Move it – eat it
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Introduction
In this set of interconnected learning experiences students access and synthesise health information about physical activity and healthy eating.
Achievement standard
By the end of Year 10, students propose and evaluate personal strategies to manage their identities, emotions and responses to change. They evaluate how attitudes and beliefs about equality, respect, diversity and inclusion influence the nature and quality of relationships. Students propose and justify strategies to manage online and offline situations where their own or others’ health, safety, relationships or wellbeing may be at risk. They synthesise health information from credible sources to propose and justify strategies to enhance their own and others’ health, safety, relationships and wellbeing. Students evaluate and refine their own and others’ movement skills and performances, and apply movement concepts in challenging or unfamiliar situations. They adapt and transfer movement strategies to unfamiliar situations to achieve successful outcomes. Students propose and evaluate community-based physical activity interventions designed to improve the health, fitness and wellbeing of themselves and others. They apply and evaluate leadership approaches, collaboration strategies and ethical behaviours across a range of movement contexts.
Content descriptions
Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk. (AC9HP10P08)
Critique health information, services and media messaging about relationships, lifestyle choices, health decisions and behaviours to evaluate their influence on individual attitudes and actions. (AC9HP10P09)
Plan, justify and critique strategies to enhance their own and others’ health, safety, relationships and wellbeing. (AC9HP10P10)
Teacher resources
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Move it - eat it
Student learning resources
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Move it
Bad, better, best
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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.