Backward Design Being Healthy

Backward Design Unit

Title: Being Healthy
Year Level: 2 Teacher: Mr. H. Arnold
Focus Curriculum Area (s): Health & PE and Literacy Duration: 3 weeks (Approx. 9 lessons)

STAGE 1: Curriculum Links

General Critical and Creative

Literacy Numeracy ICT
Capabilities Thinking
(GP) Ethical Behaviour Personal and Social Intercultural Understanding
Cross- Asia and Australias
Aboriginal and TSI
curriculum Engagement with Sustainability
Priorities (CCP) Histories and Culture
Asia
Year Level Health & PE Exercise strategies and behaviours
Year Level Achievement Standards Literacy:
Content that promote health and wellbeing. Thes include
Literacy: - Read and expereience
Descriptors personal hygiene, practices healthy eating, sufficient
Reading and Viewing different text types and
sleep, staying hydrated and regular physical activity.
gain information.
(ACPPS018)
They read texts that contain varied - Comparing content of
sentence structures, some unfamiliar texts and creating aspcets
(Schools Curriculum and Standards Authority
vocabulary, a significant number of high- and oppinions.
[SCSA], n.d.a)
frequency sight words and images that - Students us skills to
provide extra information. They monitor create text with correct
Health & PE - Ways health messages are
meaning and self-correct using knowledge meaning and context.
communicated in the media and how they can
of phonics, syntax, punctuation, semantics - Student ideas extend
influence personal health choices, such as 'slip, slop,
and context. Students make connections from experiences,
slap' (ACPPS021)
between texts by comparing content. imagination and
information.
(Schools Curriculum and Standards Authority
Writing and Creating - Students use and
[SCSA], n.d.b)
understand new
English - Create short imaginative, informative and Students create texts, drawing on their own vocabulary within their own
persuasive texts using growing knowledge of text experiences, their imagination and work and expression.
structures and language features for familiar and information they have learnt. They create - Class, group and idividual
some less familiar audiences, selecting print and texts that show how images support the discussion is effective and
multimodal elements appropriate to the audience and meaning of the text. They use punctuation engaged.
purpose (ACELY1671) accurately.
Health and Physical
(Schools Curriculum and Standards Authority Speaking and Listening Education:
[SCSA], n.d.c) - Students understand and
Students listen for particular purposes. create defenition of health
When discussing their ideas and and wellbeing.
experiences, students use everyday - Develop strategies and
language features and topic-specific behaviours and knowledge
vocabulary. Students create texts that show of healthy ideas and being
how images support the meaning of the healthy.
text. Students use a variety of strategies to - Students attempt to
engage in group and class discussions and promote and explain health
make presentations. and wellbeing.
- Describe and explain the
Health and Phisical education: way the body reacts to
Health Education being healthy.

Students list appropriate strategies and

behaviours, and outline how they promote
health and wellbeing related to personal
health practices.

Physical Education

Students describe ways their body reacts

and the positive feelings they have when
participating in physical activity.
Knowledge
Define being healthy and wellbeing based on learning and their
experiences.
Feelings experienced when being healthy vs when being
unhealthy.
Ways of stay healthy and improve wellbeing include eating foods
with less sugar.
Texts and images can help understanding about healthy lifestyle.
Information can assist in creating opinions and describing ideas.
Promotion and practice of a healthy lifestyle is beneficial and
important.
How the body can react to different influence on health, especially
in relation to sugar.
Skills
Define their own view on being healthy and how health contributes to
wellbeing.
Understand the differences in feelings, energy and overall wellbeing and
that being healthy can create for people.
Explain strategies that maintain a healthy lifestyle, such as eating less
sugar, exercise and sleep.
Experience texts and information to add to understanding, learning and idea
creation.
Create texts that describe health understandings and promote a healthy
outlook.
Practice some strategies that may improve individual health and wellbeing.
Recognise how the body may react to different lifestyle choices related to
health and food consumption.
Promote ideas about being healthy through text creation and information.

LEARNING OUTCOMES:
Describe effective strategies that assist in the development of a healthy lifestyle.
Link sleep, diet, exercise and wellbeing to improved health and happiness.
Read, view and listen to texts and information to develop their own understandings about health.
Create a variety of informative texts that explain healthy ideas and promote a healthy lifestyle.
Describe simple links between the human body and healthy choices, especially the influences of sugar in foods.
Improve vocabulary of health related words that may not have been experienced prior to this unit.
Practice strategies that promote a healthier lifestyle and wellbeing capabilities using information from the unit.
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:
Students are expected to complete a summative assessment for this unit of learning. The major part of this summative assessment is an informative
poster they create around the topic of Being healthy. Alongside this poster is each students Being healthy guidebooks; another summative form of
assessment that will contribute to their information building and text creation. Each of the activities completed in each lesson is attached to this
guidebook and later contributes to the creation of the informative poster.

With major focus on the being healthy poster, students are expected to accumulate the information they have learned about health and generate
written descriptions, with graphics and images to present information in multimodal formats. This ability will also be reflected in the students creation
of the guidebook. Although the poster and the guidebook are individually produced, many of the lesson activities are done with pair and group
discussion.

The purpose of the guidebook is to assist the teacher in assessing what or where information is lacking in the poster. This also allows the students to
create alternative text forms and collect completed work for later use when creating the poster. The guidebook and poster are due together at the end
of the unit of work.

Assessment Criteria:
- Exercises the ability to promote being healthy and health related decision making.
- Healthy eating and physical activity are described as strategies for being healthy.
- Monitoring sugar content and a balanced diet are explained as healthy choices and important to communicate in text creation.
- Demonstrate how the body can react to unhealthy vs healthy decisions, especially related to food choices.
- Described information in students text creation is supported by lesson resources, images and videos.
- Created texts have descriptions and meanings that are informed and based on experiences with lesson activities.
- Displayed key, new words and has correct use of punctuation and spelling.
- Students are engaged and contribute to discussion with purpose and understanding.

Assessment recording template: (what will be recorded and in what format?)

Throughout the unit students will be assessed in formative and summative methods. Formative assessment techniques include teacher observation of
classroom engagement, strategic questioning, exit slip activities (See appendix #9) and think, pair share activities. Alongside these ongoing formtvie
assessments is a classroom gallery walkthrough that parents, students and teachers will be involved in. Summative approaches to assessment
include the creation and contribution to a KWL chart for the unit and an individual student reflection and checklist. The more explicit forms of
summative assessment include the Being Healthy Guidebook and the Being healthy poster. All forms of assessment will be used to assess each
students for achievement.
Feedback: (What sort of feedback will students receive?)
Students will receive feedback in the form of written, verbal and self-reflection. The marking criteria will be a scored system with relating comment
sections (See appendix #1). This written form will provide students with feedback their work in relation to the achievement standards and usable for
parents and teachers in the future. A more direct, self-reflective form of student feedback is the self-assessment checklist and reflection (See
appendix #2). This provides students with a guide for activity completion and to evaluate where they are in terms of work quality and expectations. The
reflection will also be used as a chance for teachers to evaluate their teaching strategies and make modifications to the plan. An ongoing approach to
feedback during the unit is in the form of think, pair, share activities, exit slip lesson conclusions and teacher engagement in the learning and creative
processes.
Self-assessment: (How will students reect upon and self-assess their learning?)
The gallery walkthrough, class discussion, think, pair, share activities and checklist/reflection all contribute to student self-assessment. The class
discussions and think, pair, share activities allow students to instantaneously alter and add to their learning during each lesson. More conclusive
reflections are completed with the self-assessment checklist and reflection and gallery walkthrough at the end of the unit. Students are accountable for
displaying their completed poster and guidebooks whilst also given the opportunity to reflect on learned information and practices skills.
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Learning Experiences Assessment For/As Learning Resources

(Formative Assessment)
1 Being healthy and improving wellbeing: (ACPPS018) Formative assessment: - Video:
Hook: Teacher sets up class brainstorm around the topic Being - Observation of contribution and https://www.youtube.com/
Healthy, alongside a KWL chart to contribute to throughout the discussion. watch?v=mMHVEFWNLM
lesson and the unit. - Engagement in viewing video and c
Ask the students think silently about what they think being add developed ideas to brainstorm. - KWL Chart
healthy means. - Students recite class definition of
With a partner, let the students quietly chat about their definitions being healthy.
of being healthy. - Think pair share activity
Teacher begins creation of a what I know, what I want to know, - Strategic questioning
what I have learnt (KWL) chart.
Ask class to contribute to broad discussion and begin brainstorm
(K from KWL chart). Diagnostic assessment:
Class watch Healthy Eating: An introduction for children aged 5- - The KWL chart indicates what
11 (See resources). students may already now and wish
After viewing video, as class to further contribute to brainstorm to learn.
with video reference (K and W section of KWL chart). Attempt to
link Being healthy with personal wellbeing.
As a class, create a universal definition of Being healthy.

2 Healthy Actions and decisions log: (ACELY1671) (ACPPS018) Formative assessment: - Video (See lesson 1
Referring to class created definitions of what being healthy - Strategic questioning Resources)
means, students are now encouraged to exercise and suggest - Observe students ability to re-state - Be healthy log book
ways to be healthy. the definitions and information (See Appendix)
With class questioning, re-state what students have learned in discussed in lesson 1. - Scrap books for each
previous lesson and ask what they believe influences healthy. - Observation of contribution and student (A3 sized pages).
(Potentially revisit video form lesson 1). discussion.
Hook: Assisted by teachers example of their healthy breakfast
from that morning, students are asked to provide examples of Summative assessment:
 healthy actions they have done that day, or during the past - The Being Healthy Guidebook is
couple of days. introduced as a portfolio for students
Lesson body: Each student then writes their first healthy action to collect their work.
examples in the Be healthy log book.
Be sure that students understand what to include in each section
of the log, including a description of the action and why it was
healthy.
Explain now that students are required to contribute to the Be
healthy log book over the coming weeks/days. Students are
asked to remember their healthy actions each day.
Allocate a time each day to do write in the log in class and make
the student aware of this.
Conclusion: To conclude, students are given their Being healthy
Guidebooks (Scrap books) and the teacher then explains that
the work they complete during this unit is to be added to this
book.

3 Hidden sugars investigation: (ACPPS021) (ACELY1671) (ACPPS018) Formative: - Video

Students are given a copy of the Hidden sugar in our food table - Observation of engagement and https://www.youtube.com/
and watch the video linked in the resources. discussion. watch?v=JCQW2ewOA0c
Hook: After watching the video, a class discussion begins with - Over the shoulder marking to assist - Exit slip (See appendix
students describing what they learnt from the video. Contribute to in tally process #9)
KWL chart during this time. - KWL chart involves adding what
Lesson body: The teacher explicitly explains that 1 sugar cube is students are learning and
the same as 1 teaspoon of sugar. This is written on the board for understanding
student reference. - Exit slip used for students to
Once students return to their sugar tables, they are divided into practice new words and descriptions.
mixed ability groups (3 students in each group).
Students will be reminded to take turns in counting cubes. Summative:
The process of counting the cubes for each item in the table is Contribute work to Being Healthy
modelled to the students with an example done by the teacher. Guidebook.
Sugar cubes are distributed to the groups and students begin to
complete the table.
 Once complete, teacher leads conversation about what was
surprising, what they predicted, what items had the most and
least sugar content.
Students complete an exit slip on to give to the teacher with a
piece of information they have learnt this lesson.

4 Healthy foods Collage/ T Charts: (ACPPS021) (ACELY1671) Formative: - Copies of magazines and
(ACPPS018) - Think, pare, and share about food grocer catalogues
Prior to lesson, an example of a T chart is drawn on the board favourite healthy food. - Newspapers
for student reference. The headings healthy and unhealthy are - Observe discussion and - Being healthy
used. (See appendix for example). engagement. guidebooks
In individual scrap books/ My healthy guidebook, students are - Observe students decision making
to replicate the T chart drawn on the board on a dedicated page. about healthy and non-healthy
Students are instructed to cut out healthy and non-healthy foods, foods.
based on their experience and what they believe is healthy.
The process of sticking the items on the chart involves Summative:
discussion and confirmation in partners prior to sticking the - Students are adding this work to
image down. their Being healthy guidebook.
Students recite what they have included on their collage and
name each food with partners once completed.
Students are then asked to pick their favourite healthy food and
remember it.
Students explain their favourite healthy food and why in a think,
pare, share scenario.

5 My healthy lunchbox: (ACELY1671) (ACPPS018) Formative: - My healthy lunchbox

Displayed at the front of the class is the Australian guide to - Observe discussion and (See appendix)
healthy eating (See appendix #2) engagement. - Being healthy
Hook: Students are asked to view the guide and ask what they - Strategic questioning about the guidebooks
can see. Scaffold the students learning towards what the guide to healthy eating.
proportions look like in regards to the coloured sections of the - Students compare their work to one
guide. another for feedback and decision
Lesson body: With the guide displayed on the board, students making.
create a lunch box with foods that fall under the sections of the
 guide. The lunchbox should include healthy foods proportionate Summative:
to the guide. - Work completed is added to Being
Students draw and label the items in their lunchbox outline. healthy guidebooks.
Students are encouraged to remember their learning from
Hidden sugar lesson and apply it to this lesson.
Students are asked to compare their lunchboxes with a partner
once completed.
Conclusion: Below their lunchbox, student are then required to
reflect on what unhealthy items they have had in their lunchbox
previously. Alongside this, students are asked to describe their
changes to more healthy options.
6 Informative poster planning session: (ACPPS021) (ACELY1671) Formative: - Being healthy
(ACPPS018) - Observe discussion and guidebooks
It is desirable that each student has completed all other sections engagement. - Informative poster plan
of their scrap book before beginning this activity. - Strategic questioning about see appendix.
Students are each given a copy of the Informative poster plan information needed and where to - Exit slip (See appendix).
(See appendix #) find it in the units work. - Being healthy
Hook: Referring to the plan and to posters already existing in - Observe students ability to find guidebooks
class that are not student created, class discussion begins information and examples to use in
around what posters need to include; title, subtitles, ideas and planning.
facts, key words, images and diagrams. - Over the shoulder marking to check
Lesson body: The teacher then explains that students are to students procedure.
create a poster about being healthy and include information - Exit slip related to informative
from their past health lessons. writing and poster creation.
Students can use their scrap books to assist them and discuss
ideas in order to assist in planning creation. Summative:
Teacher can scaffold by giving examples of the sections in the - Work completed is added to Being
plan. healthy guidebooks.
Conclusion: Students are expected to fill out the informative
poster plan and complete another exit slip related to this class.
7 Poster. Section 1: (ACELY1671) (ACPPS018) *Formative: - Being healthy
The creation of the poster is done with the guide of the planning - Observe discussion and guidebooks
for and the work done through the unit this far. engagement. - Informative poster plan
see appendix.
 Students have the being healthy theme and are given the - Strategic questioning about - Being healthy
needed content to complete the task. information use and decision guidebooks
The poster is individual to each student and all resources should making.
be provided for its creation.
Students can begin this poster and it is expected to take Summative
approximately two lessons. - Students will be displaying this
poster with their Being healthy
guidebooks in a classroom gallery
walkthrough.
- The poster is also a major aspect
of the summative assessment for
students.
8 Poster. Section 2: (ACELY1671) (ACPPS018) See lesson 7 Assessment section - Being healthy
A lesson dedicated to poster and scrap book completion. above.* guidebooks
During this lesson, students are also required to attach their - Informative poster plan
completed healthy actions log to their scrap book. see appendix.
- Being healthy
guidebooks
9 Reflection and assessment checklist: (ACELY1671) Formative: - Self assessment
This lesson is done before student submit their poster and scrap - Observe engagement and checklist (see appendix)
books. reflection process performed by - KWL chart.
Student are given a check list that offers self-reflection and self- students. - Being healthy
assessment (See appendix). - Gallery walkthrough encourages guidebooks
Students also contribute to the KWL chart created at the accountability and provides - Being healthy poster
beginning of the unit in class discussion facilitated by the opportunity to view each students
teacher. This involves students suggesting things they have work.
learnt and what else the found interesting.
The teacher will take into account the self-reflections during Summative:
marking of the posters and scrap books. - Being healthy guidebooks
Note: - Being healthy poster
Following this lesson will be a class gallery walkthrough, with - Self-reflection checklist.
posters and guidebooks on display for students and potentially
parents to view.