Health and Physical Education - Speech or Presentation Example

Overview The host learning area for this inquiry program is “Health and Physical Education.” The program integrates other learning areas such as English, Mathematics, Science, Arts, Society and Environment. The key theme of this program is human nutrition particularly in relation to balanced diet. The inquiry question that derives this program is; “What is a balanced diet?” Throughout this program, this inquiry question will be used to explore relevant and related concepts in different learning areas. This program is designed to effectively cater to diversities since it incorporates learning activities that are open-ended in nature. These activities can be modified to suit the specific learning needs of every student. Both formative and diagnostic assessment strategies will be used to assess the effectiveness of this inquiry model in relation to a set of curriculum outcomes developed for different learning areas. Concept Map Integrated Five Week Program Activity 1 : English Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values – 2.5; 2.2-To nurture student’s confidence, enjoyment as a language user and learner LAO – 2.1; 2.6, To nurture students’ knowledge and competence in learning and using language in a wide range of contexts. OLO-2.4 ; 2.8 To nurture students’ knowledge and understanding of texts and how texts are structured within various contexts Students should familiarize themselves with different food groups Students should learn to spell different food groups and food types Activities Conduct a vocabulary dictation exercise , by reading out aloud different food groups and food types Ask the students to write the correct spellings for the vocabularies read to them in a sheet of paper. Students with learning disabilities related to hearing will be provided with pictorial illustrations of different food types and asked to write the correct spelling of the food types in their paper sheets. Resources Paper Sheets Pens -How many food groups do you know? -What is the correct spelling for food groups such as proteins, carbohydrates , Vitamins, Fats , Minerals etc -Students’ paper sheets will be collected and evaluated based on the correctness of their spellings. - A performance grid will be used to grade the performance of each students in the dictation exercise Activity 2: Society and Environment Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values- 2.0 Students develop understandings about places, and people’s interaction with their environments. LAO- 2.6; 2.7Students understand people’s interactions with environments and identify responsible ways of interacting with environments. OLO-Students describe how and why people, technologies and the environment interact to meet human needs. Students should be able to identify the sources of different food types Student should be able to understand how aspects in their society or environment contribute to the production of food? Students should exercise critical thinking and show awareness of their surrounding environment Activities Divide students into groups of three ask, provide each group with a list of different food types Ask each group to discuss the source of different food types provided in their list. Each group should record their findings Select a representative from each group to present the findings of their group discussions. Resources Food list Paper sheets Pens -How many food sources can you identify in your environment ? -The participation of students in their group discussion will be observed keenly. Students will be observed in relation to how they communicate, interact with others and their contribution to the group discussion. - The recorded findings of each group will also be assessed to determine student understands regarding food sources in their environment and society. Activity 3: Science Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Science Values - 1.1 Develop personal and environmental responsibility LAO – 2.7 Students investigate through observing , questioning, predicting , analysing data and drawing conclusions OLO- 2.2; 2.3 Students identify and understand structure and functions of living things Students should be able to identify food types obtained from plants Students should understand the kind of food and nutrients obtained from plants Activities Students will visit a plantation and observe how plants act as food sources. Subsequently they will write a report on their observations Divide students into groups of three Ask each group to discuss some of the food types obtained from plants and the nutrients obtained from different food types Each group should record their findings Select a representative from each group to present the findings of their group discussions. Resources Paper sheets Pen -What types of food can be obtained from plants? - What types of nutrients can be obtained from different plants? The participation of students in their group discussion will be observed keenly. Students will be observed in relation to how they communicate, interact with others and their contribution to the group discussion. - The recorded findings of each group will also be assessed to determine student understands regarding food types obtained from plants and the nutrients obtained from different food types Activity 4: Health and Physical Education Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values-4. Students accept responsibility for personal and communal health. LAO- 2.13Students also understand how safe practices promote their personal wellbeing OLO- 2.12; Students understand factors that influence their personal health choices. Students should understand what a balanced diet entails Students should learn about different food groups -Students should understand the importance of a balanced diet Activity Students will be provided with reading materials that touch on balanced diet and the importance of food to the body. They will also be provided with reading materials on different food groups. Subsequently, they will be asked to read the materials and write a short journal on what they learnt from the materials ESL students will be provided with additional assistance when it comes to interpreting tasks Resources Reading Materials Pen -What is a balanced diet? - How many food groups are there? -What is the importance of eating a balanced diet meal? -T he ideas presented by students in their journals will be evaluated to determine their understanding on what a balanced diet entails and its importance. - ESL students will be assessed and graded based on ESL standards. Activity 5: Maths Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values-2 Students show appreciation for mathematics as a significant and relevant part of life. They should also demonstrate confidence in applying mathematical knowledge, understanding and skills in real life situations. LAO- 2.4 Students estimates, measures, compare and record masses using kilograms or grams OLO- 2.5 students link mathematical ideas and knowledge to address problems Students will learn how to apply basic knowledge in measurements Students will learn how to quantify food Activity Students will be divided into groups of four and given food samples such as beans, rice, tomatoes, apples and bread. The will be asked to measure and record the measurement of the provided food samples. Resources Beans Banana Rice bread Apples Tomatoes -What quantities can be used to measure food ? The participation of students in their group discussion will be observed keenly. Students will be observed in relation to how they communicate, interact with others and their contribution to the group discussion. - The recorded findings of each group will also be assessed to determine what students understand about measurements or what quantities can be used to measure food Activity 6: Arts Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values 2; In making artworks students consider the audience , subject matter and use of expressive forms their works. They also appreciate their artworks and those of others. Lao. 2.1, 2.2; Students represent qualities of experiences and things that are beautiful or interesting by choosing key aspects of the subject matter. OLO 2.4 Students Identify connections between subject matter in artwork and what they refer to and show appreciation for different techniques. -Children should utilize their creativity and learn to express themselves through art Activities Students will be asked to identify their favourite foods and draw them. Students with learning disabilities involving dysfunctional motor skills, will be provided with suitable drawing materials that will enable them to draw easily without strain. Resources Crayons Pencils Drawing sheets Rubber What is your favourite food? Evaluate student’s artwork to determine their level of creativity Hold brief interviews with each student to determine what their artwork entails Activity 7: Technology Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values – 1.1; Students develop interest and appreciation for the use of technology. LAO- 2.9; Students select and use a range of computer-based equipments, materials and technology to design tasks. OLO- 2.8 Students , develop, implement and evaluate ideas using drawings, models and prototypes at different stages of the design process. -Students should be able to familiarize themselves with basic computer applications that enable them to type and draw -Students will learn how to use a computer to make a food menu consisting of balanced diet foods. Activities Students will create food menu using a computer Students with learning disabilities involving dysfunctional motor skills, will be provided with additional assistance when it comes to using different computer hardware Resource Computers What food types should I include in my menu? Students will be keenly observed in order to establish how they interact with technology Moreover their work will be evaluated to determine their level of creativity Activity 8: Science Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values - 1.1 Develop personal and environmental responsibility LAO – 2.7 Students investigate through observing , questioning, predicting , analysing data and drawing conclusions OLO- 2.2; 2.3 Students identify and understand structure and functions of living things. -Students will investigate how food is digested and used by the body. 'Activities Read literature on the digestive system and take part in a question and answer activity on the digestive system Provide students with an opportunity to ask questions relating to the topic Record the performance of each student in relation to how they answer questions. Resource Literature on the digestive system How is food digested in the body? How is food used up in the body? Observe and assess how students ask and answer questions on the digestive system in order determine their understanding on how the digestive system works. A performance grid will be used to grade the performance of each students in the Q&A section Activity 9: Health and Physical Education Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values-4. Students accept responsibility for personal and communal health. LAO- 2.13Students also understand how safe practices promote their personal wellbeing OLO- 2.12; Students understand factors that influence their personal health choices. Engage in different physical activities that require the use of energy Examine the significance of different food groups to body functions. Activities -Students will engage in physical activities such as jumping, running, squats and lunges. -Subsequently, they will engage in groups discussions to discuss , where the body gets energy to perform different physical activities -Each group will record their findings and select a representative from each group to present the findings of their group discussions. -Students with physical complications will engage in light physical activities. Resource Pen Paper -What is the significance of different food groups to body functions? -Students’ participation in different physical activities will be keenly observed to determine their capabilities in physical activities. -Students with physical complications will be assessed using a different criteria -The participation of students in their group discussion will be observed keenly. Students will be observed in relation to how they communicate, interact with others and their contribution to the group discussion. - The recorded findings of each group will also be assessed to determine what students understand about the significance of different food groups to body functions. Activity 10: English Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values – 2.5; 2.2-To nurture student’s confidence, enjoyment as a language user and learner LAO – 2.1; 2.6, To nurture students’ knowledge and competence in learning and using language in a wide range of contexts. OLO-2.4 ; 2.8 To nurture students’ knowledge and understanding of texts and how texts are structured within various contexts Students will express their ideas verbally on what constitutes of a balanced diet. Activities Each student will communicate to the class their ideas on what a balanced diet entails and its importance. Each group will record their findings and select a representative from each group to present the findings of their group discussions Resources Pen Paper What is a balanced diet? What is the importance of consuming a balanced diet? -Students will be observed keenly to determine the effectiveness of their verbal communication. -The content of their communication will also be assed to determine their understanding on what a balanced diet entails and its importance. Activity 11: Health and Physical Education Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values-4. Students accept responsibility for personal and communal health. LAO- 2.13Students also understand how safe practices promote their personal wellbeing OLO- 2.12; Students understand factors that influence their personal health choices. Students will examine their school menu and make recommendations on how to improve the school diet Activities Students will be divided in groups of four and will be instructed to discuss whether the contents of the school menu constitute of a balanced diet. Subsequently , they will compose a report consisting of recommendations on how to improve the school menu Resource Pen Paper Does the school menu constitute of a balanced diet? What food types should be added or removed in the school menu to make it more balanced? The participation of students in their group discussion will be observed keenly. Students will be observed in relation to how they communicate, interact with others and their contribution to the group discussion. - The recorded findings of each group will also be assessed to determine what students understand about what a balanced diet entails. Activity 12: Science Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values - 1.1 Develop personal and environmental responsibility LAO – 2.7 Students investigate through observing , questioning, predicting , analysing data and drawing conclusions OLO- 2.2; 2.3 Students identify and understand structure and functions of living things Students will investigate food nutrients provided by animals Activities Student will visit a domestic animal habitat and observe how animals act as food sources. Students will be divided into groups of four and asked to discuss about food nutrients provided by animals. Each group will record their findings and select a representative from each group to present the findings of their group discussions Resources Pen Paper What constitutes of a balanced diet? -What food nutrients are provided by animals? The participation of students in their group discussion will be observed keenly. Students will be observed in relation to how they communicate, interact with others and their contribution to the group discussion. - The recorded findings of each group will also be assessed to determine what students understand about what food nutrients are provided by animals. Activity 13: Maths Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values-2 Students show appreciation for mathematics as a significant and relevant part of life. They should also demonstrate confidence in applying mathematical knowledge, understanding and skills in real life situations. LAO- 2.4 Students estimates, measures, compare and record masses using kilograms or grams OLO- 2.5 students link mathematical ideas and knowledge to address problems. -Students will learn how to apply basic knowledge in measurements -Learn to measure the quantities of food in grams Activities Students will be divided into groups of four and given food samples such as beans, rice, tomatoes, apples and bread etc. They will also be provided with a grams weighing scale. Each group will weigh and record the weight of their food samples in grams. Resources Weighing Scale Beans Rice bread Apples Tomatoes How can food be quantified? The participation of students in their group discussion will be observed keenly. Students will be observed in relation to how they communicate, interact with others and their contribution to the group discussion. - The recorded findings of each group will also be assessed to determine if students know how to apply basic knowledge in measurements. Activity 14: Society and Environment Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values- 2.0 Students develop a sense of personal, communal, national and global identity. LAO-2.6 Students understand and appreciate different viewpoints, ways of living, languages and belief systems in different Australian communities. OLO- 2.7Students understand how shared customs and practices in communities contribute to Australian and community identities Learn the staple food of different cultures and communities in Australia such as Indigenous communities, Asians, Americans, Hispanic and Africans Students will interact with each other by asking questions relating to the staple food of their cultures or communities. They will also discuss the staple food different cultures and communities in Australia. What food types does your family / community consume regular? What are the staple foods of other communities? The participation of students in their group discussion will be observed keenly. Students will be observed in relation to how they communicate, interact with others and their contribution to the group discussion. Activity 15: English Curriculum Links Learning Objective/s Learning Experiences and Resources Focus Questions Assessment Values – 2.5; 2.2-To nurture student’s confidence, enjoyment as a language user and learner LAO – 2.1; 2.6, To nurture students’ knowledge and competence in learning and using language in a wide range of contexts. OLO-2.4 ; 2.8 To nurture students’ knowledge and understanding of texts and how texts are structured within various contexts Students should learn how to communicate their ideas and express their creativity in writing Students should clearly express in writing the benefits of eating a balanced diet. Activities Students will individually write an essay on the importance of eating a balanced diet. Resources Pen Paper What is a balanced diet? What are the benefits of eating a balanced diet? Assess students ‘creativity, expression of ideas and spellings in their essay Assess students’ grammar ESL students will be assessed and graded based on ESL standards . Excursion This program will involve two excursion learning experiences that will take place outside the school compound. The first excursion will take place in a local vegetable plantation, whereas the second excursion will occur in a local animal habitat. The vegetable plantation is basically a medium size land, used to grow vegetable such as carrots, broccoli, cabbages, potatoes, peas and tomatoes among many other plants. On the other hand, the animal habitat comprises of domesticated animals such as chicken, cows, goats, Tuckey and a fish pound. These excursions will provide rich learning experiences to children since it will enable them to observe how plants and animals act as critical food sources. This excursion is relevant to this program since it provides hands-on experience that relates to the main inquiry question. By visiting a vegetable plantation and an animal habitat, students are bound to understand some of the sources of a balanced diet. Some of the policy requirements of the NSW Government that will be taken into account when planning and conducting these excursions include; Establishing the educational value of the excursion and taking into account the school’s resources, the needs of the program and the needs of the students Conducting a complete risk assessment before implementing the excursion Seeking approval or authorisation from parents or caregivers before embarking on the excursion Report suspected risks throughout all stages of the excursion. Clearly communicating safety rules to the individuals attending the excursion Ensure student’s are supervised by a well trained staff or educator Risk assessment processes that will be carried out prior to the excursion include; Identification and analysis of potential risks that may pose danger to the health, safety and the overall well-being of any individual attending the excursion Implement strategies that may help to avert potential risks for instance communicating safety rules, carrying basic first aid kit and ensuring maximum supervision of students NSW Government (2012 ). Excursions Policy. Retrieved on August 3, 2012 from Checklist Learning Area: English (ACARA Year 3) Student Interacting with others Text structure and Organisation Creating Literature The use of interaction skills to inquire, initiate topics and communicate ideas on what a balanced diet entails. Communicate in a clear and coherent manner using vocabularies related to key concepts learnt about balanced diet. Makes positive statements and voice disagreements in an amicable manner Engages in active listening Effective comparison of observations with those of others Understand how different words vary in spelling language choices and context Understands various features of text Uses key concepts learnt on balanced to creatively express their ideas in writing. Creates text that adhere to fundamental language patterns and features Exhibits creativity and originality in their writings May June July May June July May June July May June July May June June July May June July May ACARA, 2012, Year 3: English. Retrieved August 3, 2012 from Learning Area: Science (Activity 3) Read More