT &
OBJECTIVES HOW)

Week 1 Physical, social and Students need

Lesson 1 emotional changes to write a Introduction and motivation
that occur as minimum of 1. Students are told what they are learning in lesson- that physical
individuals grow 4 physical changes to the body that occur with age is going to be
older, such as changes that explored today.
changes to: occur with 2. Key objectives are identified- students are told what the teacher will
the body age in a expect from them by the end of the lesson
friendships padlet blog 3. Students are told why learning about physical change is important
feelings post. This Body of lesson/lesson steps
(ACPPS034) will be 1. An answer garden is used with the key question What physical
marked with changes do you know occur as people age posed. (this question is Pre- set up Answer
Collect and present marking key to establish prior knowledge). Students are given 15 minutes garden question (link to
different types of attached. to write as many changes as they can think of (responding to this shared on webquest)
data using simple the answer garden question) on their individual computers.
software to create Students are 2. Answer garden responses are shown on the smartboard and
useful information also marked discussed briefly
(ACTDIP009) on their 3. Key questions to ask during discussion
contribution Who put this change up? Can you explain a little bit more about
Create and to class this change to me?
communicate ideas discussion 4. Watch a youtube video at the following link below on the smartboard
and information (see marking (should encourage thought about change)
safely key attached) https://www.youtube.com/watch?v=BKofsjT8RUs Access youtube video on
(ACTDIP013) 5. Discuss what was learnt from the video. link stated
 6. Ask the following questions;
Who learnt something from that video we just watched?
What did you learn?
7. Introduce Padlet- explain what padlet is used for and explain how it
will be used for the purposes of the activity
8. Show students how to use padlet on the smartboard- demonstration
of all relevant steps i.e. show them how to make a post. Padlet set up- 2 posts
9. Outline what is required. State that they need to make a padlet post should be made by the
with their name in the title. In this post they need to identify a teacher prior to class; one
minimal of 4 physical changes that occur as we age. 20 minutes should be a photo of a
should be given to complete this post young child (year 2 or 3)
10. Let children know that they are able to use the internet and other and one should be a
resources they deem fit to inform their post photo of an older child
11. If children are having difficulty completing posts prompts as follows (year 7)
can be stated
Think of some things that have changed since you were a baby?
Will these things keep changing as you get older?
Can you think of any changes in how you look that might happen as
you get older?
12. Display padlet on board as students work.
13. Following completion have three or four students read out their posts
if they volunteer to do so.
14. Discuss responses as a class
point out areas that are missing in students posts (things that are not
included)
ask questions such as
Do you think these changes are important? Why? Why not?
What do you think will be difficult about these changes?
What do you think will be exciting about these changes?
15. Ask students if they want an extra 5 minutes to edit their padlet posts
(ensure that students understand that their padlet posts are marked) Pre-set up survey
if yes- give students this time monkey survey/reflection
if no- move on on lesson
Conclusion
1. Have time for any unanswered questions.
2. Lesson reflection/evaluation to be completed by students on survey
monkey (allow 10 minutes) this reflection will include the following
questions
 I enjoyed using padlet today (strongly
agree/agree/disagree/strongly disagree)
I found padlet difficult to use today (strongly
agree/agree/disagree/strongly disagree)
I would like to use padlet more in the classroom (strongly
agree/agree/disagree/strongly disagree)
Do you have any other comments on padlet or the lesson today?
3. Teacher to ask the question
What did you learn today? to the class
three people picked to answer
Learner diversity
1. Teacher to make way around classroom and aid children that are
struggling with their padlet post.
2. Students who are visually impaired should be seated near front of
class to ensure that they can see the smartboard.
Transition
1. Students to close all tabs on computers and log off.
2. Students are to move out of groups and back to their seats

Week 2 Physical, social and Student Introduction and motivation

Lesson 2 emotional changes groups to 1. Mention that last week physical changes that occur with age was
that occur as write a examined, but this week focus will be on social and emotional
individuals grow minimum of changes.
older, such as 3 social and 2. Ask if anyone can remember any physical changes from last week
changes to: 3 emotional pick volunteers or allocate people to answer this
the body changes in 3. Explain why understanding emotional and social change is important
friendships sticky notes 4. State what will be expected of students during lesson
feelings posted on 5. Have brief discussion on the following question
(ACPPS034) stormboard. What do you think social and emotional change involves?
If doubt (State that this will be discussed later in groups but allow for 2 or 3
Collect and present about students to provide answers to the question above- this will start kids
different types of student thinking in the right direction). Write notes from this discussion on
data using simple contribution the board (or use bubbl.us as a teaching tool rather than leaning tool
software to create then student on smartboard)
useful information should be Body of lesson/lesson steps
(ACTDIP009) able to 1. Introduce students to stormboard and explain what it will be used for
provide 3 (in regards to the lesson). Stormboard should be pre-
Create and social and 3 2. Demonstrate how stormboard is used on the smartboard and have set up. Three boxes should
communicate ideas emotional time for questions be created for each group
and information changes 3. Move students into groups of 4 and ensure that every group is sitting to fill in. The first box
safely verbally around a computer (1 computer per group). should be titled emotional
(ACTDIP013) when asked 4. Give students 25 minutes to fill in first 2 boxes on stormboard change, the second box
by teacher. (emotional change and social change boxes). should be titled social
This will be 5. Make students aware that they can use the internet and other sources change and the third be
marked with that they deem fit to inform their post (provide helpful links if titled extra notes.
marking key children are struggling)
attached 6. Let students know that they can comment on other groups posts if
they have questions.
Students 7. After students have completed this they are to stay seated in groups
also marked for whole class discussion.
on 8. During whole class discussion encourage students to talk about what
contribution changes they identified in groups. To foster discussion ask the
to class following questions
discussion How do you think this change would make you feel?
(See How will you cope with this kind of change when it happens? What
marking key will you do?
attached) If you had questions regarding changes that were happening to you
who would you go to, to ask for help?
Why do you think it is important that our emotions change as we get
older?
Can anyone think of any other changes that happen with age?
What do you think is the most important social/emotional change
that takes place?
9. Following this give student groups 10 minutes extra to fill in the final
box on stormboard (Fill in extra notes boxes. Explain to student
that this box is for additional information that they may have learnt
about through class discussion.
10. Homework- to be set
homework is to read through other groups stormboard posts and
make comments (if you havent already). You also need to reply to
people that comment on your stormboard post. Try to write one reply
to someones comment and write one comment on another groups
post (do this individually).
Conclusion
1. Students (randomly chosen) will state one thing they learned today
2. Teacher to reiterate why learning about these changes is important
3. Students to complete survey monkey reflection on lesson.
 the following questions will be asked Survey monkey and
I enjoyed working in a group today (strongly associated questions to be
agree/agree/disagree/strongly disagree) set up before class
I found stormboard difficult to use today (strongly
agree/agree/disagree/strongly disagree)
I learnt lots today through talking with my group (strongly
agree/agree/disagree/strongly disagree)
I learnt lots today through discussing things together as a class
(strongly agree/agree/disagree/strongly disagree)
Do you have any other comments on the lesson we did today?

Learner diversity
1. Group work to account for differences in ICT competency- students
can help each other using stormboard (teacher can also assist)
2. Teacher to walk around room helping struggling students/groups
while stormboard construction of sticky notes is taking place
3. Strong literate students to be put in groups with students who are
struggling. This is to ensure that if necessary a competent student
can write (into the stormboard page) while other (less literate)
group members discuss/articulate ideas.
Transition
1. Students to log off and shut down (after stormboard has
automatically saved work) computers following lesson
2. Following this students should be seated at desk ready for next
lesson

Week Identify and practise At the end of Introduction and motivation (5 mins): Set up fully charged ipads
3/Lesson strategies to promote this lesson, 1. Greeting students sitting at their desks for each student
3 health, safety and students 2. Inform students to wait for instructions before operating ipads.
wellbeing should be able 3. Introduction to the lesson Ensure whiteboard
(ACPPS036) to: projector is working
Today we are going to discuss about something very important for
- Recognise properly
healthy food our well-being. Before I will reveal what it is all about, lets have a
and not so look at an ICT tool. Make five QR codes with
healthy food (Students prior knowledge: scanning QR codes). links to food
- Use You remember we practised scanning QR codes yesterday?
Spiderscribe Wait for response. Stick the five QR codes
to list at least Lets quickly recap how to scan QR codes: around the classroom
5 healthy
 food Play youtube video on the whiteboard projector (1min 6 sec) Australian Guide to
- Name how https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=vide healthy eating chart and
many food o&cd=1&cad=rja&uact=8&ved=0ahUKEwjLmZS28bLSAhVLXbwK the food pyramid chart
groups there
Hd5UDIcQtwIIGTAA&url=https%3A%2F%2Fwww.youtube.com%2
are
Fwatch%3Fv%3DG- Youtube video on How to
vRYKdpuJg&usg=AFQjCNGvX5jOiPVGAT3in0PfW_33kAa41w&si scan a QR code
g2=rgYnnDNldaUpiZP3Okm4lA&bvm=bv.148073327,d.dGo
After viewing, let the students to get started.
20 copies of Word
Body of lesson/lesson steps: Scramble on healthy
1. Divide students in 5 groups and give each group an ipad. eating
2. Assign each group to a QR code location retrieved from
3. Instruct the students to take turn to scan the QR codes with their tablets https://www.tescoliving.co
and to come back to their seat. (2 mins activity) m/articles/puzzle-
printables-healthy-eating
4. One student from each group to read aloud on the finding.
5. Ask the entire class to guess on what todays lesson is all about.
6. Reveal what the lesson is about: eating healthy food Play the food balance
7. Students to stay in their assigned group and using Spiderscribe to game from
brainstorm examples of healthy food. https://www.eatforhealth..
8. Walk around the classroom to check their answers. au/game/index.htmlgov
9. Pass the Australian Guide to healthy eating chart as well as the food
pyramid chart around the class. Tell them that food is categorised into
5 groups and it is important to eat the right portion from each group.
Emphasize on 2 serves of fruits and 5 serves of veggies.
10. Students to complete the word scramble sheet on healthy eating.
11. After completion, students to test their knowledge by doing the food
balance game https://www.eatforhealth.gov.au/game/index.html
12. Discuss their answers as an entire class.
Conclusion:

Overview of what we have learnt today:

- Five food groups
- Food balance/food pyramid
Stick on the wall the Australian guide to healthy eating chart and the
food pyramid chart
Encourage students to check them out regularly
 Ask them to go for 2 serves of fruits and 5 serves of vegetables daily.
Will reinforce students knowledge of the 5 food groups tomorrow
when doing lesson on physical activity.
Learner diversity:
Stick also the Aboriginal and Torres Strait Islander chart for healthy
eating.
Transition:
Students to pack up all their sheets in their tray and wait for next
lesson.
Week Examine the benefits Students Introduction and motivation (10 mins):
4/Lesson of physical activity to movies will be 1. Greet students. Get them on the mat.
4 health and wellbeing used to assess 2. Go briefly over the 5 food groups covered in previous lesson. Youtube - Locomotor
(ACPMP046) their 3. Tell about the importance of eating healthy food and keeping active. skills
performance. 4. Explain about the benefits of regular physical activities and physical https://www.youtube.com/
Students should fitness to health and wellbeing: maintenance of a healthy weight and watch?v=oHAjZECWEiM
be able to prevention of some diseases.
perform at least 5. Ask students questions about the locomotor skills: running, jumping, Whiteboard projector
three locomotor leaping, hopping, side-sliding and galloping. ready
skills. Can anyone demonstrate the movements to the class?
6. Mention that we will watch a video on locomotor skills. Point to the Classroom ipads fully
students to watch carefully and remember the different movements. charged
7. Switch whiteboard projector on for students to view the Youtube video
on locomotor skills from
https://www.youtube.com/watch?v=oHAjZECWEiM
8. After viewing, brainform the information projected in the video, by
asking the following questions:
How many movements have you seen?
Who can name them?
9. Tell students that today they are going to do a fun activity: making
their own movie while performing the locomotor skills!
Students have prior knowledge of using imovie.

Body of lesson/lesson steps (40 mins):

1. Pair up students.
2. Lead them to the undercover area.
3. Give one ipad per group.
4. Instruct them that each group needs to perform six movements (three
per student)
 5. Each student to take turn taking photos of the other performing the
movements.
6. After photo shoot, students return to class.
7. Each group to create a movie on the theme Locomotor skills.
8. Remind students that it is a collaborative task; that they need to help
each other.
9. Walk around the groups and assist students, if needed, to create their
movies.

Conclusion (8 mins):

To close up, I will get the students back to their desk for a final
discussion about the lesson.
Thank you all for working in your group today and for staying on
task. I was impressed by the way you perform the locomotor skills!
Well done! What a fantastic job you also did with your movie! You
are all stars!
Did you have fun making the movie?
Which exercise did you find more difficult to execute?
Tell the kids that they will get to see the others movies in another
lesson.
We will continue practising and refining the locomotor skills
throughout the rest of the semester. Please make sure you continue to
keep up with your fitness, and to also make healthy eating part of your
daily routine.
Learner diversity:
Jenny who is in wheelchair will not be doing the exercises but will join
a group to help with taking photos and creating the movie.
Consider students different levels of fitness

Transition:
Students to return to their desk after mat time and wait for next lesson.