RIC-20003 AC Health (Year 1) Be healthy safe and active
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The lesson<br />
Introduction<br />
• Read the poem on page 11.<br />
Differentiation<br />
More capable students should be encouraged<br />
to follow along <strong>and</strong> read the words as the<br />
teacher reads.<br />
• Discuss the physical changes related in the<br />
poem <strong>and</strong> things the baby could/could not do<br />
that the young child can do.<br />
Development<br />
• Discuss the images on page 12 <strong>and</strong> read the<br />
labels. Explain that the pictures show how a<br />
person has grown <strong>and</strong> changed, but they are<br />
mixed up. The pictures must be glued in the<br />
correct order along the time line. Provide each<br />
student with a copy of page 12 to complete the<br />
activity independently.<br />
• Come together as a group <strong>and</strong> have the<br />
students hold up their time lines. Select<br />
students to answer questions such as: What<br />
can the toddler do that the baby can't?, How is<br />
the teenager different to the adult? <strong>and</strong> so on.<br />
Differentiation<br />
More capable students may be asked to<br />
complete this part of the lesson as a written<br />
activity on the back of their completed time<br />
line while the others work with the teacher to<br />
complete it orally.<br />
Conclusion<br />
• Read the story You'll soon grow into them Titch<br />
as listed in Resources.<br />
Content description<br />
<strong>Be</strong>ing <strong>healthy</strong>, <strong>safe</strong> <strong>and</strong> <strong>active</strong><br />
Describe physical <strong>and</strong> social changes that<br />
occur as children grow older <strong>and</strong> discuss<br />
how family <strong>and</strong> community acknowledge<br />
these (<strong>AC</strong>PPS016) 0<br />
Resources<br />
• One copy of page I I-either hard copy or scanned<br />
for a whiteboard-to read with the students<br />
• One copy of page 12 for each student<br />
• You'll soon grow into them Titch by Pat Hutchins<br />
(An animated version can be viewed at<br />
.)<br />
Assessment<br />
• Work samples of the time line should indicate<br />
whether students can identify physical changes over<br />
time.<br />
• Oral or written responses should indicate that<br />
students can identify tasks people can do at<br />
different stages.<br />
Going further<br />
• Ask the students to complete the activity on page 13<br />
by writing about tasks they could do by themselves<br />
at each age or how the tasks have changed since<br />
they were younger.<br />
• Birthdays are one way families <strong>and</strong> communities<br />
acknowledge growth. Read nonfiction texts such<br />
as Birthdays: Celebrating life around the world by<br />
Eve Feldman or Celebrating birthdays in Australia<br />
by Cheryl L Enderlein. These texts give information<br />
about ways people in different cultures celebrate<br />
birthdays.<br />
©R.I.C. Publications<br />
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Display Copy<br />
• Discuss other ways families <strong>and</strong> communities<br />
acknowledge physical <strong>and</strong> social changes. Do you<br />
have a later bedtime now that you are older? Do you<br />
have chores now you are older? What sports can<br />
you play now you are older? What community clubs<br />
like Scouts, Girl Guides or Nippers Surf Lifesaving<br />
are you able to join now?<br />
10 Australian Curriculum <strong>Health</strong> (<strong>Year</strong> 1) R.I.C. Publications ® www.ricpublications.com.au
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