ELIZA REID The Balancing Act Stage 4 Unit Length: 5 lessons (60 minutes)

Unit Description This unit aims to develop student understanding of the health of young people, and the many factors which influence their likelihood and ability to obtain good health. Students learn about the different food groups that are required in order to maintain a balanced and healthy diet, and are able to analyse their own diets to understand the types of foods that they are consuming on a daily basis. Students are required to make a plan to improve their diets by selecting alternate meals or which better provide the nutrients they need. This unit also focuses on how social and cultural factors affect what we eat, inclusive of how people from different countries have a diet very different to our own. Students are able to explore these alternate diets and consider how their decisions relating to health may differ. Students gain an insight into the range of sources that young people go to the get health information, and evaluate these sources to determine why they may or may not be accurate and reliable. Students begin to consider why young people use the services that they do, and whether these decisions are being made for the correct reasons. Students have the opportunity to analyse a range of sources of health information, for example health promoting videos and nutritional content information. Students investigate the local services available to assist the health of young people in their area, hence allowing students to gain an in-depth understanding into the services that are available to them personally.

Knowledge and Understanding Outcomes 4.6. Describes the nature of health and analyses how health issues may impact on young people 4.8. Describes how to access and assess health information, products and services

Skills Outcomes 4.12. Assesses social influences and reflects on personal experience to make informed decisions (Decision Making) 4.13. Demonstrates cooperation and support of others in social, recreational and other group contexts (Interacting) 4.15. Devises, applies and monitors plans to achieve short-term and long-term goals (Planning) 4.16. Clarifies the source and nature of problems and draws on personal skills & support networks to resolve them (Problem Solving)

Students Learn About Healthy food habits

Defining healthy food habits

Nutritional requirements

Cultural and social meanings of health Accessing health information, processes and services

Sources of health information, e.g. family, peers, school, internet, media

Range of products, services and personnel available

Factors influencing access, e.g. culture, location

Reasons for preferred services and products Assessing health information, processes and services

Cues for reliability and accuracy

Traditional and alternative approaches to health care

Consumer protection

Students Learn to

Review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents

Design a realistic weekly meal plan for a family that reflects healthy food habits

Recognise the cultural and social influences on food choices

Identify health information, products and services designed to address the health needs of young people, e.g. mental health, youth health services

Examine strategies to improve access to health information, products and services

Critically analyse food labels and advertising to determine nutritional value and to expose myths and fallacies

Resources -pre-unit quiz -healthy recipe books -nutritional information of cereal worksheets -alternate approaches to health care worksheet

-mix and match worksheets -10 different types of cereal boxes -post-unit quiz

Cross Curricular Information and Communication Technologies (ICT’s) -students are exposed to a range of ICT’s throughout the unit in order to both engage them with the content being taught, as well as provide them experiences to improve their ability to use ICT’s to convey knowledge and understanding -students use both ‘fablet’ and ‘poll everywhere’ as a way to communicate their thoughts through use of technology -students use the internet and school computers to research a range of health services and initiatives within the community, therefore enhancing their ability to use the internet to source valuable and reliable information -students use computer programs to develop posters as a way to creatively convey information Difference and Diversity -students discuss how diverse family and cultural background affects diet students research a range of different cultures and the diverse range of foods that people eat from different countries, and how this affects health -students are able to investigate a range of alternate health care approaches that they may not have been previously exposed to, some of which also highlight multicultural perspectives of health care Aboriginal and Indigenous -students discuss the influence of culture in adolescent health, therefore providing Aboriginal students with an opportunity to consider how their own family and cultural background affects the foods that they eat and their health habits

Assessment Opportunities 1. Students are provided a pre-unit quiz to demonstrate their prior

knowledge on the topic. This not only allows students to better comprehend areas where they may have limited knowledge, but allows provides the teacher with a basis for planning future lessons.

2. Student worksheets, for example ‘mix and match’ activity, effectively demonstrate student understanding of the content being covered.

3. Students visually display their knowledge through the ‘true or false’ activity, as students who get an answer correct stay standing where as those who get the answer wrong sit down.

4. Knowledge and understanding, as well as communication skills, are able to be demonstrated by students in-class presentations throughout the unit.

5. Students then complete a post-unit quiz as part of the final lesson. This quiz covers similar content as that of the pre-unit quiz, however also includes higher level questions to allow students to demonstrate extensive understanding of content.

Syllabus and Teaching Focus Teaching and Learning Sequence Classroom Resources

Learn About Learn to

-Defining healthy food habits -Nutritional requirements -The relationship of food habits to health

Review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents

Learn About Learn to

-The relationship of food habits to health

Design a realistic weekly meal plan for a family that reflects healthy food habits

Learn About Learn to

-Cultural and social meanings of health

Recognise the cultural and social influences on food choices

Learn About Learn to

-Sources of health information -Reasons for preferred services and products -Consumer protection

-Critically analyse food labels and advertising to determine nutritional value and to expose myths and fallacies

Learn About Learn to

-Range of products, services and personnel available -Traditional and alternative approaches to health care

-Identify health information, products and services designed to address the health needs of young people

LESSON ONE Students are introduced to the topic, and brainstorm the different elements that need to be considered when trying to maintain a balanced lifestyle, before completing a pre-unit quiz. Students explore the different food groups that we need to eat, and compare their daily diets with national recommended guidelines. LESSON TWO Students recap on last lesson with a true or false activity. Students then look at a menu of what they ate on the weekend, and go through healthy recipe books to try and switch out unhealthy meals and snacks for healthier options. LESSON THREE This lesson focuses on the social and cultural influences on healthy food choices. Students are provided a range of scenarios, and discuss which social and cultural factors are affecting their choices. Students research the diet of another country, and present their findings to the class. LESSON FOUR Students reflect on what sources of health information are available, and which of those they are most likely to use in a range of situations. Students learn to assess a health information, including how to analyse food labels from a range of breakfast cereals. LESSON FIVE Students complete a post-unit quiz which is then compared to their pre-test results to assess knowledge acquisition over the unit. Students research youth health services within their community that are available for them to use. Students also explore a range of alternate health care approaches.

-30x pre-unit quiz -30x mix and match worksheets -example menu -healthy recipe books -computer lab -thumb drive -printed cards: parents, friends, internet, health professionals -10 cereal boxes -30 nutritional information worksheets -30x post-unit quiz -30x alternative health care summary sheets

Year 8 – ‘The Balancing Act’

Teacher’s name: Miss Reid

Strand: Individual and Community Health

Outcomes (K/U, Skills) 4.6. Describes the nature of health and analyses how health issues may impact on young people. 4.16. Clarifies the source and nature of problems and draws on personal skills & support networks to resolve them (Problem Solving)

Lesson number: One

Learn About’s: Healthy food habits

Defining healthy food habits

Nutritional requirements

The relationship of food habits to health

Learn To’s:

Review the dietary habits of young people in relation to recommended dietary

guidelines or children and adolescents

Teaching and Learning Strategies How are they going to learn about it?

Key Teaching Points What do I want them to learn and understand?

Equipment, Organisation and Resources

Introduction to Unit – 5 minutes -‘the balancing act’: what do we need to balance in order to stay healthy? -mind map on the board: scaffold the brainstorm by including different aspect of health to be considered, e.g. diet (over eating/under eating and why this happens), exercise, mental and emotional health, social life, school etc. -from each of these points: What do we know? What needs to be considered within this area? How do we stay healthy? -go through outcomes for the unit/what will be covered Quick Quiz – 10 minutes -give students a multiple choice quiz to determine pre-existing knowledge (the same quiz will be provided at the completion of the unit to determine student development) Nutritional requirements – 20 minutes -What different food groups do we need to include in our diet to maintain a healthy balance? (3 minute introduction) -who can name a food group and what kinds of foods are included in this group?

-need to balance exercise/diet/social life/school -e.g. eat plenty of fruit and vegetables, spend time with friends for enjoyment but know when you need to stay home and study instead etc. -marks do not count towards anything, they just give me an idea of current understanding -need to include a range of foods in our diet in order to get everything we need for our bodies to function -need to balance these food groups, because even foods that are good for us might not be in large

-whiteboard markers -scaffold for mind map on board -30x copies of unit quiz -collect upon completion

“The Balancing Act”

What do we need to

do to stay healthy?

Diet

Mental and

emotional health Social Life

Exercise

Mix and Match: match the name of the food group to the definition. Activity: Your plate (10 minutes) -how much of each food category do students think they are eating per day? -write down everything you have eaten/will likely eat today -categorise these into carbs, fruit, vegetables, dairy, protein, and other -refer to an example menu to assist students -draw on a plate the percentage of each food group for your diet today What should your plate look like: (7 minutes) Copy down a picture of the Australian Healthy Food Plate in your books. Compare your plate to the national guidelines and answer the following questions in your book. -Was yours different? By how much? -Did this surprise you? -What affects your food choices? Family, friends etc. -Offer some alternative meals/snacks you could have instead to make your diet more balanced Homework For next lesson, write down everything you eat for the weekend -include breakfast, lunch, dinner, drinks and snacks

quantities Examples from the food groups -carbohydrates/grains: cereal, bread, pasta, noodles, oats, crumpets -fruit: apple, banana, orange -vegetables: broccoli, carrot, kidney beans, corn -dairy: milk, yoghurt, cheese -protein: meat, fish, chickpeas, tofu, eggs, nuts -other: soft drink, chocolate, energy drinks, shapes, chips, ice-cream, cream, confectionary etc. -write homework down in your books

-30x mix and match worksheets -example menu for today -picture of healthy plate guidelines:

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -Have students gained an understanding of the different types of food we need to be healthy? -Do students understand why we need different food groups and the way in which they affect our body? -Are students able to compare their own ‘plates’ to the National Australian guidelines and make a judgment on their own diet?

Reflection Questions; Student / Staff – Why was the lesson successful, what could chang -did students have enough opportunity to deepen their knowledge about the different types of foods and why we need them to maintain a balanced diet? -did this lesson make students understand the need for and WANT to try and implement a more balanced diet in their daily lives?

The Balancing Act Pre-Quiz Name: _____________________________ Class: ______________________________

1. Why should I eat carbohydrates?

a. They build bones and muscles

b. They give me energy

c. They taste good with chocolate

2. Complex carbohydrates give you longer lasting energy than simple carbohydrates. Which of these are

complex carbohydrates? Circle all correct answers.

a. Potato chips

b. Oats

c. White bread

d. Wholemeal bread

e. Pasta

3. Why do we need protein?

a. For healthy muscles and bones

b. To transport nutrients around the body

c. To stop us from having smelly feet

4. Which of these foods are good sources of protein? Circle all correct answers.

a. Fish

b. Carrots

c. Milk

d. Eggs

e. Broccoli

5. Potatoes, bread and pasta are all high in which nutrient?

a. Carbohydrates

b. Protein

c. Fat

6. Saturated fat is healthier than unsaturated fat.

a. True

b. False

7. Which foods contain ‘good’ fats? Circle all correct answers.

a. Avocado

b. Peanuts

c. Sausages

d. Cream

e. Sunflower oil

8. Fruit and vegetables are good sources of:

a. Vitamins, minerals and fibre

b. Fat

c. Protein

9. How many servings of fruit should I have per day?

a. 1

b. 2

c. 3

d. 4

e. 5

10. How many serves of vegetables should I have per day?

a. 1

b. 2

c. 3

d. 4

e. 5

11. How much of your body is made up of water?

a. 60-75%

b. 30-45%

c. 20-30%

Mix and Match Look at the descriptions provided below, and match the following nutrients to the correct definition. In the next column, include some examples of different foods which are a source for these types of nutrients

-Fat -Saturated fat - Unsaturated fat -Carbohydrates -Protein -Vitamins -Minerals -Dietary fibre -Complex carbohydrates -Simple carbohydrates -Iron -Calcium

Nutrient Description Example Foods Provide the body with energy, along

with heat insulation and buoyancy. Has a high amount of energy per gram, meaning that foods high in this group have a large amount of kilojoules.

Break down slowly to provide long lasting energy for the body.

Plays an important role in the growth and repair of body tissue. It is not the body’s preferred source of energy.

Do not supply any energy to the body, but are important for the metabolism of other nutrients. E.g. Vitamin C in oranges helps the body absorb iron from other food sources.

Our major source of energy for activity, and should make up around 60% of our diet.

Animal fats, also known as ‘bad fats’, as they are very high in cholesterol and increase risk of heart disease.

A non-nutrient aspect of our diet, which contributes to good health by regulating body processes. It acts as a brush when going through the digestion process, clearing out waste and encouraging regular bowel movements.

Very important for body functions, particularly calcium and iron.

Vegetable fats, also known as ‘good fats’ when eaten in small amounts. They help to lower cholesterol levels and reduce the risk of heart disease.

A mineral vital in strengthening bones and teeth.

These are also known as sugars, and are the quickest source of energy as they are so rapidly digested.

A mineral required in the process of forming red blood cells that carry oxygen around our bodies.

1.

Mix and Match – TEACHER COPY Look at the descriptions provided below, and match the following nutrients to the correct definition. In the next column, include some examples of different foods which are a source for these types of nutrients

-Fat -Saturated fat - Unsaturated fat -Carbohydrates -Protein -Vitamins -Minerals -Dietary fibre -Complex carbohydrates -Simple carbohydrates -Iron -Calcium

Nutrient Description Example Foods Fat Provide the body with energy, along

with heat insulation and buoyancy. Has a high amount of energy per gram, meaning that foods high in this group have a large amount of kilojoules.

Chocolate, burgers, avocado, nuts

Complex carbohydrates Break down slowly to provide long lasting energy for the body.

Pasta, wholegrain bread, cereal, oats, vegetables

Protein Plays an important role in the growth and repair of body tissue. It is not the body’s preferred source of energy.

Fish, eggs, meat, nuts, peas

Vitamins Do not supply any energy to the body, but are important for the metabolism of other nutrients. E.g. Vitamin C in oranges helps the body absorb iron from other food sources.

Fruit, vegetables, dairy products, fish and meat.

Carbohydrates Our major source of energy for activity, and should make up around 60% of our diet.

Cereal, bread, pasta, sugars, cake, biscuits

Saturated fat Animal fats, also known as ‘bad fats’, as they are very high in cholesterol and increase risk of heart disease.

Cream, cheese, butter, meat, milk, dairy products, chocolate, burgers

Dietary Fibre A non-nutrient aspect of our diet, which contributes to good health by regulating body processes. It acts as a brush when going through the digestion process, clearing out waste and encouraging regular bowel movements.

Wholegrain foods, oats, brown rice, fruit, dried fruit, nuts

Minerals Very important for body functions, particularly calcium and iron.

Milk, fish, meat, fruit, vegetables

Unsaturated fat Vegetable fats, also known as ‘good fats’ when eaten in small amounts. They help to lower cholesterol levels and reduce the risk of heart disease.

Olive oil, sunflower oil, nuts, avocado

Calcium A mineral vital in strengthening bones and teeth.

Milk, cheese, dark leafy greens, yoghurt, green beans, almonds

Simple carbohydrates These are also known as sugars, and are the quickest source of energy as they are so rapidly digested.

Sugar, cakes, biscuits, white bread

Iron A mineral required in the process of forming red blood cells that carry oxygen around our bodies.

2. Red meat (‘heme’ iron), seeds, nuts, whole grains, spinach, dark chocolate (non-heme iron)

Year 8 – ‘The Balancing Act’

Teacher’s name: Miss Reid

Strand: Individual and Community Health

Outcomes (K/U, Skills) 4.6. Describes the nature of health and analyses how health issues may impact on young people. 4.15. Devises, applies and monitors plans to achieve short-term and long-term goals (Planning)

Lesson number: Two

Learn About’s: Healthy food habits

The relationship of food habits to health

Learn To’s:

Design a realistic weekly meal plan for a family that reflects healthy food habits

Teaching and Learning Strategies How are they going to learn about it?

What is the order of learning?

Key Teaching Points What do I want them to learn and understand?

Equipment/ Resources What will I need?

Recap of Last Lesson: True or False? – 10 minutes

All students stand up and teacher reads out true or false question. True = hands on head, False = hands on bottom. If you get it right, stay standing. If incorrect, sit down. Intro – 5 minutes -focus of this lesson is on improving the nutritional value of what we eat and finding healthier options -understanding how our food habits affect our health Homework: Get out menu of what you ate for the week. Weekend Meal Plan – 40 minutes -based on what you ate this weekend, your aim is to design a realistic weekend meal plan that is healthy and balanced -go through your meals and change the meals/snacks that were unhealthy and provide healthy alternatives -make the menu something you would ACTUALLY want to eat for a weekend -nutritional content books/internet/recipe books available to get ideas

-nutrients we need in the body -role of different food groups -average heath of young people -don’t always need to completely change our diet, just make adjustments to make it healthier, e.g. eating grain bread instead of white bread to increase fiber intake -diet affected by both society and culture -focus is on being REALISTIC and BALANCED -is eating nothing but vegetables every meal realistic? Does this menu make you want to try it?

-list of true/false questions (available on slide show) -example weekly menus for students who didn’t bring anything in -healthy recipe books/healthy eating ideas -A3 paper for posters

-present the menu in a creative way -have some students present their menus to the class, explain how it shows a balanced diet -take home to your parents to implement for one day, you can change the meals to be more delicious but they have to be nutritious!

-make the menu appealing -in Woolworths, they put wax on the fruit to make it look more appetizing: AND IT WORKS!

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -are students able to understand how their diet affects their health and why they should strive to eat healthy foods? -are students able to consider the foods they eat and offer alternate meals/snacks/ingredients to better meet their dietary needs? -can students create a healthy meal plan for a weekend, and set a realistic goal to implement this diet into their lifestyle?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change -did it surprise you how many foods you ate over the weekend that you don’t consider to be healthy options? -did you find it difficult to find healthy alternatives for these unhealthy foods that still appealed to you? -what kind of factors affected the decisions about what you ate this weekend? What other factors regularly affect young people’s decision on what to eat? -were students able to create realistic weekly meal plans with the available resources and in the time provided? -were students motivated to create a healthy and appetizing menu? -did students seem motivated to take these menus home and ask their parents to include these foods in their diet?

Year 8 – ‘The Balancing Act’

Teacher’s name: Miss Reid

Strand: Individual and Community Health

Outcomes (K/U, Skills) 4.6. Describes the nature of health and analyses how health issues may impact on young people. 4.13. Demonstrates cooperation and support of others in social, recreational and other group contexts (Interacting)

Lesson number: Three

Learn About’s: Healthy food habits

Cultural and social meanings of health

Learn To’s:

Recognise the cultural and social influences on food choices

Teaching and Learning Strategies How are they going to learn about it?

Key Teaching Points What do I want them to learn and understand?

Equipment/ Resources What will I need?

Intro – 5 minutes -focus of lesson on what might act as a barrier to eating healthy food, and how cultures and social situations can affect our choices -Poll everywhere: Text in a response on the board for ‘What social and cultural factors affect the food we eat?’ -in books, write down the 4 examples which affect you the most Scenarios – 10 minutes For the following scenarios, discuss as a class what social and cultural factors affect the following characters.

1. Steve’s parents offer him the chance to go to any restaurant he

wants to with two friends for his birthday. He chooses McDonalds.

2. Ting is Vietnamese. He goes on school camp and has difficulty

finding any food he wants to eat. It is mostly stewed and fried foods.

Ting rarely eats this food at home.

3. Two sisters do not want to eat breakfast cereal unless it is organic.

International Food Activity – 40 minutes -research a country other than Australia and give some examples of the food they eat, including breakfast, lunch, dinner, and snacks (be specific) -Are these high in carbohydrates/fats etc.? -are there any other cultural practices which influence their diet?

-family or cultural background -halal diet, vegetarian/vegan diet, allergies -desire to be healthy -food or money available -self-image and sense of self -advertising -family culture: Sunday roast, pizza every Wednesday, TV meals

1. advertising, enjoyment of food, peer pressure,

money available, food preparation time

2. family background, cultural background, desire

to be healthy, foods available, food preparation

time

3. family background, desire to be healthy

-there are many different countries which have very different diets – but there are multiple ways to achieve a balanced, healthy diet

-computer lab -if not available, print out resources

Create a poster on Microsoft word/other online program that highlights:

The country’s name and flag

Example meals for breakfast, lunch, dinner and snacks

What types of meals are these? Are they high in

carbohydrates/fat/protein etc.?

Any cultural practices that affect their diet

Special events or festivals where they celebrate food

-copy your poster onto the class thumb drive -share your information/posters with the group on the projector at the front of the classroom Questions – 5 minutes -What international foods do you already eat? -How has increasing diversity within Australia affected the Australian diet? Homework Log onto ‘fablet’ and contribute to the brainstorm on the board. Add a source of health information that has not been said yet, and post with your name. To make a post: go to the link, double click anywhere on the page and type in your response. Leave your name in the section underneath.

-religious and cultural specifications for diets, e.g. Ramadan, halal, vegetarian, vegan -e.g. in France, all school students go home for lunch and is the biggest meal of the day

-computer access -projector at front of room to display students work -thumb drive http://padlet.com/wall/omeoz62vp0la

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -were students able to effectively research information about other countries and their diets? -were students able to create a poster using ICT’s which was creative and appealing, and were they able to communicate their findings to the class? -did students cooperate with their peers and support each other’s social backgrounds?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change -were students able to gain an insight into alternate countries and cultures and how their diet is different to ours? Were they able to take this knowledge and understand the wide variety of ways in which out diet can be affected? -were students engaged with the activity and motivated to learn about other countries?

Year 8 – ‘The Balancing Act’

Teacher’ s name: Miss Reid

Strand: Individual and Community Health

Outcomes (K/U, Skills) 4.8. Describes how to access and assess health information, products and services 4.12. Assesses social influences and reflects on personal experience to make informed decisions (Decision Making)

Lesson number: Four

Learn About’s: Accessing health information, processes and services

Sources of health information, e.g. family, peers, internet etc.

Reasons for preferred services and products

Assessing health information, processes and services

Consumer protection

Learn To’s:

Identify health information, products and services designed to address the

health needs of young people, e.g. mental health, youth health services

Critically analyse food labels and advertising to determine nutritional value and

to expose myths and fallacies

Teaching and Learning Strategies How are they going to learn about it

Key Teaching Points What do I want them to learn and understand?

Equipment/ Resources What will I need?

Intro – 5 mins -put your hand up if you did the homework -discuss responses posted onto Fablet page -in your books: rank these in order of those you are most likely to use (1-5) against those you think are the most reliable (1-5) Where would you go? – 7 minutes -each corner of the room represent a different source of information: parents, friends, internet, health professional -for each scenario, move to the corner of the room representing the place that you are most likely to go for information Scenarios: -have a headache and a sore stomach -want to know more about what you should be eating to stay healthy -have been feeling depressed or anxious -want more information on sexual health Reflection questions: -why were you most likely to use these sources to get health information? -did it differ based on what you wanted information about? e.g.

-family (parents, older siblings), peers, internet (Dr. Google, government website), school (nurse, teachers), GP, children’s hotline etc. -where we access health information differs based on what we want to know -if we are embarrassed and don’t want to go to a doctor, we may end up using sources of health information that are less reliable

http://padlet.com/wall/omeoz62vp0la -printed cards with blutac: parents, friends, internet, health professionals

embarrassment, worried about confidentiality etc. Assessing Health Information – 10 minutes Dr. Google: Input a symptom, and see what Dr. Google diagnoses. -is this a reliable source of information? Video: https://www.youtube.com/watch?v=svgpMchQ48Y -take note of the claims they are making on the video -is there any scientific evidence to support this? -what could you do if you purchased this product and it did not meet the claims? -consumer protection needed so we get the product we wanted -important to protect ourselves against misleading claims Food Labels – 20 minutes -analyse a range of food labels of breakfast cereals -answer the questions on the worksheet -once you have completed your table, meet with another pair and compare the cereals to complete the worksheet Conclusion – 5 minutes -why do we need to know how to read nutritional content of products? -why is it important to be critical consumers of health information?

-developing the skills to become a wise health consumer is crucial to be able to maintain good health -products are often advertised in a way that doesn’t truly portray whether they are good for you -products must be replaced if they are faulty -shops must keep promises on claims: if they say they will match any price, they have to do so -not all products as healthy as we assume Name: List of ingredients: Amount of sugar (per 100g): Amount of saturated fat (per 100g): Other claims:

-website: Dr. Google -energy bracelet: https://www.youtube.com/watch?v=svgpMchQ48Y https://www.youtube.com/watch?v=mv_NK_qSgfU -10 cereal boxes -30 worksheets

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -were students able to identify a range of sources that they use to gain health information, and express reasons for using these services? -did students reflect on the services they use, and compare these to those services which are most likely to provide accurate information? -do students understand their personal motivations for using different sources of health information? -did students gain the skills to be able to critically analyse and compare different sources of health information and recognise those which may not be reliable?

Reflection Questions; Student / Staff – Why was the lesson successful, what could change -were students reflective of why they used the health services that they did or did they need more time to do so? -did the activities allow students ample opportunity to learn HOW to be a critical consumer of health information?

Nutritional Information

1. In pairs, analyse a breakfast cereal label and answer the following questions.

2. Once you have completed the questions, meet with another pair and compare

the two cereals.

Cereal 1 Cereal 2 Difference

Name

Energy/kJ (per 100g)

First four Ingredients

Amount of sugar (per 100g)

Amount of saturated fat (per 100g)

Additives (sugar, salt, MSG, vitamins, minerals)

Advertising claims (e.g. health ratings, energy claims etc.)

Based on your analysis of these products, do you consider them to be healthy food choices? Use examples to justify your response (3-4 sentences each).

Cereal 1

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Cereal 2

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Year 8 – ‘The Balancing Act’

Teacher’ s name: Miss Reid

Strand: Individual and Community Health

Outcomes (K/U, Skills) 4.8. Describes how to access and assess health information, products and services 4.12. Assesses risk and social influences and reflects on personal experience to make informed decisions (Decision Making) 4.16. Clarifies the source and nature of problems and draws on personal skills and support networks to resolve them (Problem Solving)

Lesson number: Five

Learn About’s: Accessing health information, processes and services

Range of products, services and personnel available

Factors influencing access, e.g. culture, location

Assessing health information, processes and services

Purpose of health information products and services

Traditional and alternative approaches to health care

Learn To’s:

Analyse electronic and print sources of health information and describe specific

cues that indicate their reliability and accuracy

Examine strategies to improve access to health information, products and

services

Teaching and Learning Strategies How are they going to learn about it?

Key Teaching Points What do I want them to learn and understand?

Equipment/ Resources What will I need?

Quick Quiz – 10 minutes -similar to first quiz to see how much student understanding has improved Intro – 5 minutes -todays focus is on health services available in your local area, as well as alternate approaches to health care -link to last lesson: understanding the range of places you can go for health information, and what to look for to know they are reliable Research project – 10 minutes -complete questions in pairs on a local youth health service in your area that YOU ARE LIKELY TO USE Choose one of the following health issues to focus your research on: -drug use -mental health -sexual health

-think about who might access this service, what barriers may be in place for people to access it, and how these barriers may be overcome to improve access

-computer lab -30x interim quizzes -mark quizzes during student research project, give awards for students who improved the most

Answer the following questions in your books: -chosen health issue -name of service -contact phone number -address -services they provide -cost Alternate approaches to health care – 15 minutes -what are alternate approaches to heath care? -use has increased recently for a range of reasons -research a range of alternate approaches to health care and complete the table provided

Reasons for growth: -Increased number of trained personnel -Reaction of the community against traditional and conventional drug therapies- looking for holistic treatment -The dangers of pharmaceutical drugs -Its preventative nature with regard to disease rather than cure method of most drug based treatments -A new sense of acceptance towards the alternative methods of treatment -WHO's acceptance and acknowledgment of alternative medicine

-30 summary worksheets

Observational Focus: (What am I observing to indicate students have achieved the outcomes, make a judgment on learning and understanding) -are students able to identify and report on local health services aimed specifically at young people? -were students able to assess these services and explain what some barriers may be to accessing them? -did students determine some appropriate strategies for overcoming barriers to health services? -did students develop understanding of a range of alternate approaches to health care?

Reflection Questions: Student / Staff – Why was the lesson successful, what could change -did the research project allow enough time for students to develop an understanding of specific health services available to them in their area? -were students interested in learning about alternate approaches to health care? Could better methods have been used to engage students in this area?

The Balancing Act Post-Quiz Name: _____________________________ Class: ______________________________

1. Why should I eat carbohydrates?

a. They build bones and muscles

b. They give me energy

c. They taste good with chocolate

2. Complex carbohydrates give you longer lasting energy than simple carbohydrates. Which of

these are complex carbohydrates? Circle all correct answers.

a. Potato chips

b. Oats

c. White bread

d. Wholemeal bread

e. Pasta

3. Why do we need protein?

a. For healthy muscles and bones

b. To transport nutrients around the body

c. To stop us from having smelly feet

4. Which of these foods are good sources of protein? Circle all correct answers.

a. Fish

b. Carrots

c. Milk

d. Eggs

e. Broccoli

5. Potatoes, bread and pasta are all high in which nutrient?

a. Carbohydrates

b. Protein

c. Fat

6. Saturated fat is healthier than unsaturated fat.

a. True

b. False

7. Which foods contain ‘good’ fats? Circle all correct answers.

a. Avocado

b. Peanuts

c. Sausages

d. Cream

e. Sunflower oil

8. Fruit and vegetables are good sources of:

a. Vitamins, minerals and fibre

b. Fat

c. Protein

9. How many servings of fruit should I have per day?

a. 1

b. 2

c. 3

d. 4

e. 5

10. How many serves of vegetables should I have per day?

a. 1

b. 2

c. 3

d. 4

e. 5

11. How much of your body is made up of water?

a. 60-75%

b. 30-45%

c. 20-30%

Alternate Approaches to Health Care

Complete the table below summarising a range of alternative health care approaches. Add another two types of health care in addition to those already listed.

Type Brief description What is it used for?

Acupuncture

Aromatherapy

Chinese herbal medicine

Remedial massage therapy

Research an additional two alternate health care approaches. Some examples may include:

Chiropractic

Osteopathy

Homoeopathy

Reflexology

Bach flower

remedy

Hypnotherapy

Shiatsu

ayurvedic

medicine

yoga

spiritual healing

iridology

kinesiology

meditation

Use the following websites to help you complete the activity below. http://www.australiannaturaltherapistsassociation.com.au/ http://www.healthinsite.gov.au/topics/Complementary_and_Alternative_Therapies