Stephanie Leake- 2108703

Assignment 1- Unit Plan & Justification

Unit Overview
Unit Title

Year Level

Time Frame and duration

Investigating lifestyle
choices and how they
impact on wellbeing

Yr. 10 Health Education

1x100 minute double week over 6

weeks
(12 single lessons in total)

Background Information (context for learning including cohort)

The class consist of 31 students with 19 females and 12 males. Prior knowledge and
experience in health is assumed as students have completed one term of health per year
from years 7-9. Within the cohort, three students have learning difficulties and one
student has mild ADHD. Overall, the class works well together, behavioural issues only
occur when lack of engagement.

Curriculum Band description

In years 9 to 10 the areas of learning to be addressed include;
- Food and nutrition
- Health benefits of physical activity
- Mental health and wellbeing

Unit Summary/purpose and focus

Aim
The aim of this unit is to investigate lifestyle choices that impact our wellbeing and
evaluate the decisions we make to keep us healthy and safe.
Unit focus
This unit focuses on students developing understanding on how the four components of
health (physical, emotional, social and spiritual) impact on their own and others wellbeing.
Through evaluating and critiquing their own and others choices students will understand
how nutrition, physical activity and mental health influence an individuals wellbeing.
Unit design and justification
The unit is set out to encourage inquiry based learning. Each lesson is based around
investigation and problem solving skills to facilitate preparation for the summative
assessment which is a research project. The focus of this unit is to encourage student
centred learning and engage students by interest as it is related to their own health and
wellbeing. The unit uses Blooms Taxonomy to structure the different cognitive processes
used for each lesson to cater for deeper learning.

ACARA Achievement Standards

Students critically analyse contextual factors that influence their identities, relationships,
decisions and behaviours. They analyse the impact attitudes and beliefs about diversity
have on community connection and wellbeing. Students
access, synthesise and apply health information from credible sources to propose
and justify responses to health situations.

ACARA Content Descriptors and relevant elaborations

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Propose, practise and evaluate responses in situations where external influences may
impact on their ability to make healthy and safe choices(ACPPS092)
evaluating the influence of personal, social, environmental and cultural factors on
decisions and actions young people take in relation to their health, safety and
wellbeing (MH, AD, FN, S, RS,HBPA)
Critique behaviours and contextual factors that influence the health and wellbeing of their
communities (ACPPS098)
examining social, cultural and economic factors that influence the health
behaviours of people in their community (RS, FN, MH, AD,HBPA, S)
investigating community health resources to evaluate how accessible they are for
marginalised individuals and groups, and proposing changes to promote greater
inclusiveness and accessibility (MH, RS)
Health Promoting Schools focus
This unit reflects the health promoting schools model through incorporating factors that
influence wellbeing within the school. Tasks are personalised for students as many lessons
ask them to investigate or evaluate the school environment, which is relevant for them. As
students develop metacognition they begin to apply the knowledge they learn in the unit
and develop ideas on how to improve their health by developing action plans and putting
them into action.

Curriculum-Framing Questions/ Objectives of unit

Knowledge

Skills

Attitudes

What will students

understand?

Essential Question

1. Four components of health (physical, emotional, social and

spiritual)
2. How mental and emotional wellbeing and nutrition
interrelate
1. Critically analyse contextual factors that influence
their identities, relationships, decisions and behaviours.
2. Analyse the impact attitudes and beliefs about diversity
have on community connection and wellbeing
3. Synthesise and apply health information from credible
sources to propose and justify responses to health
situations.
1. Reflective thinking on personal and social actions to
promote improved health outcomes for individuals and
communities.
2. Developing personal attitudes and values about influences
impacting on wellbeing
How the four components of health relate to wellbeing
Why lifestyle choices impact our wellbeing
How mental health, healthy eating and physical activity
interrelate and impact wellbeing
What lifestyle choices impact our health outcomes and how do
these interrelate? How do the decisions we make impact our
wellbeing?

General Capabilities

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The following elements of the general capabilities and cross-curriculum perspectives are
covered:

Literacy

Numeracy

Comprehending texts
Grammar Knowledge
Visual Knowledge
Composing texts
Word Knowledge
Text Knowledge
Intercultural
Understanding
Recognising culture
and developing
respect
Interacting with and
empathising with
others
Reflecting on
intercultural
experiences and
taking responsibility
Critical and creative
thinking

Calculating and
Estimating
Recognising and using
patterns and
relationships
Using fractions,
decimals,
percentages , ratios
and rates
Using spatial
reasoning
Interpreting and
drawing conclusions
from statistical
information.
Using measurement

Ethical Understanding

Inquiring identify,
explore, organise
information and ideas
Generating ideas,
possibilities and
actions
Reflecting on thinking
and processes
Analysing,
synthesising and
evaluating reasoning
and procedures

Understanding ethical
concepts and issues
Reasoning in decision
making and actions
Exploring values,
rights and
responsibilities

ICT

Applying social and

ethical protocols and
practices
Investigating with ICT
Creating with ICT
Communicating with
ITC
Managing and
operating ICT

Personal and social

capability

Self-awareness
Self-management
Social awareness
Social management

Cross-Curricula Priorities
Highlight those relevant to your unit of work

Aboriginal and Torres

Strait islander histories
and cultures
Living communities
Identity

Asia and Australias

engagement with Asia
Asia and its diversity
Achievements and
contributions of the peoples

Sustainability
Systems
World views
Futures

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People
Culture
Country/place

of Asia
Australia/Asia engagement

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Assessment Criteria
Pre-assessment
Pre-assessment will be mostly used in the first two lessons of the unit. The pre-assessment
tasks include quick quizzes, y-chart diagrams and class value activities.
Formative assessment
Formative assessment will be completed throughout the unit. The strategies of formative
assessment I have used is through discussion, exit cards, quick quizzes, handing up tasks
at the end of class.
How will I record progress?
Progress is recorded on the ACARA content descriptors chart (see next page). When the
student has achieved that content descriptor then they get a tick. There is also room for
additional comments on their learning. When work is collected I also have a learning folder
for each student to keep progress of their learning throughout the unit.

Summative Assessment
The summative assessment for this unit will be conducted by a modified Research Project.
Students will have class time to work on the project however a majority of the project will
be expected to be completed in their own time.
Details for Research Project
Students choose a topic to research that relate to both nutrition and mental health and
investigate how it impacts on wellbeing. The students evaluate how the issue can affect
the decisions we make for ourselves. All topics covered in the lessons of the unit focus on
ideas that could be used for the project and generate thinking and ideas for the project.
When students choose a topic, they should check with the teacher to ensure they are on
the right track. Some topics may include,
1. the relationship between a healthy diet, frequent physical activity and mental health
2. investigating disordered eating and how that impacts decision making about food
3. Evaluating the way the media influences emotions to sell food products and the
implications that has on our decision making
4. Evaluating the way the media portrays body image
5. Investigate a specific diet and the impact it has on mental and emotional wellbeing
The project is done individually and can be done in any style they like. Some examples
include; magazine article, video presentation, letter format, folio or oral presentation.
Rubric is attached in lesson 1 to show how students will be graded.
Resources to use:

http://www.headspace.org.au/
http://www.beyondblue.org.au/
https://www.eatforhealth.gov.au/
http://au.reachout.com/
http://www.mindmatters.edu.au/

Stephanie Leake- 2108703

Student
Name

Propose, practise
and evaluate resp
onses in
situations where
external
influences may
impact on their
ability to make
healthy and safe
choices

evaluating
the
influence of
personal,
social,
environmen
tal and
cultural
factors on
decisions
and actions
young
people take
in relation
to their
health,
safety and
wellbeing

examining
social,
cultural
and
economic
factors that
influence
the health
behaviours
of people in
their
community

investigatin
g
community
health
resources
to evaluate
how
accessible
they are for
marginalise
d
individuals
and groups,
and
proposing
changes to
promote
greater
inclusivene
ss and
accessibilit
y

Relevant
comments

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Key topic

Key themes and activities

Introduction to *Energiser task

health and
*Class agreement
wellbeing
*Pre-assessment on Wellbeing
*Class discussion- What impacts
wellbeing? What is health literacy?
* Carousel brainstorm- How does
each component of health influence
wellbeing?
*Outline and discussion on Research
project
*Exit card

How nutrition
and physical
activity
impacts on
mental and
emotional
wellbeing and

* Quick Quiz on dietary guidelines ,

5 food groups and PA guidelines
*Watch YouTube clips and record
what the benefits of physical
activity have on the brain. Exercise
and the brainhttps://www.youtube.com/watch?

Assessme
nt

Teaching pedagogy and justification

Knowledge,
skills and
attitude and
Blooms
Taxonomy

Preassessment
taskquestions
and Y-chart,
carousel
brainstorm

The main pedagogical approaches in this lesson

aim to develop a sense of community and
social interaction with peers as they will be
working with each other for the next 6 weeks.
Teaching for Effective Learning (Tfel) represents
providing a supportive and challenging
environment for student learning which reflects
in this lesson.
Pedagogy is mostly teacher directed in this
lesson. Strategies used include guided
questioning to facilitate discussion. This lesson
prompts students to share and interpret basic
knowledge about health and wellbeing in order
to make connections with their own health
behaviours.
This lesson presents students with information
of how nutrition and physical activity impact on
mental health. Students watch videos and
comprehend the information by recording
information and have discussion as they will be
using this information as evidence to support
their argument in the debate. The next part of

Blooms
taxonomy
Knowledge
Students are
provided with
building blocks
this topic so th
they can move
into more com
ideas in furthe
lessons.

Formative
assessment
exit card

Preassessment
- Quick Quiz
Formative
assessment
-Students

K1
S2
A2
Blooms
taxonomy
Comprehensio
Students will
record informa
they learn on t
videos and

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how our
decisions are
impacted at
school.

Making
connections
between
mental and
emotional
wellbeing and
nutritionfocusing on
stress and
sleep

v=mJW7dYXPZ2o Mental health and

exercisehttps://www.youtube.com/watch?
v=3ZBXldCxZEA Diet and Mental
Health
https://www.youtube.com/watch?
v=yH-TTBScKyE
*Energiser- 6 hats activity
* Class debate activityEvaluating school canteen menu
using Australian guide to healthy
eating and dietary guidelines. How
will this impact our wellbeing?
Evaluate the opportunities students
have to be physically active during
school time. How does this impact
our students to be physically active
lifelong?
*Think, pair, share- what do you
know about stress impacting on
diet? What do you know about sleep
impacting on diet?
*Getting into groups*Six thinking hats activity In
groups of six, each group is given a
case study. In that group each
student is nominated a certain
coloured hat and must think like
that coloured hat. Each group will
fill out a sheet and then present
their solution as a role play.
How does our mood, stress ect
affect our choice of food?
*Energiser- Confusion bingo

hand up
sheets with
their
information
for the
debate
Students
write topic
for Research
Project on
exit card and
give to
teacher at
the end of
the lesson.

the lesson focuses on application by critiquing

behaviours and contextual factors that
influence the health and wellbeing of their
school. This task creates personalisation in the
topic. Each student in the group will be given a
specific point to speak about so that the same
people dont do all the talking. This studentcentred learning approach also ties in with
Health Promoting Schools as it supports and
reinforces positive health outcomes for all
people in the school.

Preassessment
- think, pair,
share

The pedagogical practices used are specific

tools to build and develop expert learners.
Students attention should be focused on
evaluating situations that impact ability to
make safe and healthy choices. By using De
Bonos six hat theory, students practice finding
solutions to problems in different perspectives.
Energisers are purposely placed in the lesson to
ensure students are working with different
people and stay engaged in the lesson. A
metacognitive journal is another strategy for
students to reflect on their learning to extend
the learners potential.

Formative
assessment
-role play
observation,
task
worksheet,
journal

discuss in tabl
groups their
understanding
ApplicationStudents
implement the
knowledge the
have just learn
into a class
debate concer
their school.
K2
S1, S3
A1, A2

Blooms
taxonomy
AnalysisDeconstructing
information
presented to
students abou
stress and slee
and how they
impact on diet
K2
S2, S3
A1, A2

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*Time to work on research project

*Metacognitive journal

How the
media uses
emotions to
impact our
food decisions

* Mind Map in table groups- What

impacts our choices of food?
* Watch food advertisementsstudents record how they feel when
they watch the advertisement/class
discussion
*Three minute check in- Students
have three minutes to discuss about
what they have learnt and if they
need any clarification
*Scenario cards
*Time to work on project

Formative
assessment
- three
minute
check in

This lesson encourages students to evaluate

media advertisements first hand. The students
will watch the advertisement and describe how
it made them feel and if it would influence
them to buy the product or not. More factors
will be addressed such as the time slot specific
ads are used and which emotions are most
commonly used to promote food consumption.
The Tfel three minute check in technique is
used for students to reflect on their learning at
this present time. Scenario cards are used as a
tool of addressing how we could better promote
healthy eating.

Body imagehow the

media expects
us-how it
influences our
choicesdisordered
eating

*Values walk- how do you interpret

body image?
*Evaluating images portrayed in
magazines
Energiser- 2 truths and a lie
*Investigating disordered eatingWhat influences it? What support is
there for people with disordered
eating?
*How can we promote healthy body
image in our school? RAFT activity
*Time to work on research project

Formative
assessment
: values
walk, Draft
due for
research
project

This lesson focuses on students values and

opinions about body image. This task is used to
develop discussion and as a lead in activity to
evaluating images in the media. Discorded
eating will be addressed in the lesson. The
second half of the lesson is for students to
create strategies or campaigns to promote
healthy body image within the school. In small
groups, students use the RAFT (role, audience,
format, and topic) template to design a health
promotion strategy to promote healthy body
image within their school.

Blooms
taxonomy
EvaluateStudents use
their own
emotions and
attitudes to
evaluate how
food
advertisement
impact on food
decisions.
K1,K2
S1, S2
A1
Blooms
taxonomy
Create- Stude
have the
opportunity to
develop their
own health
promoting
strategy to
influence heal
body image
within the sch
K1, K2
S2, S3

Stephanie Leake- 2108703

A2

Investigating
and
evaluating
community
health
services

*Getting into groups- groups will be

allocated by teacher (to ensure
high, medium and low levels of
readiness- as seen from past
lessons)
* Jigsaw activity in small groups.
Each student researches a
particular community health
service.
What services are available in the
school and community?
Evaluate and compare these
services
*Peer evaluation on research project
*Post-test- What have I learnt in this
unit?

Formative
assessment
: Post test

The jigsaw pedagogy is used in this lesson for

students to investigate and evaluate one
selected community health service. This task
uses students learning strengths and
preferences to structure diverse groups where
they can draw on each others expertise.
Students will also get the chance to peer
evaluate each others research projects. This
will give students the opportunity for feedback
but to also work on their proof reading skills.
The same test is given to the student at the
beginning of the lesson for them to compare
how much they are learnt. This will not be
graded but used as a tool of formative
assessment.

Blooms
taxonomy
EvaluationStudents are
researching
health service
and evaluating
them up again
criteria to see
how accessible
and beneficial
these services
are to them.
K2
S1, S2, S3
A2

Stephanie Leake- 2108703

Year 10- Investigating lifestyle choices and how they impact on wellbeing
Lesson 1- Introduction to wellbeing and health literacy (100 minutes)
Curriculum content descriptors
Critique behaviours and contextual factors that influence the health and wellbeing of their
communities (ACPPS098)
examining social, cultural and economic factors that influence the health
behaviours of people in their community (RS, FN, MH, AD,HBPA, S)
Learning outcome(s) (knowledge, skills and attitudes)
Knowledge
Four components of health (physical, emotional, social and spiritual)
Skills
Analyse the impact attitudes and beliefs about diversity have on community
connection and wellbeing
Attitude
Developing personal attitudes and values about influences impacting on wellbeing
Teaching pedagogies and strategies
The main pedagogical approaches in this lesson aim to develop a sense of community
and social interaction with peers as they will be working with each other for the next 6
weeks. Teaching for Effective Learning (Tfel) represents providing a supportive and
challenging environment for student learning which reflects in this lesson.
Pedagogy is mostly teacher directed in this lesson. Strategies used include guided
questioning to facilitate discussion. This lesson prompts students to share and interpret
basic knowledge about health and wellbeing in order to make connections with their own
health behaviours.

Lesson Structure - Teacher notes and justification

1. Energiser task (10 mins) When students walk through the door on the way into
the classroom they pick a card out of the hat (appendix 1). The aim is to find the
other person that has your pair card by describing your object but not showing the
other person the card. When each student has a partner they are to sit next to
them for the lesson. This energiser gets students to interact with other people they
may not usually talk too. It builds the beginning of a classroom community. It could
also be successful for behaviour management.
2. Class agreement (15 mins) Together, the teacher and students come up with an
agreed set of guidelines for everyone to abide by throughout the unit. The
agreement will be hung up in the room and each student will be given a copy if any
issue were to arise. The class agreement used from Tfel is completed at the
beginning of the unit to create safe conditions for vigorous learning (domain 2). The

Stephanie Leake- 2108703

importance of this agreement is to create a respectful learning environment for all.

3. Introduction to unit- Teacher introduces the topic of Investigating lifestyle
choices and how they impact on wellbeing.
4. Pre-assessment task (15 mins) - Individually, students are given a pre-test to
complete. Ensure students that this test will not be graded it is for the teacher to
see how much you know. The same test will be given to the students at the end of
the unit to see what learning has occurred. (See appendix 2) The pre-test helps the
teacher determine who knows what about the topic. It can also be used as a good
tool to determine groups for differentiated tasks.
5. Class discussion (20 mins) - The discussion as a class is to prompt thinking
around wellbeing and what influences the choices we make. Important key points
to make are- we need all 4 components to reach optimal health, what factors
influence wellbeing? (Here it would be important to focus on decisions related to
mental and emotional wellbeing and nutrition). Secondly, discuss health literacy
and how this impacts wellbeing. What are the advantages of being health literate?
6. Carousel brainstorm (20 mins) - Create four stations (mostly likely grouped
tables), students divide into those four groups. Each group is given a component of
health (physical, social, emotional, spiritual). As a group the students must list as
many things they can about this component and how it can maintain wellbeing
(you may need to give students an example to start with- see appendix 4). Give
each group 3 minutes at each station and then they swap around until they have
completed all of them. Leave time with for discussion to see what students come
up with. Spiritual will probably be the toughest so it would be important to focus on
what this means. Brainstorming in groups is another way suggested by Tfel to
develop teamwork and collaboration.
7. Research project explanation (15 mins) - Teacher explains the research project
and how it will be integrated throughout the unit (refer to unit plan Summative
assessment for details). Projects will be due after the last week of class. They will
be given plenty of class time to complete but will also be expected to do it out of
class as well. To keep track of progress there will be a traffic light check in where
students can put their name on a red piece of paper if they need help with their
assignment, orange if they are going mostly okay but have a question and green if
they are competent and dont need help as of yet.
8. Exit card (5 mins) Students are given an exit card where they list 3 things they
have learnt today, 2 questions they still have and 1 thing they enjoyed.
Differentiation
There is no specific differentiation in this lesson as it is the first one and the teacher is still
getting to know students. The focus of this lesson is to prepare for differentiation in future
lessons, this is done by using the pre-assessment task and the exit card.
Differentiation for the student with ADHD could be used in this lesson through a flexible
and responsive teaching approach. This means, giving more explanation for activities
and selecting groups that would not include distracting people. You would strategically
determine groups so that the three students with learning difficulties arent all in one
group for the carousal activity.
Materials
Butchers paper
Textas

Resources
Energiser cards
Pre-test
Research project handout

Stephanie Leake- 2108703

Assessment (pre-assessment, formative assessment or summative assessment)

Pre-assessment- Pre-assessment questions and y-chart
Formative Assessment- Exit card

Lesson Closure and follow up for next lesson

Summarise key learning points from the lesson. Ask students to complete
exit card.
Ask students to think about what topic they would like to do during the
week- they may like to use the resources to look up and see what they are
interested in.
After the lesson, the teacher should reflect on the lesson asking- what
worked well? What could have I done better?
The exit cards will be assessed and grouped into three levels of readiness.
This strategy will help organise groups from lesson 2 and will also give the
teacher a better idea of scaffolding the learning journey for all students.

Appendix 1- Energiser cards

HOT

COLD

CRICKET BAT

CRICKET BALL

BUCKET

SPADE

SALT

PEPPER

SHAMPOO

CONDITIONER

EGG

BACON

BIRTHDAY CAKE

CANDLES

TOOTHBRUSH

TOOTHPASTE

RAIN

UMBERELLA

DOG

BONE

BREAD

BUTTER

UP

DOWN

PEN

PAPER

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BASEBALL GLOVE

BASEBALL

KNIFE

FORK

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Appendix 2- Pre-assessment
task
Answer these questions to the best of your ability.
What does wellbeing mean?
Comment on the state of your wellbeing at the present time.
Who is responsible for your wellbeing? Explain.
Describe the concerns young people have about their health and wellbeing in
your opinion?
List 4 factors influence your wellbeing?
List 4 factors may be detrimental to your wellbeing?

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Appendix 3- Carousel brainstorm

Some answers that could be used for each carousel. You may use these
has examples or extras if students didnt come up with them.
Your physical wellbeing is about being physically active, having energy for
both your daily work and fun times, and not being ill.
Being active.
Fighting infection.
Recovering from illness.
Having an appropriate body weight.
Getting adequate sleep and rest.
Your social wellbeing is about getting on with other people and being able to
handle the differing roles and responsibilities you have in your life.
Relating to different groups of people.
Having some close friendships.
Having good communication skills.
Being actively involved in your community.
Having a genuine concern for others.
Your emotional wellbeing is about what you know and how you feel. It means you
know who you are, what you want to be in the future, and being able to deal with
any problems in your life.
Liking who you are.
Accepting others for who they are.
Being able to express your feelings.
Controlling your behaviour.
Managing stress levels.
Continuing to learn new things.
Making good decisions.

Your spiritual wellbeing is about working out what you believe in, having goals in
life and being in touch with you are on the inside, your inner self.
Having some purpose in your life.
Having strong beliefs.
Being in touch with your private and inner self.
Respecting all life.
Having a religious or spiritual core

Stephanie Leake- 2108703

Appendix 4- Research Project

Information Sheet
The summative assessment for this unit will be conducted by a modified
Research Project. You will have class time to work on the project however a
majority of the project will be expected to be completed in your own time.
Due Date: Week 7
Task:
Your task is to choose a topic to research that relate to both nutrition and mental
and emotional wellbeing. With this topic you must investigate how it can
impact on decision making and evaluate how it impacts on wellbeing.
All topics covered in the lessons of the unit focus on ideas that could be used for
the project and generate thinking and ideas for the project.
Topic ideas:
In week 2 you will submit the topic you have chosen and I will check to ensure it
is suitable. Some ideas for topics may include:
1. the relationship between a healthy diet, frequent physical activity and
mental health
2. investigating disordered eating and how that impacts decision making
about food
3. Evaluating the way the media influences emotions to sell food products
and the implications that has on our decision making
4. Evaluating the way the media portrays body image
5. Investigate a specific diet and the impact it has on mental and emotional
wellbeing
How can it be presented?
The project is done individually and can be done in any style you like (in week 2
you will also submit how you are presenting it). Some examples include
magazine article, video presentation, letter format, folio or oral presentation.
The key points the research project will be marked on:
Research topic makes links to mental health and nutrition
Addresses the four components of health
Reflective thinking on personal and social actions to promote improved
health outcomes for individuals and communities.
Developing personal attitudes and values on how mental health and
nutrition impact on wellbeing
Investigating community health resources related to your topic to evaluate
how accessible they are for marginalised individuals and groups, and
proposing changes to promote greater inclusiveness and accessibility
Evaluating the influence of personal, social, environmental and cultural
factors on decisions and actions young people take in relation to their
health, safety and wellbeing
Helpful resources:
http://www.headspace.org.au/
http://www.beyondblue.org.au/

Stephanie Leake- 2108703

https://www.eatforhealth.gov.au/
http://au.reachout.com/
http://www.mindmatters.edu.au/

Stephanie Leake- 2108703

Expectations

REQUIRES
DEVELOPMENT

DEVELOPING

PROFECCIENT

ADVANCED

Addresses and
interrelates the 4
components of
health
20%

Four components
of health are not
addressed.

Components of
health have
been addresses
but with no
detail.

Addresses all 4
components and
discussion on
how they
interrelate.

Addresses all 4
components and
highly developed
discussion on
how they
interrelate.

Investigating
community health
resources related to
your topic
15%

No evidence of
investigation
shown.

Little
investigation is
shown about
community
health
resources.

Good evidence of
investigation of
community
health resources
is evident and
how they relate
to the topic.

Excellent
evidence of
investigation of
community
health resources
is evident and
how they relate
to the topic.

Reflective thinking
on personal and
social actions to
promote improve
health outcomes
15%

No reflecting
thinking evident.

Some
explanation of
reflective
thinking is
shown. No
connections
made.

Well done
explanation of
reflective
thinking is shown
between the
topic and
personal and
social actions.

Thorough
explanation of
reflective thinking
is shown between
the topic and
personal and
social actions.

Evaluating the
influence of
personal, social,
environmental and
cultural factors on
decisions and
actions young
people take in
relation to their
health, safety and
wellbeing
40%

No evaluation
completed.

Little evaluation
completed or
some factors
have been
addressed but
not in detail.

Well written
evaluation that
has made links to
the specific topic
in a detailed
manner.

Highly developed
evaluation that
has made links to
the specific topic
in a detailed
manner.

Creative or
engaging project.
Referencing and
grammar.

Lack of creativity
or engagement.
A lot of grammar
mistakes and no
referencing.

Some creativity
or engagement.
Some grammar
mistakes and
little or
incorrect
referencing.

Highly creative or
engaging.
Few grammar
mistakes.
References
included.

Extremely
creative or
engaging.
No grammar
mistakes.
References
included
correctly.

10%

Stephanie Leake- 2108703

Year 10- Investigating lifestyle choices and how they impact on

wellbeing
Lesson 3- Making connections between mental and emotional wellbeing and
nutrition- focusing on stress and sleep (100 minutes)
Curriculum content descriptors
Propose, practise and evaluate responses in situations where external influences
may impact on their ability to make healthy and safe choices(ACPPS092)
evaluating the influence of personal, social, environmental and cultural
factors on decisions and actions young people take in relation to their
health, safety and wellbeing (MH, AD, FN, S, RS,HBPA)
Learning outcome(s) (knowledge, skills and attitudes)
Knowledge
Four components of health (physical, emotional, social and spiritual)
How mental and emotional wellbeing and nutrition interrelate
Skills
Analyse the impact attitudes and beliefs about diversity have on
community connection and wellbeing
Synthesise and apply health information from credible sources to propose
and justify responses to health situations.
Attitude
Developing personal attitudes and values about influences impacting on
wellbeing
Reflective thinking on personal and social actions to promote improved
health outcomes for individuals and communities.
Teaching pedagogies and strategies
The pedagogical practices used are specific tools to build and develop expert
learners. Students attention should be focused on evaluating situations that
impact ability to make safe and healthy choices. By using De Bonos six hat
theory, students practice finding solutions to problems in different perspectives.
Energisers are purposely placed in the lesson to ensure students are working with
different people and stay engaged in the lesson. A metacognitive journal is
another strategy for students to reflect on their learning to extend the learners
potential.
Lesson structure (Teacher notes and justification)
1. Think, pair, share (10 mins) - When students walk in the door they are
given a card with a number on it (appendix 1), the number is either going
to be odd or even. The students have to find a person that has the
opposite to them (eg. 7 is odd so they have to find a number that is even).
Strategically the teacher will give the fast learning students the even
numbers and the students who need more guidance odd numbers so they
can pair up and work together. The questions presented are, describe
what you know about stress and sleep. How do these two factors
influence diet? The two students will think about the question together
and take notes, they will then each spend time with another partnership
and come back to each other and share their new ideas.
2. Getting into groups (2 mins)- Students will be asked to find groups of
six people that all have an even number or all have an odd number. This

Stephanie Leake- 2108703

3.

4.

5.

6.

time students will be working with other students with the same level of
readiness. It is also important to work with people at the same learning
stage as you so the advanced learners are advancing and not also helping
others.
Six thinking hats activity (40 mins) - When students are sitting in
groups of 6. Hand out two resource sheets, one that explains what each
coloured hat means and one that students fill their thinking into (appendix
1&2). Students in the lower readiness groups will receive worksheets that
are guided. Students should have basic knowledge on the thinking hats as
they completed an energiser with last lesson however it might be
beneficial to go through them as a class again. Each group will be given a
scenario in which they use these thinking hats to come up with a solution.
Each group will then present their scenario and solution. The six thinking
hats are used to look at decisions from a number of important
perspectives. This forces students to move outside your habitual thinking
style, and helps them to get a more rounded view of a situation. Students
can nominate which coloured hat they have however they wish although it
would be recommended to wear a hat that you dont usually think like to
challenge yourself.
Energiser, Confusion bingo (10 mins) - students given confusion bingo
worksheet. They need to find someone different for each category and say
bingo when completed (appendix 3). This energiser is used to give
students a break and encourages social interaction and the building of a
collaborative classroom, as lessons as long this also energises students to
keep them engaged.
Time to work on Research Project (30 mins) - Parking lot check in.
Students will have time to work on research project. This time is used in
class so the teacher can have time to work with those that may need some
help with their topics or getting started. The teacher is used as a resource
to answer questions ect.
Metacognitive journal (5 mins) - Students have time to reflect on their
learning. Drawing a line down the middle of the page students write
what I learnt on one side and how I learnt it on the other. Teacher
collects journals at end of lesson. This is not only used as a tool of
assessment but is helpful for the student to see how they learn. Tfels
developing expert learners encourages students to be an active part of
that learning and by doing that it includes becoming aware of your own
learning strategies.

Differentiation
Differentiation is applied in this lesson through the formation on groups and
tiering of tasks. For example, in the think, pair, share activity students with a
lower level of readiness is paired up with students that have a high level of
readiness to encourage peer learning. For the main activity, students are grouped
in the same level of readiness so the task can be specially tiered. For students
with a lower level of readiness the six hats activity is scaffolded for them using
guiding questions to generate learning. Every student has the same learning
outcome but a slightly different way of achieving the outcome.

Stephanie Leake- 2108703

Materials
Number cards

Resources
Six thinking hats worksheets
Scenario cards
Confusion bingo
Assessment (pre-assessment, formative assessment or summative assessment)
Formative Assessment- Six thinking hats worksheet, metacognitive journal,
observation and discussion.

Lesson Closure and follow up for next lesson

Recap over key objectives learnt today.

Students complete metacognitive journal- Using this journal the
teacher will look to see how students are processing with the topic.

Appendix 1- Number cards

1

10

11

12

13

14

15

16

17

18

19

20

Stephanie Leake- 2108703

21

22

23

24

25

26

27

28

29

30

31

32

Appendix 2- De Bonos six coloured thinking hats

This card is given to all students to remind them of how each hat thinks.

Stephanie Leake- 2108703

Appendix 3- Worksheet for groups with higher level of readiness

Blue Hat

White Hat Red Hat

Green
Hat

Yellow
Hat

Black Hat

Appendix 4- Worksheet for groups with a lower level of readiness

Blue Hat

White Hat Red Hat

Green
Hat

Yellow
Hat

Black Hat

What is the
big idea?
How can I
organise
thinking to
produce the
best
solution?

What are
the facts
about?
What do I
need to
know about?
How are we
going to get
that
information?

What if..?
Can you
create other
ways to
solve the
problem?

What are
the benefits
of?
What is
good
about..?
What did
you like
about?
Logical
reasons to
support.

What are
the
consequenc
es? What di
you dislike
about..?
What are
the risks
of..? Logica
reasons to
support.

What are
your
feelings
towards the
issue? What
does your
gut feeling
tell you?

Stephanie Leake- 2108703

Appendix 5- Scenario card

You are a staff member in a school staff meeting. Teachers have come together
with the same complaint of students increased stress levels and thinks it is
affecting their school work as well as their emotional and mental wellbeing. An
idea was put forward that there should be a meditation and relaxing room
where students can go anytime they feel stressed.
Using the six thinking hats investigate this idea and see if you can come up with
an ideal solution where everyone agrees and would be suitable for the students
to reduce their stress levels.
Think about how this influences on the nutrient and dietary outcomes for the
student as well.
Is there a link between having a healthy diet and low level of mental illness?

Appendix 6- Confusion Bingo

CONFUSION BINGO
Find a different person to fit each description and write their name in the square. When you
have completed all squares, call out BINGO!

Stephanie Leake- 2108703

Has blue eyes

Born in the same

month as you (which
month?)

Is the youngest in their

family (how many
siblings?)

Can speak another

language (which one?)

Has a body piercing

Is wearing a watch

Is the same height as

you

Is left handed

Has read the same

book as you (which
book?)

Likes the same sport as

you (which sport?)

Has a pet (what sort?)

Has travelled overseas

(where?)

Prefers hot weather to

cold

Has blonde hair

Plays a musical
instrument (which
one?)

Can curl their tongue

Reference List
Australian Curriculum, Assessment and Reporting Authority, ACARA (2013)
Health and Physical Education, Year 9 and 10 content descriptors. viewed
5th April 2015
http://www.australiancurriculum.edu.au/healthandphysicaleducation/Curric
ulum/F-10#level9-10

Stephanie Leake- 2108703

Celt.iastate.edu,. (2015). Revised Blooms Taxonomy Center for

Excellence in Learning and Teaching. Retrieved 4 April 2015, from
http://www.celt.iastate.edu/teaching-resources/effective-practice/revisedblooms-taxonomy/
de Bono, E. (2015). The Six Thinking Hats: A creative process for results
driven groups. Retrieved 8 April 2015, from
http://www.debonoforschools.com/pdfs/six-thinking-hats-pre-reading.pdf
Learningtolearn.sa.edu.au,. (2015). Learning to Learn: Teaching For
Effective Learning. Retrieved 6 April 2015, from
http://www.learningtolearn.sa.edu.au/tfel/pages/tfelresources/satfelframe
work/?reFlag=1