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Content Description: Identify actions that promote health, safety and wellbeing

Elaborations: Grouping foods into categories such as food groups and ‘always’ and ‘sometimes’ foods.

Introduction to lesson:

Show students video below on what other children deem as a everyday food against what is a sometimes food

https://www.youtube.com/watch?v=E1_b05ONFIQ

Show children website with healthy eating guide. As a class discuss what they found and what their eating habits are like at home. Have children discuss what they eat. How this could be improve.  Are they health eaters.

https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

Activity:

In small groups children are to identify what is an everyday and sometimes food by placing or writing depending on education development. Children divide a paper plate in half. One side to be everyday food the other sometimes food. Children will then cut out or write where each food needs to be placed. Children will then share their findings with another group and discuss.

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Levels 1 and 2: Discuss and perform breathing exercises and yoga movements to relax their mental health. Activity- Students will learn and develop an understanding of mental wellbeing.Elaboration: Practicing breathing and yoga movements.

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Levels 1 and 2: Discuss and perform breathing exercises and yoga movements to relax their mental health. Activity- Students will learn and develop an understanding of mental wellbeing.Elaboration: Practicing breathing and yoga movements.

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Introduction:
-Discuss with group why it is important to take a break and relax their mental health between lessons.
- Look at some pictures of what mental health looks like.
- Look on the N-gram to see activities relating to mental health such as yoga.
- With a partner practice some yoga movements and breathing exercises.

https://smilingmind.com.au/?gclid=CNHowrHNoNMCFYWXvQodHdACqw

Nicole O'Connell

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Content Descriptor:

Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091)

Elaboration:

Examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices (FN)

Introduction:

-       Discuss the importance of healthy eating (balanced diet)

-       Introduce the Australian Guide to Healthy Eating
https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

-       Talk about the shape and why there are different sections that are different in size

-       Break down each group in way of contents and perhaps benefits from those foods

-       Talk about the outliers

Main:

-       Ask students to get into pairs

-       Interview each other on what they have food and beverages they have consumed so far today

-       Identify which food groups these have come from within the Australian Guide to Healthy Eating

-       Now each student should plan for each other what meals could be consumed to balance out their dietary requirements for the day

e.g. if I have not have any fruit today but and have had a chocolate bar already plan to have fruit for dessert. Etc.

Conclusion:

-       Present your proposed meal plan to partner and justify by comparison with the Australian Guide to Healthy Eating

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Content Descriptor

Name parts of the body and describe how their body is growing and changing

Elaborator

Recording and mapping growth on individual and group growth charts or constructing a class height line

Get the class (group) to measure how tall they are at the beginning of the year. Follow this with new measurements at the beginning of each term. Graph the children’s final growth at the end of the year as a celebration of their growth and development. This can be individualised, allowing the children to focus on their own growth and development. This topic can also lead into other areas of health… For example what are some foods that help us to grow?
Eleanor McKenzie

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Content Descriptor: Identify actions that promote health, safety and wellbeing(VCHPEP062)

Elaborations: Understanding the importance of personal hygiene practices, including hand washing, face washing, nose blowing and toilet routines

Activity:
Beginning- Class discussion (think, pair, share)
Why it is important to wash our hands?
- Focusing on washing your hands is the best way to stop germs from spreadings
When do we need to wash our hands?
- After being outdoors or getting your hands dirty

- After using the bathroom

- After touching animals

- Before and after touching food after coughing, sneezing, or blowing your nose.
Middle- What are the steps in washing hands.
End- conclude with wash your hands song
https://youtu.be/IiJJLNXieVI

Alex Wicks

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Foundation: Movement and Physical Activity  - Learning through movement

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Foundation: Movement and Physical Activity  - Learning through movement

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Content Description: Cooperate with others when participating in physical activities (VCHPEM068).

Elaborations: mirroring a partner while moving to music.

Activity:
- students will need to be in pairs, and one person needs to go first.
-the person who is going first needs to do some movements (without talking) that could be anything they like, while their partner has to mirror them.
-partners then swap over.
-when each partner has had a go for at least a minute, bring students all together to talk about the challenges and what they found easy doing this activity and why.

Emma Boyer

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Construct and perform imaginative and original movement sequences in response to stimuli (VCHPEM081)

Elaborations - creating, following, repeating and altering movement sequences in response to rhythm, music or words.

Activity -
- Students will find a space in the room they can move in without hitting anything.
- Teacher will read the book 'romping monsters, stomping monsters'. (https://www.youtube.com/watch?v=nh4HGKLDgp8)
- The teacher will pause at the end of each page and  the students will need to act out the action that the monster is doing (teacher will use modelling for the first page/action to demonstrate to students what is required)
- The students will continue to act out the monster actions independently as the teacher reads the text.
- Students will then be brought back to the floor for a class discussion that will focus on the students favourite action to act out and why.

Bridget Keating

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Foundation Level: Movement and Physical Activity: Learning through movement

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Foundation Level: Movement and Physical Activity: Learning through movement

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Content descriptor: Use trial and error to test solutions to movement challenges (VCHPEM069)

Elaborations: participating in a game using fine motor skill, knowledge, spatial awareness and trial & error.

Activity: Using their knowledge, spatial awareness and fine motor skills to transfer all of the water from the bucket at one end to the other, using only a sponge and movement/ speed/ stealth before the competitor using trial and error.

Introduction to lesson: I will introduce the game through water play and interest of sensory play. Asking the children their thoughts and ideas on how we can move the water from one end to the other efficiently.

Body of lesson: Children will participate in the game using their fine motor skill, their knowledge and trial and error. I will ask the children what their game strategies are, and get them to try different things, occasionally stopping the game to see where the students are at and question their movements and ideas on what is working best. Who has transferred the most amount of water? Who has transferred the least amount of water? Who is going the fastest? How can we get more water into each sponge?

Conclusion to the lesson: When the first person has filled up their bucket completely and transferred the water from one end of the game to the other, the game will end. As a class we will compare all the buckets, and discuss the best strategies on how to get the most water from one end of the game to the other without spilling. Is it speed? Is it slow and steady wins the race?

Kate Street

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Content Descriptor: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (VCHPEP071)  

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Content Descriptor: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (VCHPEP071)  

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Elaborations: respond to stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they themselves possess

ACTIVITIES:
1. The teacher will read the  'Pearl Barley and Charlie Parsley' by Aaron Blabey or watch the following reading of it. https://www.youtube.com/watch?v=ct6PZngsBZY
2. Teacher will lead a compare and contrast discussion responding to both Pearls and Charlies traits in the book and how they can be seen as 'strengths'. Teacher could draw up a table on the whiteboard to represent the comparing of traits.
3. Students to create a hand like the following representing their own 'strengths'. (See bottom of post for picture)

4. Students will complete a 'pair and share' telling their partners how one of their 'strengths' has helped them to achieve something in recently. For example, A strength could be 'creative' which helped me to complete my painting in art class this week.