Positive Action and Well-being

Lesson Overview

Year Level: Year 6 and Year 7
Subject: Health
Duration: 50 minutes
Class Size: 141 students
Curriculum Area: Health and Physical Education
Specific Outcomes: PH3-RRS-01, PH3-SMI-01

Objectives

• PH3-RRS-01: Students will reflect on strategies and identify resources that support safe and healthy behaviours.
• PH3-SMI-01: Engage in critical thinking to make informed decisions and solve problems related to health and well-being.

Materials

• Whiteboard and markers
• Paper and pencils
• Large post-it notes
• Projector for visuals (optional)

Lesson Structure

Introduction (10 minutes)

1. Welcome and Context Setting

   • Begin with a brief discussion about health and safety in everyday life. Ask students to share one way they keep themselves safe and healthy.
   • Introduce today's focus on positive actions we can take to improve well-being and safety, linking to the curriculum outcomes PH3-RRS-01 and PH3-SMI-01.

2. Learning Intentions

   • Display the learning objectives on the board. Explain what students will achieve by the end of the lesson.

Activity 1: Group Discussions (15 minutes)

1. Formation of Groups

   • Divide the class into 10 groups, ensuring each group has approximately 14 students. Direct them to find a space where they can discuss comfortably.

2. Discussion Prompt

   • Pose an open-ended question: "What strategies can we use to promote our health and protect our well-being in varied social settings like school, home, and the community?"
   • Encourage students to consider diverse perspectives, such as physical health, mental well-being, and environmental safety.

3. Guided Discussion

   • While groups are discussing, move around the classroom to facilitate and provide guidance, ensuring all voices are heard.

Activity 2: Presentation and Feedback (15 minutes)

1. Group Presentations

   • Invite each group to present their ideas using the large post-it notes as a visual guide. Each group gets around 2 minutes.

2. Class Feedback

   • Encourage classmates to ask questions or offer additional ideas after each presentation, fostering an interactive class dialogue.

Conclusion (10 minutes)

1. Reflective Wrap-up

   • Ask each student to write down one new strategy they learned from another group that they might apply to their life.

2. Whole-Class Reflection

   • Discuss the collective learning. Reinforce the importance of applying these strategies in day-to-day activities for enhanced well-being and resilience.

3. Extend the Learning

   • Set an open-ended task: "Create a personal health and well-being action plan that you can follow over the next month." Explain that this will be completed in their own time and brought back for future lessons.

Assessment

• Open-Ended Task: Students will develop an individual health and well-being action plan tailored to their personal circumstances. This task will assess their ability to reflect on lessons learned and apply them to achieve PH3-RRS-01 and PH3-SMI-01 outcomes.

Teacher's Notes

• Scaffolding: Provide sentence starters for students who may need assistance in articulating their thoughts.
• Inclusion: Ensure that group roles rotate to give every student an opportunity to lead.
• Differentiation: Offer additional resources or modified tasks for students needing further support.

By engaging students in these activities, they are expected to not only learn about positive health actions but also to implement and evaluate these strategies, which aligns with the Australian Curriculum for Health and Physical Education.