What is Health and Wellbeing?

A Year 8 Inquiry based Unit exploring the ideas of what it means to maintain good Health and
Wellbeing.


This unit is designed as an interdisciplinary unit linking the domains of Health and Physical Education and Science.

By Jessica Armstrong and Daniel Mutton


Lesson 1: Factors that influence lifestyle choices
AusVELS:
Health: (ACPPS074) Investigate the benefits of relations & examine their impact on their own & others health & wellbeing
Science Inquiry Skills: (ACSIS145) Summarise data, from students own investigations and secondary sources , and use scientific understanding to identify relationships and draw
conclusions
Science Inquiry Skills: (ACSIS144) Construct & use a range of representations, including graphs, keys & models to represent analyse patterns or relationships, including using digital
technologies as appropriate
ICT Communicating: Present, share & communicate ideas, skills & knowledge
ICT Communicating: Support collaborative learning environments
ICT Thinking: Students use a number of ICT tools & resources including linguistic & non-linguistic representations of information, thoughts & ideas. ICT tools used by students also
encourage & facilitate visual thinking to assist in clarifying thoughts & ideas, building on prior knowledge, & forming relationships of new & existing knowledge
Learning Intention: Think about your lifestyle relating to your eating and the amount of physical activity you undertake.
Success Criteria:
- Students anonymously present their own lifestyle.
- Understand the comparison of data.
- Identify key areas to work on in their own diet and lifestyle.
- Detect important and crucial areas of the presented data.
Introduction/ Warm up:
Broad Overview: Students are given an outline of the content that will be covered throughout the unit.
Introduce first summative assessment: Students will be de-briefed about the first summative assessment
Student learning activities:
Poll Everywhere: Firstly, students will be given a brief demonstration on how poll everywhere works & allowed time to ask questions about the ICT application. Secondly, students
will be presented with a number of questions regarding their own lifestyle (food, & physical activity), which will be answered in confidentially as that is the positive of poll
everywhere. Thirdly, students will post their responses on Poll everywhere and tally every students responses without revealing any names. This allows for students to obtain data.
Data Analyse: Students will utilise the information obtained from Poll Everywhere and start to make assumptions about what the data shows. Students will work in small groups to
compare the data, highlighting any reoccurring trends, surprises or interesting findings they may come across. Students are to create a poster using Keynote to present their findings
and ideas. Students will then present to the rest of the class what they understand of the data.
Conclusion/ Home Learning:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit. Goals are
also put into this log book.
Food Diary: Students are to record a food diary of all the food they have eaten throughout a day. Will be used for next lesson
Assessment:
Formative: Reflective Log Books & Data Analyse Poster to gauge whether the students have met the success criteria
Summative: Introduction to Campaign Assessment.
Lesson 2: What is the difference between nutrition and malnutrition?
AusVELS:
Health: (ACPPS076) Develop skills to evaluate health information & express health concerns
Health: (ACPPS079) Examine the benefits to individuals & communities of valuing diversity & promoting inclusivity
Science Inquiry Skills: (ACSIS145) Summarise data, from students own investigations and secondary sources , and use scientific understanding to identify relationships and draw
conclusions
Sustainability: (OI.6) The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and
global equity and fairness across generations into the future.
Sustainability: (Ol.2) All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

Learning Intention: What is the difference between nutrition and malnutrition and also the difference between waste and recyclable material?
Success Criteria:
- Identify the affects certain types of food can have on the human body.
- Provide constructive feedback to fellow students regarding their food diary.
- Understand the food pyramid relating to nutrition.
- Develop the knowledge of appropriate waste procedures.
Introduction/Warm up:
- Reflection: Reflect on previous lesson about their own lifestyle choices and the food diary created for homework.
- Discuss: In table groups, students discuss and compare what they ate in the previous two days, demonstrating an understanding of what is and what isnt healthy.
Student learning activities:
Food Pyramid: Each student will be given a printout of the food pyramid. Their task is to utilise their food diary and create their own food pyramid utilising a piece of A4
paper. Students will colour what is healthy and leave unhealthy foods in grey led or black. Students will then create their own ideal food pyramid, making note of what
they would like to eat more or less of. Students can be as creative as they want, meaning they do not have to utilise the traditional pyramid.
Waste Discussion: Students to facilitate discussion regarding household waste and the procedures they endure in their natural environment. The purpose of this activity
is to encourage students to think about the seriousness of waste and where it ends up. Also the discussion of reusing waste and compost will further students input.
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative: Reflection log books and handing in of personal food pyramids to be placed around the room.
Resources:

Resources: http://www.polleverywhere.com/

Lesson 3: What is physical activity?
AusVELS:
Health: (ACPMP083) Participate in physical activities that develop health related & skill related fitness components, & create & monitor personal fitness plans
Health (ACPMP086) Practice & apply personal &social skills when undertaking a range of roles in physical activities
Science Inquiry Skills: (ACSIS139) Identify questions & problems that can be investigated scientifically & make predictions based on scientific knowledge
Science Inquiry Skills: (ACSIS140) Collaboratively & individually plan & conduct a range of investigation types, including fieldwork & experiments, ensuring safety & ethical guidelines
are followed.
Learning Intention: What is considered to be physical activity according to the National Physical Activity Guidelines?
Success Criteria:
- Understand the term physical activity.
- Gain an understanding of how much daily physical activity is required.
- Develop the knowledge of appropriate physical activity habits.
- Encourage family members to partake in regular physical activity.
Introduction/Warm up:
- Reflection: Reflect on previous lesson about nutrition and waste.
- Class Discussion: What are Australias National Physical Activity Guidelines?
Student learning activities:
Discussion: Students to outline the difference between physical activity and sedentary behaviour.
Research: Students will explore Australias Physical Activity & Sedentary Behaviour Guidelines for Young People (13 -17 years) and discuss with table groups if they
comply with these guidelines.
Activity: Students will create their own training program for students in their classroom. They will utilise their own knowledge of training and implement it into their
program and can also research online. Students must include a warm up, two activities and a warm down. Students will also include inspirational and motivational
quotes. These programs will be placed around the room for students to read every day.
Outdoors: Students will vote for their two favourite programs and will complete these activities outside.
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative: Reflection log books and handing in of training programs to be placed around the room.
Resources: http://www.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-phys-act-guidelines#apa1317


Lesson 4: How does religion influence lifestyle choices? Jessicas First Lesson (ICT & Intercultural understanding/cross curriculum)
AusVELS:
Health: (ACPPS074) Investigate the benefits of relations & examine their impact on their own & others health & wellbeing
Science Inquiry Skills: (ACSIS145) Summarise data, from students own investigations and secondary sources , and use scientific understanding to identify relationships and draw
conclusions
Science Inquiry Skills: (ACSIS144) Construct & use a range of representations, including graphs, keys & models to represent analyse patterns or relationships, including using digital
technologies as appropriate
ICT Communicating: Present, share & communicate ideas, skills & knowledge
ICT Creating: Safely & securely manage created content
ICT Thinking: Structured thinking processes & strategies that provide development of skills, knowledge & understanding
Asia & Australias engagement with Asia: (OI.1) The peoples & countries of Asia are diverse in ethnic background, traditions, cultures, belief systems & religions
Intercultural Understanding: Consider & develop multiple perspectives
Intercultural Understanding: Explore & compare culture knowledge, beliefs & practices
Intercultural Understanding: Investigate culture & culture identity
Learning Intention: Investigate how religion influences different cultures lifestyle choices
Success Criteria:
- Understand how religion influences diet, physical activity and lifestyle.
- Investigate different cultures.
- Gain an understanding of the diverse cultures in the classroom.
Introduction/Warm up:
Warm up: Students to reflect upon previous lesson where they looked at their own lifestyle choices, using THINK, PAIR & SHARE. Students then discuss the question does your
religion influence your diet choices? and How do you think religion affects peoples diet choices? Students will then share their opinions using poll everywhere, followed by a class
discussion.
Student learning activities:
Digital Resources: Engage students by using video resources to facilitate brainstorming and enhance students understanding.
Imindmap: Students will be divided into small groups and be given a culture to investigate and to use the Imindmap application to create a mind map of their findings. Students will
be given one of the following cultures to explore: Asian, African, European, & Muslim. Students will summarise their findings into a mind map and will then present their findings to
the class
Jigsaw: Students will delegate one member of each group to present their mind map to the class.
Brain teaser: The 40hour famine, why do we do it?
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative: Imindmap & Reflection log book : gauge whether students are achieving the success criteria for the lesson
Resources:
Culture and religion dictate food choices ( http://www.youtube.com/watch?v=hcTZGnLiYvk)
Imindmap ( http://thinkbuzan.com/products/imindmap/)













Lesson 5: Nutrition and what is a debate?
AusVELS:
Health: (ACPPSO76) Develop skills to evaluate health information & express health concerns
Science Inquiry Skills: (ACSIS139) Identify questions & problems that can be investigate scientifically & make predictions based on scientific knowledge
Science Inquiry Skills: (ACSIS145) Summarise data, from students own investigations & secondary sources, & use scientific understanding to identify relationships & draw conclusions
Science Inquiry Skills: (ACSIS148) Communicate ideas, findings & solutions to problems using scientific language & representations using digital technologies as appropriate
ICT Communicating: Present, share & communicate ideas, skills & knowledge
ICT Communicating: Support collaborative learning environments
ICT Thinking: Students use a number of ICT tools & resources including linguistic & non-linguistic representations of information, thoughts & ideas. ICT tools used by students also
encourage & facilitate visual thinking to assist in clarifying thoughts & ideas, building on prior knowledge, & forming relationships of new & existing knowledge
Cross-curriculum: MAYBE?
Learning Intention: What affects nutrition?
Success Criteria:
- Understand the purpose of debate.
- Investigate the influences of health concerns.
- Gain insights of reasoning behind certain areas of health.
Introduction/Warm up:
- Reflection: Reflect on previous lesson about religion and diet.
- Class Discussion: What influences bad health at school, at home and in the community?
Student learning activities:
Debate: What is a debate? Students use THINK, PAIR & SHARE to come up with an idea of what is involved in an debate. Students watch a digital resource to engage and expand of
students prior knowledge. As a class students come up with a set of rules that need to be followed within a debate and a series of techniques that is used within debates.
Debate Topics: Students get to come up with a question or statement they would like to debate. These topics must be related to health and wellbeing, for example, school canteens
shouldnt sell meat pies, or students should complete so many hours of physical activity to pass year 8. Students are informed that they will be debating against the other year 8
class, therefore because they choice the topics they will be the against team.
Research: Students use the remainder of the lesson to research their topic and come up with strong arguments. Students will be using Google Docs for this, so that they can
communicate with their team members, instantly, and information wont be doubled up. Students are also given a rubric on what they will be marked against in order to decide
which team has won the debate.
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative: Reflection Log Book.
Resources: http://www.youtube.com/watch?v=EDTk-_Lt6sQ
Debate Rubric:


Antiti




Debate Assessment Rubric
BLM
G15

Debating Team Name and Position: ____________________________________

Name of Assessor: ___________________________ Date: _______________


Note: This form can be used by both the teacher and student peers.



1. The speakers statements clearly supported their position in the debate. 5 4 3 2 1

2. The speakers statements appeared to be well researched and documented. 5 4 3 2 1

3. The speakers addressed the opposing team and made appropriate eye contact. 5 4 3 2 1

4. Arguments were presented with clarity and appropriate volume. 5 4 3 2 1

5. Speakers were well rehearsed with minimal reliance on notes. 5 4 3 2 1

6. Rebuttals were specific to opposing arguments and expressed with clarity. 5 4 3 2 1

7. Rebuttals showed evidence of good listening skills. 5 4 3 2 1

8. Concluding arguments and statements were effective and convincing. 5 4 3 2 1

9. Speakers adhered to the rules of the debate. 5 4 3 2 1

10. The overall collective effort of the debate team was effective. 5 4 3 2 1

Additional Comments:

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
Lesson 6: Nutrition Debate
AusVELS:
Health: (ACPPSO76) Develop skills to evaluate health information & express health concerns
Science Inquiry Skills: (ACSIS139) Identify questions & problems that can be investigate scientifically & make predictions based on scientific knowledge
Science Inquiry Skills: (ACSIS148) Communicate ideas, findings & solutions to problems using scientific language & representations using digital technologies as appropriate
ICT Communicating: Present, share & communicate ideas, skills & knowledge
ICT Communicating: Support collaborative learning environments
Cross Curriculum: MAYBE?
Learning Intention: How will your argument persuade the crowd?
Success Criteria:
- Understand the purpose of debate.
- Demonstrate and provide factual information regarding certain topics.
- Gain insights into other ideas and viewpoints of other topics.
- Provide strong evidence that supports viewpoints.
Introduction/Warm up:
- Reflection: Reflect on previous lesson about student development.
Student learning activities:
- Debate: Both year 8 classes are to meet in the auditorium to get a feel of what a real debate would feel like. They have an audience of 3 year 6 classes, since the grade 6s
are learning about debates. Each debate topic will be debated and a winner is decided based on the debate rubric. This is done through the pre-service teachers, evaluating
everyones performance and combing the results to get the overall teams mark.
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative: Debates using the rubric below.
Debate Rubric:



Antiti




Debate Assessment Rubric
BLM
G15

Debating Team Name and Position: ____________________________________

Name of Assessor: ___________________________ Date: _______________


Note: This form can be used by both the teacher and student peers.



1. The speakers statements clearly supported their position in the debate. 5 4 3 2 1

2. The speakers statements appeared to be well researched and documented. 5 4 3 2 1

3. The speakers addressed the opposing team and made appropriate eye contact. 5 4 3 2 1

4. Arguments were presented with clarity and appropriate volume. 5 4 3 2 1

5. Speakers were well rehearsed with minimal reliance on notes. 5 4 3 2 1

6. Rebuttals were specific to opposing arguments and expressed with clarity. 5 4 3 2 1

7. Rebuttals showed evidence of good listening skills. 5 4 3 2 1

8. Concluding arguments and statements were effective and convincing. 5 4 3 2 1

9. Speakers adhered to the rules of the debate. 5 4 3 2 1

10. The overall collective effort of the debate team was effective. 5 4 3 2 1

Additional Comments:

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
Lesson 7: Health, Sport & Culture - Jessicas Second Lesson ( Alternative setting & cross-curriculum & intercultural understanding)
AusVELS:
Health: (ACPMP085) Participate in & investigate the cultural & historical significance of a range of physical activities
Science Inquiry Skills: (ACSIS146) Reflect on the method used to investigate a question or solve a problem including evaluating the quality of data collected, & identify improvements
to the method.
Science Inquiry Skills: (ACSIS145) Summarise data, from students own investigations and secondary sources , and use scientific understanding to identify relationships and draw
conclusions
Science Inquiry Skills: (ACSIS144) Construct & use a range of representations, including graphs, keys & models to represent analyse patterns or relationships, including using digital
technologies as appropriate
ICT Communicating: Present, share & communicate ideas, skills & knowledge
ICT Communicating: Support collaborative learning environments
ICT Thinking: Students use a number of ICT tools & resources including linguistic & non-linguistic representations of information, thoughts & ideas. ICT tools used by students also
encourage & facilitate visual thinking to assist in clarifying thoughts & ideas, building on prior knowledge, & forming relationships of new & existing knowledge
Intercultural Understanding: Investigate culture & cultural identity
Intercultural Understanding: Develop respect for cultural diversity
Aboriginal & Torres Strait Islander histories & cultures: (OI.9) Australia acknowledges the significant contributions of Aboriginal & Torres Strait Islander people locally globally
Learning Intention: How have different cultures shaped Australian sports?
Success Criteria:
- Comparison of diverse international sporting cultures.
- Understand the transition and development of AFL.
Introduction/Warm up:
Warm up: Students to reflect on previous lesson where they participated in debates. They are to use THINK, PAIR & SHARE to reflect upon what they learnt from the debates and
how they found the idea of debating.
Student learning activities:
AFL: Students will be shown a video resource of AFL to get them engaged and thinking about the sport AFL. Students are to use Poll Everywhere to put their responses to the
techniques that they can see from the clip. Students are then asked Where did AFL originate from? Students THINK, PAIR & SHARE.
Marngrook: Show students video resource of Marngrook, which is where AFL originated from. Students are to use Poll Everywhere again to list the techniques they see, but also
note what is different this time. Also show a picture of Graham Farmer Polly and Indigenous football who introduced the handball.
Venn Diagram: Students are to make a venn diagram of the similarities and differences between AFL & Marngrook.
Game Time: Students will make their way to the football oval to get ready to participate in a game of Marngrook. Students will hopefully start to make connections between how
different cultures influence each other.
Conclusion:
Reflection: Students are to suggest other sports that have been influenced by other cultures. Brainstorm on the board.
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative:
Resources:
http://museumvictoria.com.au/discoverycentre/discovery-centre-news/2008-archive/the-history-of-australian-rules-football/
http://en.wikipedia.org/wiki/Marn_Grook
http://www.agner.org/cultsel/chapt12/
http://www.youtube.com/watch?v=h7BDX-ORVD8












Lesson 8: Healthy Cooking
AusVELS:
Health: (ACPPS077) Plan & use health practices, behaviours & resources to enhance the health, safety & wellbeing of their communities
Science Inquiry Skills: (ACSIS146) Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, & identify
improvements to the method
Sustainability: (OI.6) The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global
equity and fairness across generations into the future.
Learning Intention: What is a healthy meal?
Success Criteria:
- Demonstrate knowledge of what is essential for a healthy meal.
- Students are able to follow instructions in a safe manner.
- Create a well cooked meal.
Introduction/Warm up:
Health Cooking: As a class, debrief on what is a healthy meal that all families can adapt? Students are to brainstorm and generate a list of what is essential in a healthy meal using
their prior knowledge. Inform students that they will be cooking for their parents and themselves today.
Student learning activities:
Cooking Debrief: Students are debriefed quickly on what will be happening today and safety within the Cooking Room. Students will find their bench all set up with the required
cooking equipment. At the front of the room students will have a tub with their ingredients in It. Students who did not complete the required homework will be given a recipe
from the National Heart Foundation.
Cooking: Students spend 45minutes cooking their chosen meal. Teacher and Cooking teacher are monitoring room, walking around to make sure students are following all safety
procedures.
Clean up: Students are to clean up their area and spilt half their meal in to a plate for themselves and the rest in to the provide container to take home for their parents.
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative:
Resources:
Heart Foundation Recipes: < http://www.heartfoundation.org.au/recipes/Pages/default.aspx >



Lesson 9-10: Rubbish Reduction Plan THINK THIS NEEDS MOVING CLOSER
AusVELS:
Science Inquiry Skills: (ACSIS144) Construct & use a range of representations, including graphs, keys & models to represent & analyse patterns or relationships, including using
digital technologies as appropriate
Science Inquiry Skills: (ACSIS140) Collaboratively & individually plan & conduct a range of investigation types, including fieldwork & experiments, ensuring safety & ethical
guidelines are followed.
Sustainability: (OI.7) Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
Sustainability: (OI.9) Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environment.
Learning Intention: How can we reduce rubbish in our community?
Success Criteria:
- Research and generate ideas from external links.
- Collaborate with fellow class members to work effectively.
- Demonstrate an understanding of their program.
- Present a clear and precise program to the class.
Introduction/Warm up:
- Digital Resource: Students watch a digital resource to get them engaged and promoting prior knowledge.
- Reflection: Students are to think back to the lesson on recycling and to THINK, PAIR & SHARE what they remember
Student learning activities:
Video Task: Students are to work in groups of 4 or 5 and create a 2-3minute video on a recyclable program they want to implement within the school.
Video Resources: Students will utilise YouTube and Scootle to generate ideas. Students will utilise iMovie to construct their video.
Ideas: Examples students are encouraged to utilise include composting, water tanks and loud and clear recyclable bins.
Lesson 9: Students will be allocated into groups and will be given the remainder of the lesson to plan their video on a recyclable program and are encouraged to begin filming
their video.
Lesson 10: Students will be given 30 minutes to finish their video and will present this to the class in the remainder of the session.
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative: Reflection log books.
Summative: Video on a recyclable program.
Resources: Victorian Government Waste Management: http://www.vic.gov.au/environment-water/recycling-waste/waste-management.html






Lesson 11 - 13: What is Health and Wellbeing Campaign Preparation / Presentation
AusVELS:
Health: (ACPPS079) Examine the benefits to individuals and communities of valuing diversity and promoting inclusivity
Health: (ACPPS077) Plan and use health practices, behaviours and resources to enhance the health, safety and wellbeing of their communities
Sustainability: (OI.7) Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
Sustainability: (OI.9) Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environment.
Learning Intention: What is your understanding of Health and Wellbeing?
Success Criteria:
- Demonstrate own understanding of health and wellbeing.
- Presentation of campaign is delivered effectively.
- Constructive feedback is provided.
Introduction/Warm up:
- Class discussion: Re inform students of the Health and Wellbeing Assignment and as a class go through it again. This is the time for students to ask any questions they
may have or confused on.
Student learning activities:
Campaign Making: Over the course of three periods, the students work in their groups to make their campaign of what is health and wellbeing. Students have access to all video
cameras, props from the drama department as organized. Students are to use their time wisely and will be required to submit their reflective log book at the end of each class to
see what progress they are making. At the end of lesson 14, students will be completed and ready for their presentation that night.
Information Night: Students will be presenting their campaign group by group.
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Assessment:
Formative: Reflection log books.
Summative: Health and Wellbeing Campaign.
Resources: 10 Tactics: Campaign Strategy: https://archive.informationactivism.org/basic