Unit Title: Looking After Ourselves Conceptual Understandings

Year 2

VELS Level 2

Term 2 2012

Tess Davern, Megan Watt, Ellen Lowerson, Emma Deakes.

Key Characteristics of students as learners

Curriculum Focus ( Domain /Strands)

Students examine the promotion of the health of individuals and the community. They examine the factors that influence food selection and the role of nutrition on health growth and development 1. Learning to collaborate with peers 2. Beginning to organise ideas and thoughts Safety Healthy Food Exercise 3. Taking control of learning processes Health & Physical Education- Health Knowledge and Promotion Interpersonal Skills Thinking Processes Communication Personal Learning The Inquiry Process
Students progress through the different phases of the inquiry process. Stage 1 Planning: Activities to engage students and to elicit prior knowledge. ( Tuning In, Preparing to Find out) Activities to guide students through conceptual understandings(VELS skills and Understandings Finding Out) Stage 2 Planning: Reassess and add to initial pre-topic planning based on student prior knowledge and student questions. ( Finding Out, Sorting Out, Going Further, Making Connections and Taking Action)

Curriculum Outcomes Understandings 1. We can make healthy food choices. 2. Healthy food choices can relate to what we know about foods. 3. Different factors influence our choices of food. 4. Our bodies need different foods in different stages of our life. 5. A community provides different health resources, services and products 6. There are ways to protect . safe behaviours
What do I want students to know and be able to do? What learning outcomes will be the focus for their learning? Health & Physical Education Identify factors that influence our choices of food Different foods provide different essential nutrients Investigate the changing needs of our bodies as we grow older Different lifestyles require different nutritional requirements Investigate the different resources in the community to support the needs of the different groups in the community Investigate the Interpersonal Development Students work in teams Complete structured activities within set timeframes Share resources fairly With support, they describe their contributions to the team Thinking Processes Communication Be attentive listeners and viewers when working with a partner, small groups and whole class Encourage students to ask questions to clarify meaning Make short oral presentations Personal Learning Begin to take responsibility for managing their own time and resources

Assessment Tasks

When
Week 1 And 2

Tuning In Authentic, activities to engage student curiosity, interest and to alert their prior knowledge Pre concept map: What does being healthy look like? What makes a person healthy? Draw and label pictures of

Formative Assessment Tasks: What skills and

understandings will be monitored during the learning activities?

Week 3

healthy people. Teacher Questions 1. Snapshot Homework task to go home on Wednesday ..\..\Resources\Inquiry\Looking after ourselves\SNAPSHOT.doc * focus on exercise and safety 2. Talk about our bodies- name different parts. Lie down and draw outlines of your bodies and label different parts- obvious and other ones ie funny bone
Preparing To Find Out Establishes prior knowledge of the topic, provides a focus, and student questions assist with further planning.

Summative Assessment Task Using new learning in a

process and/or create a product

Week 4 and 5

Questions and answers about exercise and the effect on our heart. Five whys? ie: why is exercise good for you? Measure our pulse rate at various times throughout the next few weeks.
Finding Out Further stimulate students curiosity and provide new information and opportunities to develop skills. Teacher devised, based on curriculum goals and
student questions

Week 6

Big Posters which we can go back to later and validate or correct our initial thoughts Cut and sort pictures and info- touch on sometimes foods/ eat often foods. 2. Physical activities rotation Emma/ Megan Rounders / skills Tess / Ellen Continuous Cricket / skills 4 week rotation (sport sessio 5. Food labels Wsheet Whats in my food Students collect empty boxes looking at nutritional value checking the sugar and salt content and putting them into order from highest and lowest.
Sorting Out Opportunities for students to process and share their information (Teacher or student led)

1.

Week 7 And 8

1. 2. 3.

Song, chant, dance or rap about healthy eating, food, exercise. Chatterbox follow up Physical activities exercises 15 mins each morning: ie big skipping rope, fitness track. Pedestrian safety-share safety rules they already know. Worksheet PEDESTRIAN SAFETY. Learn about the road safety signs. Print out words and signs for them to colour in. Word and sign sign up. Vic roads website.

Week 9 and 10

Going Further Activities to extend and challenge student understandings

Mini project investigating teacher questions create your own road safety sign- write about what it means and you may find it-why is it there? Physical activities
Making Connections Students synthesise and draw conclusions about what they have learned. It can take many forms and is student selected. Criteria guides
quality performance, demonstration or product.

1.

Snapshot comparison ..\..\Resources\Inquiry\Looking after ourselves\Venn Diagram.docx Compare end of term with the start of term, - Venn diagram similarities, differences,

Create their own exercise program with a partner-ie 5 star jumps, run on spot, touch your toes 10 times, skip for 1 minute- which part of your body is being exercised?
Taking Action Students make links between their new learning and the world about them

1. 2.

Action students devise action plan for future physical activities and healthy eating plan Present going further activities to relevant organisations