Teachers+Page



=__Title:__= Healthy Living 101

**__Authors:__**
Mark Byrne and Shane Holloway

__**Target Learners****:**__
Year 5/6, working towards VELS level 4

__Key Learning Areas:__
This webquest has an underlying message about local/global health issues and allows students to present their view on that issue and its surrounding components. To achieve this, 'Healthy Living 101' focuses on the Key Learning Areas of:
 * Civics & Citizenships
 * Health and Physical Education
 * Science
 * Thinking Processes
 * Communication

__**Length of Unit:**__
10 weeks - indicated length is only a estimate.
 * 1) Task 1 - Doctors:2 weeks
 * 2) Task 2 - Dietitians: 2 weeks
 * 3) Task 3 - Active Living Consultant: 2 weeks
 * 4) Task 4 - Health service provider: 2 weeks
 * 5) Task 5 - Community Expo: 2 weeks

__**Notes for teaching the unit:**__
'Healthy Living 101' is based around the key question, '//how can we begin to adress global health issues?////'//

This is achieved through completing each task: Task 1: Doctors - The need to understand how the body functions before we make lifestyle changes. Task 2: Dietitians - The ability to explain the impact our diet can have on the body and its systems, and how diet can be changed (at a local level) to combat worldwide health issues. Task 3: Active Living Consultants - The ability to explain the effects exercise has on our body and its systems, and to make recommendations regarding maintaining a healthy lifestyle. Task 4: Health Service Provider - The ability to recognise and promote the benefits of health services (doctors/dentists/psychologists etc.) and products, which aid in physical, social and emotional health Task 5: Community Expo - Respond to a current health issue and inform the community of your recommendations of how to resolve the issue.

__ Running 'Healthy Living 101': __
To ensure students can navigate through the webquest effiecntly an understanding of how to use various media software is required, this can be achieved via class demonstration when first introducing the webquest.

// Home: // Prezi - An alternative to Powerpoint presentations. To begin the slide show, click the play button at the bottom of the screen and to proceed continue to click on slide show. Alternatively, select "more" in the bottom right corner, and then choose "Auto Play" for the slide show to run through itself.

// Process Pages: // Glogster - An interactive poster. To operate, simply run mouse over headings, images and text to select the desired links. The page has the process the students need to follow, outlining the tasks/activites, and also holds the relevant links that will assit the students in completing their investigations.

The steps learners will take in responding to the questions outlined are clearly stated in the //Task// and //Process// pages. Learners are also encouraged to complete the checklist provided in the //Process// page to ensure they remain on task and complete the necessary steps.

__Assessment:__
Students will be assessed informally, with anecdotal notes, observations of student work and interaction with webquest and others. Rubrics will be used as the formal evaluation method.

__Certificates:__
Upon completion of this webquest, students will be issued with a certificate of achievement. Once students have completed the expo use the following password to access the //Conclusion// page: password: complete

__Possible Incursions/Excursions:__
Healthy Harold [|www.healthyharold.org.au/] Scienceworks []

__**Intended Learning Outcomes:**__
'Healthy Living 101' is a webquest which focuses on the Victorian Essential Learning Standards (VELS) curriculum, including;


 * In the Civics and Citizenship domain,** within the //community engagement dimension,// students will be able to 'present a point of view on a significant current issue/s and include recommendations about the actions that individuals can take to resolve these issues' (pp 3.75). After the completion of this webquest students will have a more developed understanding of the ways in which 'Australian citizens are influenced by and can influence local, state, national, regional and global decisions and movements', particularly the issue of maintaining a healthy lifestyle. Students will work in teams to research a current health issues and propose recommendations to resolve the issue. These recommendations will be presented within a community expo to raise awareness and promote health services/products.


 * In the Health and Physical Education domain,** within the //health knowledge and promotion dimension,// students develop the ability to 'identify a range of health services, products and/or information, and consideration of factors that may impact on their use' (pp 3.75), in accordance with the '....exploration of possible strategies to promote their health' (pp 3.75). The investigations throughout this webquest will allow 'students to consider what it means to be physically, socially and emotionally healthy'. It enables them to 'explore their own and others views about health and suggest what it might mean for certain groups of people, eg. the members of their community. Group investigations also cover analysis of 'different food-selection models....and reflect on how they can be used to assist in decisions about food choices' and 'explain the process for improving health-related fitness'.


 * In the Science domain,** within the //science knowldege and understanding dimension,// students apply the terms //relationships//, //models// and //systems// appropriately as ways of representing complex structures within the body. They identify and explain the connections between systems in the human body and their various functions. Students also make links to the Health and Physical Education domain, through how diet and exercise can affect our body systems.
 * In the Thinking Processes domain,** students have the opportunity to 'make observations and pose questions about people and events within and beyond their own experience...using these questions as a basis, students undertake investigation independently and with others'. The main issue posed by this webquest requires 'students to participate in activities in which they identify problems that need to be solved' (see home page). 'Healthy Living 101' provides students with freedom to investigate and collect relevant data for the purposes of completing their group tasks.

**In the Communication domain,** within the //presenting dimension,// students will be assigned tasks to provide them with the opportunity to present their findings as an 'organised structure, including a beginning, middle and end in short, prepared individual or group oral, written and visual presentations' (3.75). Students will also be encouraged to present using 'a variety of formats; for example, pie charts and bar graphs, labelled diagrams or 3D models in Health and Physical Education presentaions' (3.75). At the conclusion of 'Healthy Living 101' students will be required to provide a 'reflection on the quality of their own and others' presentations' (3.75). The tasks/presentations will be assesed upon the students' ability to 'use their understanding of communication conventions to communicate effectively with peer and respond appropriately when they are part of an audience'.

__**Other School Systems:**__
This is designed specifically for the Victorian curriculum (VELS) however can be implemented using other curriculum structures with similar learning outcomes. Such as:

__ @http://www.curriculum.wa.edu.au/internet/Years_K10/Curriculum_Framework __ Learning Areas - __ @http://www.sacsa.sa.edu.au/index_fsrc.asp?t=LA __ Essential Learning Areas - __ @http://www.sacsa.sa.edu.au/index_fsrc.asp?t=EL __ __ @http://www.curriculumsupport.education.nsw.gov.au/primary/index.htm __ __ @http://www.qsa.qld.edu.au/p-9.html __ __ @http://www.education.tas.gov.au/curriculum/standards __ __ @http://www.det.nt.gov.au/parents-community/curriculum-ntbos __ __ @http://www.det.act.gov.au/teaching_and_learning/curriculum_programs __
 * Australian Curriculum:**
 * WA**
 * SA**
 * NSW**
 * QLD**
 * TAS**
 * NT**
 * ACT**

[]
 * United Kingdom:**

Just click on the above links and go to relevant learning areas for standards.

WE HOPE YOUR STUDNETS ENJOY THIS WEBQUEST

Cheers