Scope and Sequence for Food and Nutrition PDF

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Unit'Outline Group'Topic:'' Food$and$Nutrition$$

Year'level:$$ Year$5$$ SCASA'Focus'areas:' Health$and$wellbeing$ Nutrition$Education$ Strands:' Personal,$social$and$community$health$ Substrands:' Being$healthy,$safe$and$active$$ Links'to'SCASA/ACARA'Content'descriptors:' (ACPPS051),$(ACPMP061),$(ACPMP065),$(ACPPS052),$(ACPPS053;$ACPPS057)$

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Topic/ Concept

Lesson'Focus/Content Teaching'Strategies'and'Learning'Activities

Resources

Assessment''

1

Introduction$ to$food$and$ nutrition$$

- Email$parents$ resources$and$ information$to$help$ students$at$home.$$

https:// k10outline.scsa.wa.edu. au/home/teaching/ curriculum-browser/ health-and-physicaleducation#year-5syllabus$(SCSA,$2014)$

Assess students on basic knowledge through brainstorms and class discussions.

$Being$ healthy,$safe$ and$active$ (ACPPS051)$ (ACPPS052)$ (SCSA,$2014)

- Introduce$students$ to$food$and$ nutrition.$$

- Explore$students$ current$knowledge$ on$the$topic.

-$Emailing$parents$allows$students$who$are$ struggling$on$the$topic$further$on$towards$the$ Sinal$weeks$top$be$to$ask$for$help$at$home.$ This$may$also$assist$parents$in$maintaining$ healthy$and$nutritious$families.$$

-$Introduction$to$topic$can$involve$a$short$Silm$ to$indicate$the$importance$of$food$and$ nutrition$to$human$bodies.$$ http:// www.scootle.edu.au/ ec/search? -$Break$out$into$small$groups$and$start$brain$ accContentId=ACPMP0 storming$thoughts$on$the$importance$of$food$ 61&userlevel=%280%2 and$nutrition$and$how$an$unhealthy$diet$may$ 9$(Education$Services$ Australia,$2020)$ effect$the$human$body.$

-$Gather$the$students$together$to$initiate$a$ whole$class$discussion$on$their$brainstorms.$

https:// www.dairy.edu.au/ resources/pdfresource/health-andnutrition--activityideas--year-5$(Dairy$ Australia,$2019

2

Introduction$ to$course$ part$B$-$ Healthy$ foods$$

Being$ healthy,$safe$ and$active$ (ACPPS053;$ ACPPS057)$ (SCSA,$2014)

- Revise$on$previous$ - Create$a$class$discussion$on$what$was$ lesson$and$see$what$ spoken$about$in$the$previous$class$and$to$ students$remember.$$ help$students$revise,$refer$back$to$the$ brainstorms$they$created$in$their$small$ groups$on$food$and$nutrition.$ - Introduce$students$ to$the$importance$of$ healthy$foods.$ - Play$video$provided$in$resources$to$help$ introduce$the$importance$of$healthy$foods.$$ -$Determine$students$ current$knowledge$of$ the$topic.

-$Break$students$into$small$groups$and$have$ them$brainstorm$why$they$believe$healthy$ foods$are$important$to$maintain$a$balance$ diet.$

https:// www.youtube.com/ watch? v=mMHVEFWNLMc$ (Eat$Happy$Project,$ 2016)

Assess$students$on$basic$ knowledge$through$ brainstorms$and$class$ discussions.$

3

Being$ healthy,$safe$ and$active$ (ACPPS053;$ ACPPS057)$

-$Revise$on$previous$ lesson$and$see$what$ students$remember.$$

- Conduct$a$short$class$discussion$and$revise$ on$what$was$learnt$from$previous$lesson.$ Teacher$can$elaborate$and$paraphrase$ student$responses$to$ensure$students$have$ cleverly$grasped$the$ideas.$$

- Students$are$required$ - Assess$students$on$ a$pen$and$paper$to$ basic$knowledge$ brainstorm$their$ through$brainstorms$ ideas$in$their$small$ and$class$discussions.$$ groups.$

CONTRIBUTI - Allow$students$to$ explore$some$myths$ NG$TO$ behind$what$they$ - Introduce$a$critical$thinking$activity$that$ - Students$will$need$ HEALTHY$ know$about$$food$ consists$of$students$forming$small$groups$to$ access$to$an$ AND$ACTIVE$ and$nutrition.$$ consider$a$wide$range$of$healthy$eating$ electronic$device$in$ COMMUNITI habits$and$how$these$habits$may$have$ order$research$and$ ES$ either$a$positive$or$negative$impact$on$their$ create$the$given$ (ACPPS058)$ - Begin$research$and$ bodies.$$ assessment.$ work$on$their$group$ (SCSA,$2014) tasks$to$create$an$ electronic$pamphlet.$ -$The$teacher$will$then$introduce$the$Sirst$ assessment$of$the$course$which.$The$students$ will$stay$in$the$groups$they$made$and$they$are$ -$ConSirm$assessment$ to$create$an$electronic$healthy$eating$ pamphlet$which$provides$information$on$ submission$date.$ foods$that$would$be$considered$as$healthy$ (Week$5) and$non-healthy$$to$other$students,$who$are$of$ similar$in$age.$

- Students$will$be$ assessed$on$their$ critical$thinking$skills$ through$the$content$of$ their$input$within$class$ discussion.$

$

4

Being$ healthy,$safe$ and$active$ (ACPPS053;$ ACPPS057)$

-$Revise$on$previous$ lesson$and$see$what$ students$remember.$$

CONTRIBUTI - Students$are$ allowed$time$to$ NG$TO$ work$on$their$ HEALTHY$ assessments.$$ AND$ACTIVE$ COMMUNITI ES$ (ACPPS058)$ (SCSA,$2014)

- Teacher$to$complete$$brief$overview$of$the$ previous$lesson$to$recap$students$critical$ thinking$relating$to$their$assessment$

- Students$are$required$ a$pen$and$paper$to$ brainstorm$their$ ideas$in$their$small$ groups.$

- Teacher$to$inform$students$that$they$will$be$ given$time$during$the$lesson$to$work$on$ their$assessment$and$that$they$will$be$ - Students$will$need$ coming$around$to$help$assist$the$students$ access$to$an$ and$answer$any$questions$the$students$may$ electronic$device$in$ have.$$ order$research$and$ create$the$given$ assessment.$ - Provide$support$and$feedback$to$the$ students$by$circulating$around$the$class$ room$and$direct$students$with$the$ assessment.$

-$Explain$that$the$assessment$is$to$be$ submitted$via$email$by$the$end$of$the$next$ class$

Students$will$be$assessed$ on$their$progress$as$the$ teacher$interacts$with$ the$students$and$provide$ feedback$on$their$ assessments

5

Being$ healthy,$safe$ and$active$ (ACPPS053;$ ACPPS057) (ACPPS054) (ACPPS053)$

- ConSirm$the$ assessment$is$to$be$ handed$in$by$the$ end$of$this$lesson.$$

- Students$are$challenged$to$work$together$in$ a$small$group$to$design$a$menu$for$a$new$ restaurant.$They$must$include$at$least$two$ entrehes,$four$mains$and$one$dairy$dessert$ and$each$dish$must$contain$at$least$one$ nutritious$food.$Students$then$present$their$ - Introduce$an$activity$ menu$digitally$with$accompanying$pictures.$ of$creating$a$menu$ CONTRIBUTI for$a$new$restaurant$ NG$TO$ -$Provide$support$and$feedback$to$the$ HEALTHY$ students$by$circulating$around$the$class$room$ AND$ACTIVE$ and$direct$students$with$the$task.$ COMMUNITI -$Allow$time$for$ students$to$Sinalise$ ES$ their$assessments$ (ACPPS058)$ ready$for$handing$in$ - Allow$students$to$allocate$one$person$from$ their$small$group$to$present$their$groups$ (SCSA,$2014) restaurant$menu.$$

https:// www.dairy.edu.au/ resources/pdfresource/health-andnutrition--activityideas--year-5$(Dairy$ Australia,$2019)

-$Students$will$be$assessed$ on$their$critical$thinking$ skills$through$the$content$ of$their$input$within$class$ discussion.$ -$Assess$students$ability$to$ use$their$creative$thinking$ as$a$group$to$include$ different$food$categories$ in$a$menu.

6

Being$ healthy,$safe$ and$active$ (ACPPS053;$ ACPPS057) (ACPPS054) (ACPPS053)$

- Determine$what$ students$have$learnt$ during$the$course$ - Complete$Healthy$ Kids$NSW$quiz$in$ small$groups$$

https:// www.healthykids.nsw.g ov.au/downloads/Sile/ teacherschildcare/ NutritionQuiz.pdf$ - Break$into$small$groups$and$complete$Healthy$ (Healthy$Kids$NSW,$ 2013)$ Kids$quiz$$

CONTRIBUTI NG$TO$ HEALTHY$ AND$ACTIVE$ COMMUNITI ES$

-$Final$class$discussion$ reSlecting$what$ students$have$learnt$ about$the$topic$$

- Once$quiz$is$completed,$students$will$swap$ their$quiz$around$with$another$group$and$ teacher$will$call$out$the$answers$while$the$ students$mark$the$quiz$$

(ACPPS058)$ (SCSA,$2014)

- Students$are$to$brainstorm$some$ideas$they$ didn’t$know$at$Sirst$of$what$food$and$nutrition$ is$about$and$that$they$have$learnt$from$this$ course.$

-$Students$will$need$pen$ and$paper$

- Assess students on basic knowledge through brainstorms and class discussions. !...