Title: Healthy Eating

Year Level: 6 Teacher: Parveen Neyaz

Focus Curriculum Area (s): Health & Physical Education, math, English, Arts Duration: 6 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)

Literacy Numeracy ICT Critical and Creative Thinking

General
Capabilities Personal Intercultural
Ethical Behaviour
(GP)
and Social Understanding
Cross- Asia and
curriculum Aboriginal and TSI
Australias Sustainability
Priorities (CCP)
Histories and Culture Engagement
with Asia
Year Level Learning are 1 Health & Physical Learning are 1 Health & Physical Education
Content Education Year Level
At Standard, students describe strategies that
Descriptors - Achievement
Strategies that promote a healthy promote a healthy lifestyle such as eating nutritionally
Year 6 Standards -
lifestyle, such as improving the healthy food.
Year 6
nutritional value in meals They identify and apply criteria to assess the credibility
(ACPPS054). of different sources of health information.
 Criteria that can be applied to sources
of information to assess their
credibility (ACPPS053)
Learning area 2 Math
Students interpret data displays for two categorical
Learning area 2 Math
variables
Interpret data displays for two
categorical variables (ACMSP147).
Learning area 3
Design and Technology
Learning area 3
Design and Technology
With all Design and Technology contexts,
Investigating and defining
students identify available resources to design a
Define a problem, and a set of
solution for a given task, outlining problem-solving
sequenced steps, with users making
decisions, using sequenced steps. Students develop
decisions to create a solution for a
alternative solutions by designing and following both
given task (WATPPS33)
diagrammatically and in written text, using a range of
Designing appropriate technical terms and techniques. They
select and apply safe procedures when using a
Design, modify, follow and represent
variety of components and equipment to make
both diagrammatically, and in written
solutions. Students develop criteria collaboratively
text, alternative solutions using a
to evaluate and justify design processes and
range of techniques, appropriate
solutions. They work independently, or
technical terms and technology
collaboratively, considering resources and safety to
(WATPPS35).
plan, develop and communicate ideas
 Producing and implementing and information for solutions.

Select, and apply, safe procedures

when using a variety
of components and equipment to
make solutions (WATPP36).

Collaborating and managing

Work independently, or
collaboratively when required,
considering resources and safety, to
plan, develop and communicate ideas
and information for solutions
(WATPPS38)

Develop
collaborative criteria to evaluate and j
ustify design processes and solutions
(WATPPS37)
Drama
Experimentation and refinement of
ten (10) elements of drama when
creating scripted drama
Drama
At Standard, students use improvisation skills, dramatic
action and/or narrative to present dramatic meaning to
an audience. They use voice, movement, role/character
and relationships to create some dramatic meaning in
devised, improvised or scripted drama. Students use
rehearsal processes in different groups to develop
 (ACADRM036) dramatic narratives for a purpose.

Script formatting and conventions,

including planning and
documentation.

Improvisation skills (finding a

resolution and signalling a
conclusion) to enhance drama

Rehearsal processes (the

consideration of feedback) to improve
Learning area 4 English
drama performances to engage an
audience (ACADRM037)
Reading and Viewing
Performance skills and audience
At Standard, students analyse how language
awareness (where performers make
features, images and vocabulary are used to
connections and build trust with the
represent ideas. Students analyse information in
audience) (ACADRM037)
complex texts, explaining literal and implied meaning.

Learning area 4 Writing and Creating

English
Identify the relationship between
words, sounds, imagery and
language patterns in narratives
(ACELT1617).
Students understand how language
features and language patterns can be used for
emphasis. They explain how their choices
of language features are used.
Students create detailed texts elaborating on key
 Plan, draft and publish informative
text, choosing and experimenting
with text structures, language
features, images and digital
resources appropriate to purpose and
audience (ACELY1714).
Analyse how text structures and
language features work together to
meet the purpose of a text
(ACELY1711)
Learning area 5
Art
Application of visual art elements and
selection of materials to
communicate an idea ACAVAM115)
ideas for a purpose and audiences. They
demonstrate an understanding of grammar, and make
considered vocabulary choices to
enhance cohesion and structure in their writing. They
use accurate spelling and punctuation for clarity.
Speaking & Listening
Students listen to discussions and clarifying content.
They understand how language
features and language patterns can be used for
emphasis. Students create texts elaborating on key
ideas for a purpose and audiences. They make
presentations and contribute actively to class and
group discussions, using a variety of strategies for
effect.
Art
At Standard, students apply their ideas, skills and
techniques in making artwork. Students apply some
visual art elements through the selection of relevant
materials and some appropriate techniques to
convey their ideas.
Understanding goals
Students will understand that
Unhealthy diet causes health problems, such as, obesity, diabetes,
high blood pressure, heart attacks, strokes, and cancer
The food pyramid or pie summarises healthy diet best for good
health.
- Dietary requirements vary for individuals based on age, gender,
activity level, weight, and overall health.
Healthful living requires an individual to act on available
information about good nutrition even if it means breaking
comfortable habits.
People who get into a habit of healthy eating can still enjoy treats.
Knowledge (What are students expected to learn?)
Impact of unhealthy food on the digestive system and heart.
The healthy eating food pyramid with different food groups.
The names of the six nutrients that different food groups provide
and the foods that contain them.
Health problems caused by poor nutrition.
Analyse one of their favourite recipes for nutritional value and
Essential Questions
What is healthy eating?
What is meant by the phrase You are what you Eat?
Are you a healthy eater?
Why do people adopt unhealthy eating habits when there are so
many options available?
How could a healthy diet for one be unhealthy for another?
How do diets vary in different cultures?
How can recipes be adapted to make it healthier?
How could you change what you eat to improve your health?
What eating behaviours would you like to change?
How could changing what you eat improve your health?
Skills (What are students expected to be able to do?)
Analyse diet for recommended serves
Calculate recommended serves using different food
Create and cook healthy recipes.
Analyse recipes and diet for nutritional value.
Create poster to raise awareness about health problems due to
unhealthy diet.
Calculate and shop for ingredients needed for 100 peoples breakfast.
 adapt the ingredients to make it healthier. Prepare healthy recipe for breakfast.
Create healthy breakfast recipe and identify the importance of
eating breakfast.
Key terms calories, serve, portion size, protein, carbohydrate,
cholesterol, diabetes, nutritional value, digestion, circulation,
arteries, veins, ingredients.
Analyse their eating pattern or diet.
LEARNING OUTCOMES:
Students will be able to......
Explain what is healthy eating.
Explain the importance of healthy diet.
Analyse their diet.
Setup goals and actions for developing healthy eating habits.
Identify the food in different food groups.
Construct a concept map on food groups recommended by Australian guidelines for healthy eating showing the importance and food
belonging to each group.
Combine servings from different food to meet the standard dietary requirements of a particular food group.
Choose serving from each food group to meet their dietary requirement.
Identify the nutrients found in different food.
Analyse and modify their meal plan to meet the dietary requirements set by Australian Guidelines for Healthy Eating.
Identify the organs of the digestive system.
State the function of the organs
 Explain the impact of unhealthy food on the digestive system.
Identify the different parts of the heart.
Know the function of different parts of the heart
Explain the impact of unhealthy food on heart.
Create a poster on any health problem.
Evaluate websites for credibility.
Create a poem on healthy or unhealthy food or healthy eating habits using rhyming words
Construct simple sentences using idioms related to food
Write a play or skit on healthy eating.
Act in a play or skit on healthy eating.
Survey classmates eating habits
Interpret data gathered from the survey
Identify cultural aspects that influence food habits and health.
Create a healthy recipe for breakfast using ingredients from at least three different food groups, keeping in mind the recommended serves.
Write a procedure for the recipe
Justify that their recipe is healthy based on the nutrients it is providing.
Reflect on their heating habits and diet.