RIC-20003 AC Health (Year 1) Be healthy safe and active

The lesson
Introduction
• Demonstrate and ask the students to perform
several of the yoga poses from page 39.
• Why do people do yoga and others types of
exercise? Discuss the students' answers.
Development
• Read the story on page 40 with the students,
assisting with any unfamiliar words.
Differentiation
Students may be provided with their own copy
of page 40 to follow along closely as the words
are read.
• Reread the text, asking the students to identify
ways Mason was physically active and reasons
why people like to be active regularly. Underline
any sentences that describe the health benefits
of regular physical activity.
• Compare these reasons to ones the students
suggested in the Introduction. Are there other
benefits of being physically active? (The
students may suggest that being active might
stop people from getting diseases and make
them feel good about themselves.)
Conclusion
• Select students to share ways they keep
physically active. (These need not be sports
like dancing and karate, but things like running,
riding a scooter, playing hopscotch and so on.)
• Complete the lesson by asking the students to
perform other, or the same, yoga poses as in
the Introduction.
Content description
Being healthy, safe and active
Recognise situations and opportunities
to promote health, safety and wellbeing
(ACPPSO 18) 0
Resources
• Copy of page 39 (Optional-May be displayed for
the students to see or used as a teacher reference.)
• One copy of page 40 to read with the students,
marker
Assessment
• Sit in a circle. Say a number of different health
statements; e.g. 'Being active makes your hair
grow.', 'Being active makes you fat.', 'Being active
makes your heart stronger.', 'Being active helps your
bones grow strong.' etc. Ask students to pat their
head, rub their tummy or jump once on the spot if
they agree with the statement.
Going further
• Ask the students to complete page 41 to identify
ways they are physically active, and ways to include
more physical activity in their day.
• Provide opportunities for the students to be more
active during the school day. For example, in a line,
hop to the computer lesson; perform action rhymes
and fingerplays to combat restlessness; play a
game at the end of the day before going home, and
so on.
• Survey the students, make a tally and create a
picture graph of ways the students are active in
the community. Students may state community
groups they belong to, such as Brownies or Scouts;
community dance, taekwondo or soccer clubs; or
places in the community such as parks they visit to
be physically active.
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