Health and Well Being: A Programe for Development.

The Australian Institute of Health and Welfare (IHA) states that close to half a million children were hospitalized as a result of injury from 1999-2007 with unintentional falls of children aged up to 9 in the playground most frequent (IHA, 2012). It also suggests the rate of such injury is constant and showed no significant change (IHA, 2012, p. 9). These statistics highlight a necessity for community members to promote resilience and awareness in relation to health and wellbeing In the school and community environmental contexts.

The “l can be safe” programmer enhances the aspiration of exploring the contextual actors that influence health, safety, and wellbeing highlighted in the HOPE domain of the Australian Curriculum (Australian Curriculum, and Assessment Reporting Authority (CARR), AAA). This is accomplished by a focus on Strengths based and Critical Inquiry approaches to learning in conjunction with development of health literates associated with year two content descriptors CARR (Bibb). Becket and Lori in McClain, Hunter, and Tinning (2006, p. 7) state that “knowledge in HIP is for development for health and wellbeing” As knowledge is socially produced, planning focuses on the aforementioned with consideration to a social instructions approach to learning and the social processes students experience. In addition, Lawrence, Globe, lee, Douglas and Young In Macaque and Jones (2007, p. 107) suggest a whole school approach to health and wellbeing as most effective In achieving Health and Physical Education (HOPE) outcomes. The programmer highlights diverse environmental contexts, community members, knowledge, skills and rules that promote preventative health and wellbeing.

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It promotes research, engagement, and analysis of information with whole school and community health and wellbeing in mind; via a simple and adaptable text titled “l can be safe” (http:// www. Youth. Com/watch? V=outfit-even)Thomas and Harder (2004) The programmer provides learning activities drawn from the text with a focus on what it means to be safe. Central to the programmer is the year two content description ICEPACKS “Recognize situations and opportunities to promote health, safety and wellbeing” CARR (AAA).

Followed by learning opportunities to promote knowledge, skills and understanding of content descriptions ACCEPTS 7 and ICEPACKS (CARR, AAA). All three content descriptors are Interrelated In the programmer. Programmer assessment focuses on development of knowledge, skills and understandings required to make healthy, safe and active choices to enhance prevention of students own and others’ injuries related to health and wellbeing. Lesson Plan 1 Date/Time: Learning area(s): 12th May, 9:00 am-9:50 am Main focus: Health and Physical Education (HOPE). Cross curriculum perspectives: Literacy, Visual Arts.

Year(s): Learning objectives Two Students will develop a repertoire of actions related to maintaining and promoting health and wellbeing. Students will develop resilient behavior via sharing past experiences related to safe and unsafe contexts, identify different emotions related o such contexts, and actions taken within such contexts. Curriculum links Main Focus: HOPE Learning area: ICEPACKS – Recognize situations and opportunities to promote health, safety and wellbeing (CARR, AAA). ACCEPTS 5 – Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (CARR, AAA).

Cross curriculum perspectives: Literacy Learning area: ACCELERATE – Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (CARR, ICC). CELLI 589 – Compare opinions about characters, events and settings in and between texts (CARR, ICC). Prior knowledge Students are well accustomed to school and broader community environmental contexts. Students are exposed to knowledge, skills and understandings related to health and wellbeing through interactions with family members and members of the community.

Resources Digital and hard copy of the text “I can be safe” (Thomas and Harder, 2004). Digital white board and projector. Worksheet (Picture list). Tables and chairs arranged for six groups of five students. Pictures of the following intents: A hot sunny day at school, A suspicious person at a community gathering, Crossing a busy street, Camping, Finding yourself alone at a busy shopping centre, and Assisting a person being bullied. Red, Green, Yellow reflection cards. Introduction Begin by having the students sit in the literature circle area. Allow a minute for students to get comfortable and ready for reading.

Introduce the book “l can be safe”. Focus on the title, illustrations and author. Ask if students know or have read other titles by the author. What were those titles? What were those books about? State that this author likes to write about children’s health and wellbeing. Direct the discussions back to “l can be safe” what does the title and illustrations tell us? What do you think the main idea of this story is? As pictures reflect facilitation as much as text (Winch, Johnston, March, Laughlin, and Holiday, 2010) conduct a pre reading viewing of the illustrations.

Follow with a focus question “what do you think it means to be safe? ” As a “Presentational” activity (McMillan, 2011, p. 122) ask students to express their opinions and inform them that “staying safe” will be the focus of this programmer. Or students to respond to focus questions, Illustrations and others’ comments. Upon completion of reading, ask students to comment on who the main character is in this story? Is it you (the students)? The various community members that help us stay safe? Or both? Tell the students they will now work in groups.

Their goal is to create a reference (in the form of a picture list of actions) they think will help them stay safe in different contexts. Body of the lesson Students: Each group is provided with a picture of a specific context where their safety could be compromised. The contexts are vague supporting diversity and have throng links to content descriptors ICEPACKS, ACCEPTS 7, ICEPACKS, and ICEPACKS (CARR, Bibb). Together in groups students discuss what actions (specific to the context) they could take to ensure their own or others’ health and wellbeing. Groups then choose five of these actions to promote health and wellbeing of their context.

Once students have chosen their five actions, each student will express one of these actions as a labeled drawing on their worksheet. Each Labeled drawing will then be put on displayed providing a bank of knowledge for students to draw on and add to throughout the programmer. Teacher: During group discussions and the drawing activity informal formative assessment, that includes specific scaffolding, of each group will be conducted by the teacher. Feedback given should be tailored to enhance greater analysis of the contexts and guide students to more rigorous thinking about what it means to be safe.

Concluding the lesson Direct students back to the literature area for a closing “Socratic Dialogue” (Darling- Hammond, Austin, Rocket, and Martin, 2003). Students will share past experiences related to unsafe environmental contexts, feelings experienced, and actions taken as a result. Encourage stories similar to those illustrated in the text as well as other contexts. This will accommodate diversity and differentiation of the dialogue. Evaluation/Follow up Hand another worksheet for students to complete before the next HOPE lesson. This time students can chose a context of their choice.

In addition, Provide a preview of the next HOPE lesson topic by writing the focus word “instinct” on the board. Ask the students to research the meaning of this word as homework. Close the lesson with a final evaluation called Red, Green, Yellow reflection. This involves students displaying a color coded card to represent. It provides the students with responsibility and reflection of their own learning while also providing the teacher feedback on the effectiveness of the class. Green cards represent a feeling of good understanding, yellow represents some confusion, and red represents uncertainty.

Upon requesting students to display their cards to the class, Lesson Plan 2 I can be safe: Instinct and Health and Wellbeing 19th May, 9:00 am-9:50 am Main focus: Health and Physical Education (HOPE) Cross curriculum perspectives: Mathematics, Science. Year(s): Students will develop an awareness of instinctive behaviors and emotions. Students will differentiate between fear as an indicator of danger and anticipation. Curriculum links ICEPACKS – Practice strategies they can use when they need help with a task, problem or situation (CARR, AAA).

ICEPACKS – Identify and practice emotional responses that account for own and others’ feelings (CARR, AAA). ACCEPTS 5 – Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (CARR, AAA). Cross curriculum perspectives: Mathematics and Science learning area. Classical – Respond to and SSE questions, and make predictions about familiar objects and events (CARR, off) SCAMMING – Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (CARR, 20th).

Prior knowledge It is expected all students have formed a basic definition of the word Instinct. Students are familiar with the emotion vocabulary used. Instinct is a natural complex behavior that all students have. Some students may be more familiar with this behavior than others. Students experienced excursions to local police and fire stations during year one. Basic knowledge related to health and wellbeing such as name, address, and telephone numbers are well developed. Students are familiar with knowledge related to basic road, water, and natural disaster safety.

Resources Siren or panic alarm. Emotion cards: Happy, Sad, Frightened, Worried, Excited, Calm, Hot, and Cold. 40 Inflated balloons. One for each student, one for the teacher, and nine spare. Pins 15 CACM rulers. One for each pair. Red, Green, Yellow reflection cards. Have the students sit in the literature circle area. Allow a minute for students to get comfortable and ready for discussion. Ext and illustrations as a tool for prompting student responses. Ask students if they can remember the focus word for this lesson. Did anyone research the meaning?

Tell the students you’re going to re-read the section of the book about “instinct”. The text describes instinct as a feeling that lets us know when we are not safe. Ask the students to think of other things in the home, school, and community that let us know when we are not safe. Use the analogy of a siren to help students relate to the meaning of instinct. Ask students how they feel and what they do when they hear a siren. Suggest Instinct s like an inner siren and when we hear it our body reacts with feelings of emotions and movements called reflexes.

Body of the lesson Students: Students will participate in two activities with a focus on Automatic reflexes. Note: No students with a disability or phobia where loud noises or sounds will affect their health and wellbeing are present in this class. Activity one focuses on reaction to sudden environmental changes. It involves each pair receiving two inflated balloons. The whole class forms a circle with one partner behind the other. The partner standing behind holds their balloon approximately en meter from the student in front of them and pops it.

Pairs then change positions and repeat. Both students observe their emotions at the time of popping the balloon and waiting for the balloon to be popped. Teacher: It is the teachers’ role in this activity to reassure the students the activity is safe. A demonstration with a volunteer is necessary to highlight safety concerns surrounding hearing damage and expectations of the task. Student: Activity two focuses on students testing each other’s physical reflexes. Each pair is provided with a 30 CM ruler. One student dangles the ruler from one end.

Their partner holds both hands about 5 CM apart Just below the bottom of the ruler. Without warning the student holding the ruler drops it. The second student must bring their hands together to catch the ruler. Both students then measure the distance on the ruler by marking the ruler above the top index finger. After five opportunities to catch the ruler partners switch positions and repeat. Teacher: A demonstration is necessary to provide clarity of expectations. Informal formative assessment of the verbal communications between students is conducted to enhance effectiveness of the concluding discussion.

Feedback provided focuses on guiding students understanding of how automatic reflexes develop resilience and A Socratic Dialogue which focuses on instincts informing us of safety information and the difference between good fear and bad fear is conducted to consolidate knowledge acquired during the activities. Provocative question of “Were the emotions you experienced during the balloon popping activity related to a safe context? ” and “Could these emotions be related to an unsafe context? ” are asked. After a number of responses ask students to think of how our reflexes can assist us in unsafe contexts?

Explain to students that their homework is to discuss and choose an unsafe environmental context within the community with a “Health and Wellbeing Buddy’. This buddy can be a, parent or guardian, police officer, fire fighter, doctor, teacher, coach, postman, etc. Together with their Health and Wellbeing Buddy they need to take a photograph and pass it to the teacher before the next HOPE lesson. Note: As students are researching potentially dangerous environmental contexts it is essential that teachers work in strong partnership with parents and guardians to ensure student safety during this task.

A letter to parents and guardians explaining the details and rationale for this task is to be sent home at the beginning of the program. Evaluation/Follow up Conduct the Red, Green, Yellow reflection. Lesson Plan 3 I can be safe: My “Personal Health Message” 26th May, 9:00 am-9:50 am Learning area(s): Main focus: Health and Physical Education (HOPE) Students will draw on the knowledge, skills and understandings of previous lessons to create their own “Personal Health Message”. Students will state instinctive emotions and actions that may be experienced in their chosen environmental intent.

Curriculum links Main Focus: HOPE Learning area ICEPACKS – Examine health messages and how they relate to health decisions and behaviors (CARR, AAA) ICEPACKS – Recognize situations and opportunities to promote health, safety and wellbeing (CARR, AAA). ICEPACKS – Identify and practice emotional responses that account for own and others’ feelings (CARR, AAA). Cross curriculum perspectives: Literacy and Visual Arts learning area. CALCULATE – Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a irradiating conjunction (CARR, ICC).

CAVALCADE – Explore ideas, experiences, observations and imagination to create visual artworks and design, including IEEE). Prior knowledge Students will draw on the knowledge, skills, and understandings they have learnt from previous lessons. Students are familiar with the use of conjunction words from past lessons. Students are familiar with Art as a means to convey meaning. Students are familiar with common warning signs, advertisements and health messages within the community. Students have created informative posters in other programmer of earning and are familiar with this form of summarize assessment.

Resources “Personal Health Message” template for each student with rubric printed on the back. A teacher created example of a “Personal Health Message” visual display with photo of an unsafe environmental context attached. Projected display of the rubric. Ask students: Why they think we have been learning about staying safe? The focus of this discussion is to promote prevention of injury. Ask students: How they think they can use their knowledge, skills and understanding as a means of injury prevention? Prompts and scaffolding during this discussion is necessary.

Tell students: Today’s focus is on preventing injuries and helping everyone stay safe. If not already mentioned asks students What is one of the most common things we use to inform others of danger? Direct discussions to warning signs and messages. Display the teacher created example of a “Personal Health Message” and project the rubric on to the whiteboard. Present the two actions, the two feelings, and how they relate to diverse members of the community. Upon completion highlight how the presentation and display meets the criteria of the rubric.

Tell students: Today they will create their own “Personal Health Message”. Students will need to finish as they will conduct a one minute presentation in the next lesson. Students: Students form six groups of five. Students paste their photo onto the “Personal Health Message” template and begin adding their illustrations and text messages (Two Actions and Two Feelings) to convey their health and wellbeing message. Note: Students are free to utilities classroom resources and discuss ideas with other members of the class.

Teacher: Performance assessment is closely related to instruction (McMillan, 2011) Teachers may continue to provide clarity of criteria, however, guidance will promote he forming of ideas from knowledge, skills and understandings students have gained. Concluding the lesson Collect the students work and announce that it will be displayed. Encourage students to refer to their poster during the week and think about how they will conduct the next lessons oral presentations. Conduct the Red, Green, Yellow reflection to ensure clarity of the summarize assessment task.

Lesson Plan 4 I can be safe: “Personal Health Message” Assessment 2nd June, 11:00 am-11:50 am Learning area(s): Main focus: Health and Physical Education (HOPE). Cross curriculum perspectives: Literacy. Year(s): Students will provide a one minute (approximate) oral presentation of their “Personal Health Message” Curriculum links behaviors (CARR, AAA). Cross curriculum perspectives: ACCELERATE – Rehearse and deliver short presentations on familiar and new topics Students are used to classroom discussions and have displayed confidence with addressing large groups.

Resources Teacher created example of a “Personal Health Message”. Box containing all students’ names. (5 min) Present the teacher created example of a “Personal Health Message” once more as a representative sample (McMillan, 2011, p. 128). Ask students if they have any questions before they begin. (40) Students: Draw students’ names from the box to decide the order of presentations. Explain that each student will conduct their one minute presentation to the class. Upon completion there will be a 30 second (approximate) end of presentation questioning opportunity.

Teacher: Pay attention to praising students for their efforts while conducting the presentation. Ensure the environment remains one of support and of minimal pressure to reduce student anxiety (McMillan, 2011). Complete each student’s assessment rubric during the end of presentation questioning. Congratulate the students on their efforts. Ask students to discuss with a partner the following question: Which presentation do you think is most useful in helping us stay safe? Reflect on the effectiveness of the programmer, the results of the summarize assessment and make notes for future instruction and planning.