1. FOOD AND ENERGY =

2. UNIT OVERVIEW Designed for: - Indigenous students in Grades 5 and 6 at College of Koori Education, Mildura - VELS Level Four - Low Socio Economic Status in a rural area, - Limited resources and minimal education on healthy living Unit structure: - Structured on the Inquiry Based Approach - Holistic approach -One overarching project: The Healthy Living Booklet - Ongoing projects: Breakfast Club & Healthy Eating Diary

3. http://libedge.blogspot.com/2009/02/improving-inquiry-process.html UNIT OVERVIEW INQUIRY BASED APPROACH

4. UNIT GOALS Central Goal -To have a long term impact on the health of the students and the community as a whole Curriculum Goals -Food as a source of energy -Energy intake versus energy expenditure -Effects of physical inactivity Personal Goals -Be able to make choices about a variety of foods for a healthy and active lifestyle -Identify their own level of physical activity and eating -Establish their own goals and strategies for healthy eating -Monitor and reflect upon goals

5. POLICIES & PARTNERSHIPS http://www.det.nt.gov.au/teachers-educators/students- learning/safety-wellbeing/health Curriculum, teaching and learning: Students will come to an understanding of the relationship between food and energy through classroom activities and the development of the ‘Healthy Living Booklet.’ School, Ethos & Environment: -Healthy Eating Policy -Physical Education Policy Partnerships and services: -Families -Local community -Social welfare services: Australian Red Cross - Indigenous AFL/ local football player

6. TUNING IN (WEEK ONE) WHAT DO WE ALREADY KNOW ABOUT FOOD AND ENERGY? OBJECTIVES: -To engage and introduce students to the topic ‘food and energy’ - Establish existing knowledge about food and energy - Provide unit overview - Introduce Breakfast club as an ongoing project ACTIVITY 1: DISCUSSION: WHAT IS ENERGY? -TeacherTube Video : Energy http://videos.howstuffworks.com/hsw/6172-work-and-energy-types-of-energy-video.htm -Teacher leads whole class discussion on the types of energy observed in the Video ACTIVITY 2: SMALL GROUP COLLABORATION: FOODS THAT GIVE US ENERGY -In small groups students brainstorm what they already know about different foods that give us energy - Students will trace around one group members body on butchers paper and then record their ideas inside the cut out. ASSESSMENT OPPORTUNITIES: Team work; human body energy charts; involvement and participation VELS DOMAINS: - Science - Interpersonal Development - Art

7. TUNING IN (WEEK ONE) INTRODUCTION OF ONGOING HEALTH PROJECT ‘THE BREAKFAST CLUB’ - Concept of Breakfast Club is introduced; its benefits and implications are discussed. - Involvement of families and community in the Club are highlighted - Groups and a roster are established - Leadership and responsibility are encouraged POLICIES: - The Healthy Eating Policy PARTNERSHIPS: - Parent, community, School Council & Red Cross involvement in the Breakfast Club “The Breakfast Program has enabled the students to learn about nutrition and many aspects of health issues”. Carnamah District High School — Liza Kerley, Aboriginal & Islander Education Officer

8. FINDING OUT (WEEK ONE AND TWO) FOOD AS A SOURCE OF ENERGY OBJECTIVES: -Help students gain an understanding of nutrients in foods -Help students develop cooperative group skills ACTIVITY 1: INVESTIGATION OF FOOD AS A SOURCE OF ENERGY -Teacher locates fact sheet on the three types of energy (fats, carbohydrates and proteins) and categorically places these around the class room in the creation of a museum -http://www.betterhealth.vic.gov.au/http://www.betterhealth.vic.gov.au/ -In small groups students create articles based on health fact sheets -Articles created will be placed into their ‘Healthy Living Booklet’

9. FINDING OUT (WEEK ONE AND TWO) FOOD AS A SOURCE OF ENERGY ACTIVITY 2: HEALTHY EATING CHART AND INTRODUCTION OF FOOD DIARIES -Students learn about the Healthy Eating Chart -Students set their own goals concerning food choices and record a daily food diary - Each Friday students will reflect upon their food diary and monitor their progress towards achieving their goals. They will complete a ‘blob tree’ and write a short reflection of their progress POLICIES: Healthy Eating Policy: Provide students with the knowledge to make more informed choices about healthy eating Physical Education Policy: Encourage students to set goals in relation to their own eating habits and monitor these goals for improvement. Use blob tree (see diagram) as a means of self- reflection. ASSESSMENT OPPORTUNITIES: -Observations made during small group activity (group collaboration and cooperation) -Collection and assessment of Informative articles -Observation of students’ understanding of Healthy Eating Chart and application to Food Diary activity VELS DOMAINS: - English - Interpersonal Development - Health & Physical Education http://www.lulu.com/items/volume_64/6803000/ 6803463/1/preview/320_6803463.jpg

10. SORTING OUT WEEK 3 ENERGY INTAKE VS ENERGY EXPENDITURE OBJECTIVES: - Highlight the importance of physical activity - Demonstrate the relationship between energy input and energy expenditure -Provide an opportunity for assessment of health behaviours ACTIVITY ONE: Guest speaker – AFL (or local) Indigenous Footballer ACTIVITY TWO: A close look at an Sporting figures diet and lifestyle choices POLICIES: -Healthy Eating Policy -Physical Education Policy PARTNERSHIPS: -Indigenous AFL or Local Football Club (guest speaker) ASSESSMENT OPPORTUNITIES: student input and participation in the class discussion VELS DOMAINS: - Health & Physical Education - Interpersonal Development

11. OBJECTIVES: Provide an opportunity for self-assessment of health behaviours Highlight the importance of physical activity Demonstrate the relationship between energy input and energy expenditure Design a personalised physical activity plan ACTIVITY ONE: COMPARING OUR LIFESTYLES TO OTHERS’ - Students examine their eating and exercise choices in light of energy input vs. energy output, and compares this to the footballer’s. ACTIVITY TWO: EXERCISE PLAN - they will then devise a personalised exercise plan, according to their normal eating habits. - Students set exercise goals and can use pedometers to count number of steps taken per day for a week. POLICIES: -Healthy Eating Policy -Physical Education Policy ASSESSMENT OPPORTINIES: -Self-assessment of Food Diaries compared to exercise regimes -Mathematical concepts and application VELS DOMAINS: -Health & Physical Education -Maths GOING FURTHER WEEK 4 & 5 PERSONAL PHYSICAL ACTIVITY AND GOAL SETTING

12. MAKING CONCLUSIONS WEEK 6 IDENTIFYING THE EFFECTS OF PHYSICAL INACTIVITY -OBJECTIVES: -Students will have access to a range of healthy recipe ideas in their Healthy Living booklets -Using knowledge acquired throughout the unit, students make conclusions about the effects of physical inactivity and unhealthy eating habits ACTIVITY 1: IDENTIFYING EFFECTS OF PHYSICAL INACTIVITY - Students create brochures on the short and long term effects of physical inactivity. -Each student will get a copy of each group’s brochure to put in their Healthy Living Booklet ACTIVITY 2: UNIT REFLECTIONS -Students review their individual goals by looking at their food diaries and reflecting on their progress. POLICIES: - Healthy Eating Policy - Physical Education Policy PARTNERSHIPS: - Parent and Community involvement ASSESMENT OPPORTUNITIES: Brochures Students’ ability to reflect upon the unit Students’ application of practical unit content VELS DOMAINS: - English, Thinking Processes and Health & Physical Education

13. TAKING ACTION WEEK 7 & 8 ‘KICK STARTING OUR HEALTHY LIFESTYLES’ DAY ACTIVITY 1: ‘BREAKFAST FOR CHAMPIONS’ -Whole class hosts breakfasts for whole school, parents and community members ACTIVITY 2: HEALTH PRESENTATIONS AT WHOLE SCHOOL ASSEMBLY -Students in groups present designated health topic to school and parents *Students are to give the ‘Healthy Living Booklet’ to parents

14. TAKING ACTION WEEK 7 & 8 ‘KICK STARTING OUR HEALTHY LIFESTYLES’ DAY POLICIES: -Healthy Eating Policy: ‘Breakfast for Champions PARTNERSHIPS: -The whole school environment, parents and community -The Red Cross will provide the funding and support for the ‘Breakfast for Champions.’ ASSESSMENT OPPORTUNITIES: - Observation of students’ collaboration within teams - Group presentation VELS DOMAINS: -Thinking processes - Health & Physical Education - Communication - Interpersonal Development

15. REFERENCES Aboriginal Best Start report Australian Red Cross Department of Education: Breakfast programs Information Booklet Kath Murdoch’s Inquiry based learning Victorian Better Health Channel Victorian Essential Learning Standards

16. ADDITIONAL RESOURCES Koorie Open Door Education http://www.vaeai.org.au/education/s_kode.html Aussie Educator: Indigenous Education http://www.aussieeducator.org.au/education_indigenous.html#general Wannik: Education strategy for Koorie Students http://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/wannik.pdf http://www.education.vic.gov.au/about/directions/aboriginal/charter/default.htm