Move it – eat it
In this set of interconnected learning experiences students access and synthesise health information about physical activity and healthy eating.
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.
Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092).
Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095).
Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096).
Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097).
Move it - eat it
Student learning resources
Bad, better, best
Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.
Part A: Move it
- Display the statistics on the visualiser.
- Students read the statistics and think-pair-share: What impact do these statistics have on the demand for health services and on the cost to the government/taxpayer?
- As a class, discuss ways that people’s levels of physical activity might be improved.
- Use a grouping strategy to organise students into groups of 4. You may wish to organise them according to an area (or sport) of interest.
- Talk students through the group task to ensure they are clear on what to do.
- Groups develop their proposals and share them with the class.
- Allow students to trial their proposals with other students.
Part B: Bad, better, best food
- Talk students through part 1 of the investigation to ensure they are clear on what to do.
- Students complete part 1.
- Conduct a class discussion to share student findings.
- Repeat the process for part 2, then part 3 of the investigation.
Part C: Making the links
- Pose the following question for students:
How could a health levy be used to improve health of all Australians?
- In small groups, students develop a concept map to show how a ‘health levy’ (or tax) could not only affect food choices and physical health but also impact on other dimensions of health.
- Groups share their ideas with the class on completion of the activity.
Part D: Reflection
Use a reflection strategy to encourage students to reflect on their learning about health, sports, equity and tax.