incorporating healthy eating and physical activity ... · healthy eating heart secret the role of...
TRANSCRIPT
Incorporating Healthy Eating and Physical
Activity Messages into Primary School
Homework Activities
A collection of homework activity sheets that incorporate
Healthy Eating and/or Physical Activity messages. These tasks
are aligned with National and NSW K-6 Education Curriculum.
Acknowledgement for Kayla Thornhill, Student Dietitian
Healthy Children Initiative
Health Promotion
Northern NSW Local Health District
Contact : Anna Huddy
Email: [email protected]
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Contents
Homework Resources Early Stage 1 ............................................................................................................................................ 4
Letters and Vegetables ....................................................................................................................... 5
Healthy Snacks .................................................................................................................................... 7
Physical Activity Heart Secret ............................................................................................................. 9
Healthy Eating Heart Secret .............................................................................................................. 11
Colours of the Rainbow ..................................................................................................................... 13
Food Functions .................................................................................................................................. 15
Stage 1 ................................................................................................................................................... 17
Shopping the Colours of the Rainbow .............................................................................................. 18
Colourful Food .................................................................................................................................. 20
Colourful Food Competition ............................................................................................................. 22
Drinking for Healthy Bodies .............................................................................................................. 24
What is that Vegetable?.................................................................................................................... 27
How do I spell that Vegetable? ......................................................................................................... 29
Create a Healthy Dinner Time Meal .................................................................................................. 32
Healthy Eating Heart Secret .............................................................................................................. 34
Fats and Our Heart ............................................................................................................................ 36
Physical Activity for the Heart ........................................................................................................... 39
The Two Big Rules ............................................................................................................................. 41
Milk benefits ..................................................................................................................................... 43
Where does my food come from ...................................................................................................... 45
Fruit and Vegetable Drawing ............................................................................................................ 47
Activity Cube ..................................................................................................................................... 49
Stage 2 ................................................................................................................................................... 51
Juice that Orange .............................................................................................................................. 52
Go grocery shopping with your parent or carer and purchase a few oranges (at least 3). ................ 53
Activity Cube ..................................................................................................................................... 54
How do I spell that Vegetable? ......................................................................................................... 56
Sugar Mystery ................................................................................................................................... 58
Know your fruit and vegetables ........................................................................................................ 61
Healthy Afternoon Tea ...................................................................................................................... 64
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Shopping for Fruit and Vegetables ................................................................................................... 67
Healthy Dairy Ideas ........................................................................................................................... 69
Problem Solving ................................................................................................................................ 71
Dairy Consumption ........................................................................................................................... 73
Dairy Options Available ..................................................................................................................... 75
Healthy Snack Recipe ........................................................................................................................ 77
Watch me Grow ................................................................................................................................ 80
Try a new Fruit of Vegetable ............................................................................................................. 83
Where do I come from? .................................................................................................................... 86
What have I eaten today ................................................................................................................... 88
Did I eat a range of foods today? ...................................................................................................... 91
If not, what could you change in order to place a tick in that column for next time? ....................... 93
Fruit and Vegetable Diary ................................................................................................................. 94
Stage 3 ................................................................................................................................................... 96
Activity Cube ..................................................................................................................................... 97
Food Changes .................................................................................................................................... 99
From Farm to Plate ......................................................................................................................... 101
Healthy Eating Checklist .................................................................................................................. 103
Physical Activity .............................................................................................................................. 108
Recipe Features ............................................................................................................................... 110
Drink Plenty ..................................................................................................................................... 112
Lunchbox Change ............................................................................................................................ 116
Sandwich Recipe ............................................................................................................................. 119
Persuade Me ................................................................................................................................... 121
Choice.............................................................................................................................................. 123
Cheese Tasting ................................................................................................................................ 126
Food Labels ..................................................................................................................................... 128
Reading Food Labels ....................................................................................................................... 130
Healthy Meal Design ....................................................................................................................... 133
Healthy Packed Lunch ..................................................................................................................... 136
Exercise ........................................................................................................................................... 138
Exercise at Home ............................................................................................................................ 140
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Letters and Vegetables
Grade Appropriate: Early stage 1
Activity Description: Trace the letter then draw a line to the picture of
the vegetable that starts with that letter.
Outcomes Addressed: ENe-5a Demonstrates developing skills in using
letters
PHES1.12 Displays basic positive health practices
Pre-education required: Letters
Vegetables
Materials Needed: - Pencils
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Letters and Vegetables
Trace the letter then, with the help of a family member, draw a line to the
vegetable that starts with that letter.
For example R could be for Radish.
Bb Eggplant
Cc Mushroom
Ee Zucchini
Gg
Carrot
Mm
Potato
Pp
Broccoli
Zz Garlic
Did you know you should eat 5 serves of vegetables a day?
Pick one of these or try a new vegetable this week.
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Healthy Snacks
Grade Appropriate: Early stage 1
Activity Description: Circle the healthy snacks that you enjoy from the
list provided then draw three of your favourite
healthy snacks.
Outcomes Addressed: PHES1.12 Displays Basic positive Health
Practices
VAES1.1 Makes Simple pictures
Pre-education required: Healthy eating
Healthy snack ideas
Materials Needed: -Colouring in Pencils
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Healthy Snacks
There are lots of Healthy snacks that we can choose, with a family member,
circle those that you like.
Yoghurt Banana Celery sticks
Cheese and crackers Frittata Apple
Hardboiled egg Granola Bars Pikelets
Home popped pop-corn Pear Whole grain crackers
Carrot sticks Baked Oatmeal cups Apricots
Fruit muffin Rice cakes Fruit salad
Dried Fruit Cheese stick Carrot and oat muffins
Wholegrain crisp bread Veggies with salsa or dip Fruit in natural juice
With the help of your family member, draw the three of your favourite
healthy snacks, one for each of the headings. (Use the list above for ideas)
1) Fruit
E.g. Banana or Apple
2) Vegetable
E.g. Carrot or Celery
sticks
3) Other
E.g. Yoghurt or Frittata
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Physical Activity Heart Secret
Grade Appropriate: Early Stage 1
Activity
Description:
Pick an active play activity to do three times a week.
Outcomes
Addressed:
PHES1.12 Displays Basic positive Health Practices
ALES1.6 Develops a repertoire of physical activities in
which they can participate in
DMES1.2 Identifies some options available when
making simple decisions
Pre-education
required:
Heart health with reference to healthy lifestyles
Physical activity
Materials Needed: - Pencil
In class materials
to aid homework
activity.
http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.
3750175/k.EFB4/Healthy_Kids__Heart_Healthy_Lesso
n_Plans.htm
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Physical Activity Heart Secret
Ask your parent or guardian to help you.
The role of the heart is to…
Pump, Pump, Push the blood
to the furthest part,
Fresh blood out and used blood back,
all pumped by my heart.
Your heart is on the left side of your chest, Can you feel it?
Now you have found your heart, jump around 20 times
Is your heart pumping faster after jumping?
thump, thump, thump…
Did you know that your heart is pumping all day every day?
You need to exercise to keep your heart strong and working healthy.
Play, Play, Play all day
My heart loves to run,
My heart can’t rest, its happiest
When I’m having fun.
Your heart is a muscle, it requires activity to stay strong and pump your
blood to your body.
To keep your heart healthy this week, and make sure you have some fun,
choose an activity to do three times this week with a family member. The
activity should make your heart pump your blood around your body faster.
E.g. running, skipping or playing ball.
What is your activity?
Did it make your heart pump faster?
Was it fun?
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Healthy Eating Heart Secret
Grade Appropriate: Early Stage 1
Activity
Description:
Draw your favourite food for each of the five food
groups.
Outcomes
Addressed:
PHES1.12 Displays Basic positive Health Practices
VAES1.1Makes Simple pictures
Pre-education
required:
Heart health with reference to healthy lifestyles
Australian Guide to Healthy Eating
Materials Needed: -Colouring in Pencils
In class materials
to aid homework
activity.
http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.
3750175/k.EFB4/Healthy_Kids__Heart_Healthy_Lesso
n_Plans.htm
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Healthy Eating Heart Secret
The role of the heart is to…
Pump, Pump, Push the blood
to the furthest part,
Fresh blood out and used blood back,
all pumped by my heart.
Your heart requires energy to help it keep beating. Food provides energy.
Eat, Eat, Eat your Food,
For a Happy Heart
Food from All Food Groups is Good,
For my Healthy Heart
For your heart to be healthy, you need to eat a balanced and varied diet. A
variety of foods from all five food groups is essential for good health.
Ask a family member to help you draw your favourite food from each of the
five food groups.
Grain Foods - For Energy
Dairy - For Strong Bones and Teeth
Vegetables - For Glowing Healthy Bodies
Fruit - For Glowing Healthy Bodies
Meat and alternatives - For Muscles
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Colours of the Rainbow
Grade Appropriate: Early Stage 1
Activity Description: Draw and label a vegetable or fruit for each colour
of the rainbow.
Outcomes Addressed: PHES1.12 Displays Basic positive Health
Practices
VAES1.1Makes Simple pictures
ENe-5a Demonstrates developing skills in using
letters, simple sound blends and some sight words
to represent known words when spelling
Pre-education required: Fruit and Vegetables
Materials Needed: -Colouring in Pencils
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Colours of the rainbow
Go shopping with a family member and choose a fruit or vegetable for each
of the rainbow colours. Draw and label them in the matching box.
Red
Green
Yellow
Orange
Purple
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Food Functions
Grade Appropriate: Early Stage 1
Activity Description: Link the food groups to their health benefit.
Outcomes Addressed: Ste-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
Ste-8NE Identifies the basic needs of living things
PHES1.12 Displays basic positive health practices
Pre-education required: Functions of food
Materials Needed: - Pencil
In class materials to aid
homework activity.
Live Life Well at School Powerpoint – Why do we
Eat?
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Food Functions
Ask a family member to help you link the boxes of each food type to the
health benefits it provides.
Helps me grow
strong.
Keeps my
body healthy.
Important for
energy.
Important for my
teeth and bones.
Keeps me
hydrated.
Fruit and Vegetables
Dairy
Breads and Cereals
Meat and Alternatives
Water
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Shopping the Colours of the Rainbow
Grade Appropriate: Stage 1
Activity Description: Go shopping with your parent or caregiver and
find a vegetable for each of the colours. Draw and
label the vegetable that you found in its
corresponding box.
Outcomes Addressed: VAS1.1 Makes artworks in a particular way about
experiences of real and imaginary things
PHS1.12 Recognises that positive health choices
can promote wellbeing
EN1-5A Uses a variety of strategies, including
knowledge of sight words and letter- sound
correspondences, to spell familiar words
Pre-education required: Fruit and Vegetables
Materials Needed: -Colouring in Pencils
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Shopping the Colours of the rainbow
Go grocery shopping with a family member and find a vegetable for each of
the power colours. Draw and label the vegetable that you found in its
corresponding box.
It is good for our bodies to eat vegetables of all the colours in the rainbow.
Each colour has different powers to help your body stay healthy.
Place one of these vegetables in your shopping cart to try today.
Red
Green
Yellow
Orange
Purple
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Colourful Food
Grade Appropriate: Stage 1
Activity Description: Ask each member of your family to colour the
hearts with the colours of fruit and vegetables they
have eaten today. Discuss with your family
members about how we can increase the variety of
colours in our fruits and vegetables.
Outcomes Addressed: PHS1.12 Recognises that positive health choices
can promote wellbeing
COS1.1 Communicates appropriately in a variety
of ways
Pre-education required: Fruit and Vegetables
Australian Guide to Healthy Eating
Materials Needed: -Colouring in Pencils
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Colourful Food
Your body loves colourful fruit and vegetables because the colours are health
protectors, the more colourful fruit and vegetables you eat, the more they can
protect you and keep you healthy.
Ask each member of your family members to colour the hearts with the
colours of fruit and vegetables they have eaten today.
Goal is 2 pieces of fruit and five vegetables a day, with at least
four (4) different colours each day.
Red Orange Yellow Green Purple White/Beige
Write each person’s name above their box of hearts.
Name: Name: Name: Name: Name: Name:
Did anyone have 4 different colours?
Talk to your family members about how you can increase the variety of
colours in the fruit and vegetables that you consume.
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Colourful Food Competition
Grade Appropriate: Stage 1
Activity Description: Over a week, compare the amount of different
coloured fruits and vegetables consumed by you
and one other person of your choice. Identify any
colours that are missing. Try a new vegetable in
that colour.
Outcomes Addressed: PHS1.12 Recognises that positive health choices
can promote wellbeing
COS1.1 Communicates appropriately in a variety
of ways
Pre-education required: Fruit and Vegetables
Australian Guide to Healthy Eating
Materials Needed: -Colouring in Pencils
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Colourful Food Competition
Your body loves colourful fruit and vegetables because the colours are health
protectors, the more variety of colours in the fruit and vegetables you eat, the
more they can protect you and keep you healthy.
Ask a family member or friend to compete with you. For each of you colour
the hearts with the colours of fruit and vegetables that you consume each day
this week. At the end of the week, see which colour foods each person is
missing and you should both try new foods in these colours.
Goal is 2 pieces of fruit and five vegetables a day, with at least
four (4) different colours each day.
Red Orange Yellow Green Purple White/Beige
Name:
Name:
What colours were missing?
Go shopping with your family member and choose a vegetable that is this
colour and that you can try in order to eat all the colours of the rainbow.
What Vegetable did you try?
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Drinking for Healthy Bodies
Grade Appropriate: Stage 1
Activity Description: Identify how many cups of water you and one
other person would usually have in a day.
Implement some strategies in order to increase the
amount of water you consume each day.
Outcomes Addressed: PHS1.12 Recognises that positive health choices
can promote wellbeing
EN1-3A Composes texts using letters and uses
digital technologies
Pre-education required: Fluids
Australian Guide to Healthy Eating- Water
Materials Needed: - Pencil
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Drinking for Healthy Bodies.
Your body needs fluids to keep it hydrated.
There are many types of drinks available to us each day. Water
is the best drink for our body. Water helps keep our skin
moisturised, make our saliva and tears and ensures our digestive
system can work properly, keeping us healthy.
How many cups of water would you usually have a day?
Ask a family member how many cups of water they would
usually consume each day and record it here.
Now ask your family member to help you implement these strategies for both
you and them, in order to make sure you both drink your 6-8 cups of water
each day;
⃝ Pack a water bottle for school each day
⃝ Have a bottle of water in the fridge to enjoy while at home
⃝ Always take a bottle of water with you when you are active
⃝ Have a glass of water with your dinner
⃝ Swap any sugar-sweetened beverages (including juice) to a cup of water
After doing these strategies,
- How many cups of water did you consume?
- How many cups of water did your parent of caregiver
consume?
26 | P a g e
Other Fluid Tips.
Occasion drinks; Drinks that are full of added sugars. These include soft
drink, cordial and fruit drink (not 100% fruit). Limit these to specific
occasions that happen sometimes.
Juice; Make sure it is the 100% juice. Juice is high in sugar and low in fibre.
It is best to choose a piece of fruit rather than juice.
Before choosing your juice or occasional drink ask yourself if you can;
- Trade the sugar-filled drink for water.
- Dilute the drink with water.
- Consume half the amount and enjoy a glass of water after it.
- Choose a piece of fruit rather than a cup of juice.
Dairy; Dairy drinks are those if the form of milk. Milk is good as it provided
the necessary nutrients that are offered in the dairy food category however
these nutrients can also be obtained through yoghurt and cheeses. Flavoured
milks are an occasional drink as the flavouring is full of sugars. When
consuming milk, it is best to choose a low-fat option.
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What is that Vegetable?
Grade Appropriate: Stage 1
Activity Description: Go shopping in the supermarket with your parent
or caregiver and find the vegetable pictured below.
Using the labels, match each vegetable to the
correct name.
Outcomes Addressed: EN1-5A Uses a variety of strategies, including
knowledge of sight words and letter- sound
correspondences, to spell familiar words
PHS1.12 Recognises that positive health choices
can promote wellbeing
Pre-education required: Vegetables
Materials Needed: - Pencil
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What is that vegetable?
Go shopping in the supermarket with your parent or caregiver and find the
vegetable pictured below. Using the labels, match each vegetable to the
correct name.
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How do I spell that Vegetable?
Grade Appropriate: Stage 1
Activity Description: Go shopping in the supermarket with your parent
or caregiver and find the vegetable pictured below.
Using the labels, fill in the blank spots, ensuring
you spell the vegetables name correctly.
Outcomes Addressed: EN1-5A Uses a variety of strategies, including
knowledge of sight words and letter- sound
correspondences, to spell familiar words
PHS1.12 Recognises that positive health choices
can promote wellbeing
Pre-education required: Vegetables
Materials Needed: - Pencil
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How do I spell that Vegetable? – Part 1
Go shopping in the supermarket with your parent or caregiver and find the
vegetable pictured below. Using the labels, fill in the blank spots, ensuring
you spell the vegetables name correctly.
s p _ _ _ t _ o n _ o n s p _ n a c _
s w _ _ t c _ l _ r y a v _ _ a d _
p o _ a t _
_ e a _ s l _ t t _ _ e m _ s h r _ _ m s
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How do I spell that Vegetable? – Part 2
Go shopping in the supermarket with your parent or caregiver and find the
vegetable pictured below. Using the labels, fill in the blank spots, ensuring
you spell the vegetables name correctly.
b _ _ c c _ l _ c _ p s i c _ _ _ _ r r _ t
c _ _ _ p _ m p _ _ n p o t _ t _
z _ c c h _ n _ c a u _ _ f l _ w _ r _ _ g p l _ n t
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Create a Healthy Dinner Time Meal
Grade Appropriate: Stage 1
Activity
Description:
Identify the healthy foods than draw a line to the plate
of those healthy foods that you would like for dinner.
Outcomes
Addressed:
PHS1.12 Recognises that positive health choices can
promote wellbeing
Pre-education
required:
Australian Guide to Healthy Eating
Healthy food options
Materials Needed: - Pencil
33 | P a g e
Create a Healthy Dinner Time Meal
Ask your parent or caregiver to help you identify what each item is and circle
all the healthy foods and drinks that are on this page. Then draw a line from
the healthy foods to the dinner plate, of the foods you would like to eat for
dinner
Have you included;
- Vegetables
- Lean meats or their alternatives
- Wholegrain foods - A healthy drink
34 | P a g e
Healthy Eating Heart Secret
Grade Appropriate: Stage 1
Activity
Description:
Go to the grocery store with a family member and pick
a healthy food that you would like to try from each of
the five food groups. Draw the food item in its
corresponding box.
Outcomes
Addressed:
PHS1.12 Recognises that positive health choices can
promote wellbeing
VAS1.1Makes artwork in a particular way
Pre-education
required:
Heart health with reference to healthy lifestyles
Australian Guide to Healthy Eating
Materials Needed: -Colouring in Pencils
In class materials
to aid homework
activity.
http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.
3750175/k.EFB4/Healthy_Kids__Heart_Healthy_Lesso
n_Plans.htm
35 | P a g e
Eat for our Heart
Your Heart’s a Muscle, it Needs Food
So it can go on Beating
But Hearts can’t Swallow Food, and so
You have to do the Eating
Veggies, Eggs, Cheese and Crackers
It loves them all, Yum Yummy.
Cereal, Milk and Fruit, Oh Yes!
They’re Good for the Heart and Tummy.
Now you know…
You’ll always have a Happy Ticker
As long as you’re a Smart Food Picker.
For your heart to be healthy, you need to eat a balanced and varied diet.
Go to the grocery store with a family member and pick a healthy food, from
each of the five food groups that you would like to try to keep your heart
healthy. Draw the food item in its corresponding box.
Grain Foods - For Energy
Dairy - For Strong Bones and Teeth
Vegetables - For Glowing Healthy Bodies
Fruit - For Glowing Healthy Bodies
Meat and alternatives - For Muscles
Healthy Eating Heart Secret
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Fats and Our Heart
Grade Appropriate: Stage 1
Activity Description: HOMEWORK TO FOLLOW ON FROM CLASS
ACTIVITY (blocked Arteries).
Explain your artery to a family member. Identify a
sometimes food you can see in your
cupboards/fridge.
Name a healthy snack that you could have instead.
Outcomes Addressed: PHS1.12 Recognises that positive health choices can
promote wellbeing
COS1.1 Communicates appropriately in a variety of
ways VAS1.1 Makes artworks in a particular way
about experiences of real and imaginary things
EN1-10C Thinks imaginatively and creatively about
familiar topics, ideas and texts
ST1-1VA Shows interest in and enthusiasm for
science and technology, responding to their curiosity,
questions and perceived needs, wants and
opportunities
Pre-education
required:
Function of the heart.
Nutrition and Heart health
Everyday foods and sometimes foods
Materials Needed: - Pencil
In class materials aid
homework activity.
http://www.heartandstroke.com/site/c.ikIQLcMWJtE
/b.3750175/k.EFB4/Healthy_Kids__Heart_Healthy_
Lesson_Plans.htm
37 | P a g e
HOMEWORK TO FOLLOW ON FROM CLASS ACTIVITY.
Class Activity;
- Get the children to bring in an empty toilet paper roll.
- Have the children peer through the empty toilet paper roll.
- Explain that healthy foods allow your heart to pump freely to the body.
(imagining that the toilet paper roll is a blood vessel, and your heart
can pump it full of blood)
- Now, provide the students with some cotton balls, ask them to stick the
cotton ball on the inside of the roll (blood vessel).
- Now, have the children try to look through the toilet paper roll
- Explain to the children that the reason some foods are categorised as
sometimes food is because they can cause our heart vessels to become
blocked, making it hard for our heart to pump the blood around our
body.
- If we eat lots of sometimes foods, we could block our blood vessels,
and our heart cannot do its job, causing our body to shut down.
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Sometimes Food and Our Heart
Your Heart’s a Muscle, it Needs Food
So it can go on Beating
But Hearts can’t Swallow Food, and so
You have to do the Eating
Chips, lollies, fries and biscuits
Our heart does not like
These are foods to avoid
For our heart not to spike
Now you know…
You’ll always have a Happy Ticker
As long as you’re a Smart Food Picker.
Show and explain to a family member, your blood vessel (Craft).
The toilet roll is a blood vessel. When you choose health foods from the five
food groups, your blood vessel stays empty, allowing your heart to pump
blood freely. ‘Sometimes Foods’ are foods that are bad for you heath and are
to be consumed in small portions only sometimes. If you eat too many of
these Sometimes Foods, the bad fats will, over time, block your blood vessel.
This is shown by the cotton wool inside the toilet roll. This makes it hard for
the heart to pump the blood to the body, eventually causing it to stop
working.
With your family member complete the following;
Look in your cupboards and fridge, pick a sometimes food that you can see
(e.g. chips, biscuits, chocolate, cake, lollies).
Now look around and pick a healthier option you could choose instead of
eating that sometimes food (e.g. fruit, vegetables, yoghurt, cheese).
Draw each item below. Place a red cross over the ‘sometimes food’ and a
green tick over the healthier option.
Sometimes Food Healthier Option
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Physical Activity for the Heart
Grade Appropriate: Stage 1
Activity
Description:
Pick an active play activity to do three times a week.
Outcomes
Addressed:
PHS1.12 Recognises that positive health choices can
promote wellbeing
ALS1.6 Participates in physical activity, recognising
that it can be both enjoyable and important for health
MOS1.4 Demonstrates maturing performance of basic
movement and compositional skills in a variety of
predictable situations
Pre-education
required:
Heart health with reference to healthy lifestyles (Eat
healthy, physical activity and smoke-free air)
Materials Needed: - Pencil
In class materials
aid homework
activity.
http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.
3750175/k.EFB4/Healthy_Kids__Heart_Healthy_Lesso
n_Plans.htm
40 | P a g e
Physical Activity for the Heart
Your Heart Needs Lots of Exercise
So it can keep on Pumping
But it can’t Run Outdoors, and so
You have to do the Jumping
Your Heart can never take a Nap
But you Need Lots of Sleep
So when you take it Out to Play
Your Heart won’t miss a Beat
Now you know,
To Love your Happy Heart and prove it,
All you have to do is MOVE IT.
Your heart is on the left side of the chest, Can you feel it?
Now you have found your heart, jump around 20 times
Is your heart pumping faster after the jumping?
Your heart is a muscle, it requires activity to stay strong and pump your
blood to your body.
To keep your heart healthy this week, and make sure you have some fun,
choose an activity to do with a family member three times this week that
makes your heart pump your blood around your body faster.
What activity did you choose?
Did it make your heart pump faster?
Did you both have fun?
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The Two Big Rules
Grade Appropriate: Stage 1
Activity
Description:
Identify the five food groups and complete some
physical activity
Outcomes
Addressed:
PHS1.12 Recognises that positive health choices can
promote wellbeing
VAS1.1 Makes artworks in a particular way about
experiences of real and imaginary things
ALS1.6 Participates in physical activity, recognising
that it can be both enjoyable and important for health
MOS1.4 Demonstrates maturing performance of basic
movement and compositional skills in a variety of
predictable situations
Pre-education
required:
Australian Guide to Healthy Eating
Activities to play at home
Materials Needed: -Colouring in Pencils
42 | P a g e
The Two Big Rules
Explain to someone at home the two big rules; Eat and Move.
1) Eat a variety of healthy foods
2) Move and be really active
In order to eat a variety of healthy foods, you need to know the five food
groups.
Can you name the five food groups? (the letters at the beginning are clues)
G___________________________
F___________________________
V___________________________
M___________________________
D___________________________
Using the plate below, draw the foods that you like the most from the five
food groups.
Now you know your Healthy foods, pick an activity to go and play.
Name of the activity:
Was it fun to play?
43 | P a g e
Milk benefits
Grade Appropriate: Stage 1
Activity Description: Fill in the missing words using the word bank then
explain the benefits of milk, especially low-fat
milk, to a family member.
Outcomes Addressed: EN1-5A Uses a variety of strategies, including
knowledge of sight words and letter- sound
correspondences, to spell familiar words
PHS1.12 Recognises that positive health choices
can promote wellbeing
COS1.1 Communicates appropriately in a variety
of ways
Pre-education required: Functions of the milk food group
Materials Needed: - Pencil
44 | P a g e
Milk Benefits
Fill in the missing words using those in the word bank.
Now you know the benefits of milk and what
type to choose, explain this to a family
member.
Milk is a healthy choice for my t _ _ _ _.
Milk helps make my _ _ _ _ _ strong.
It helps me _ _ _ _.
It is best to choose _ _ _ - _ _ _ milk.
WORD BANK
bones
grow
teeth
low-fat
45 | P a g e
Where does my food come from
Grade Appropriate: Stage 1
Activity Description: Sate if the products in your fridge at home come
from plants or animals.
Outcomes Addressed: ST1-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
Pre-education required: Foods that come from animals and foods that
come from plants.
Materials Needed: Colouring in Pencils
46 | P a g e
Where does my food come from?
With your parent or caregiver, look in your fridge at home and name some of
the products you can see under the correct heading.
Aim for at least 4 items under each heading.
Foods that come from Plants. Foods that come from animals.
47 | P a g e
Fruit and Vegetable Drawing
Grade Appropriate: Stage 1
Activity Description: Go shopping with a family member and identify 5
different fruits and 5 different vegetables that you
would like to try. Draw them.
Outcomes Addressed: VAS1.1 Makes artworks in a particular way about
experiences of real and imaginary things.
COS1.1 Communicates appropriately in a variety
of ways
Pre-education required: Fruit and Vegetables
Materials Needed: - Pencil
48 | P a g e
Fruit and Vegetable Drawing
Go shopping with a family member.
Identify 5 different fruits and 5 different vegetables that you
would like to try.
Draw them below.
49 | P a g e
Activity Cube
Grade Appropriate: Stage 1
Activity Description: Assign activities to each side of the activity cube
then cut and make the cube using the directions.
When-ever you are watching television this week,
Every commercial break, roll the activity cube.
Complete the activity that it lands on. Continue
this for the entire commercial break.
Ask your family members to join in on the
activity.
Outcomes Addressed: PHS1.12 Recognises that positive health choices
can promote wellbeing
VAS1.1 Makes artworks in a particular way
EN1-5A Uses a variety of strategies, including
knowledge of sight words and letter- sound
correspondences, to spell familiar words
EN1-10C Thinks imaginatively and creatively
about familiar topics, ideas and texts
ALS1.6 Participates in physical activity,
recognising that it can be both enjoyable and
important for health
MOS1.4 Demonstrates maturing performance of
basic movement and compositional skills in a
variety of predictable situations
Pre-education required: Activity
Materials Needed: - Scissors
- Glue
50 | P a g e
Activity Cube
Write 6 activities you can complete inside on your cube, e.g. 10 jumping
jacks, walk like a crab across the room three times, etc. Cut around the dotted
lines, and make the activity cube by folding along the solid lines and gluing
the tabs. Whenever you are watching television this week, for every
commercial break, roll the activity cube. Complete the activity that it lands
on. Continue this for the entire commercial break. Ask your family members
to join in on the activity.
52 | P a g e
Juice that Orange
Grade Appropriate: Stage 2
Activity Description: Purchase 3 oranges from the supermarket and juice
them. Distinguish how many oranges it takes to
make up ½ a cup of orange juice. Discuss why 1
piece of fruit is better than having the juice.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
MA2-12MG Measures, record, compares and
estimates the masses of objects
MA2-5NA Uses mental and written strategies for
addition and subtraction
ST2-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities
Pre-education required: Juice
Fruit – Fibre and sugars
Australian Guide to healthy eating (fruit and juice)
Materials Needed: - Knife
- Chopping board
- Oranges
- Juicer (OR just squeeze using your hands)
- Pencil
53 | P a g e
Juice that Orange
Go grocery shopping with your parent or carer and purchase a few oranges
(at least 3).
One serving of fruit equates to ½ a cup (125mL) of fruit juice OR one fresh
orange.
With your family member, cut the oranges into half, and juice them, ensuring
you collect the juice in a measuring cup.
How many oranges did it take to get half a cup of orange juice?
Discuss with your family member or research together, why it is better to
consume the one piece of fruit rather than the half a cup of juice.
**think fibre, sugars and fullness.
54 | P a g e
Activity Cube
Grade Appropriate: Stage 2
Activity Description: Assign activities to each side of the activity cube
then cut and make the cube using the directions.
When-ever you are watching television this week,
Every commercial break, roll the activity cube.
Complete the activity that it lands on. Continue
this for the entire commercial break.
Ask your family members to join in on the
activity.
Outcomes Addressed: ALS2.6 Discusses the relationship between
physical activity and health
PHS2.12 Discusses the factors influencing
personal health choices
VAS2.1 Represents the qualities of experiences
EN2-1A Communicates in a range of informal and
formal contexts by adoption a range of roles
Pre-education required: Activity
Materials Needed: - Scissors
- Glue
- Pencil
55 | P a g e
Activity Cube
Write 6 activities you can complete inside on your cube, e.g. 10 jumping
jacks, walk like a crab across the room three times, etc. Cut around the dotted
lines, and make the activity cube by folding along the solid lines and gluing
the tabs. Whenever you are watching television this week, for every
commercial break, roll the activity cube. Complete the activity that it lands
on. Continue this for the entire commercial break. Ask your family members
to join in on the activity.
56 | P a g e
How do I spell that Vegetable?
Grade Appropriate: Stage 2
Activity Description: Go shopping in the supermarket with your parent
or caregiver and find the vegetable pictured below.
Using the labels, fill in the blank spots, ensuring
you spell the vegetables name correctly.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
EN2-8B Identifies and compares different kinds of
texts when reading and viewing
Pre-education required: Vegetables
Materials Needed: - Pencil
57 | P a g e
How do I spell that Vegetable?
Go shopping in the supermarket with your parent or caregiver and find the
vegetables pictured below. Using the labels, fill in the blank spots, ensuring
you spell the vegetables name correctly.
_ o _ _ a _ p a _ a _ u s
_ a u _ i f _ o _ e _ _ e a _
_ a _ _ o _ _ o _ a _ o e _
_ _ o _ _ o _ i _ u _ _ _ o o _ _
58 | P a g e
Sugar Mystery
Grade Appropriate: Stage 2
Activity Description: Ask your parent or caregiver to help you find out
the sugar content of the nutrition panel provided.
Look at the ingredient lists and distinguish what
the two ingredients are making the bulk of the
sugar content of that product. Pick an item in your
kitchen that you commonly eat/drink and calculate
how many teaspoons of sugar is in it.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
MA2-4NA Applies place value to order, read and
represent numbers of up to five digits
MA2-6NA Uses mental and informal written
strategies for multiplication and division
Pre-education required: Sugar
Nutrition label reading
Materials Needed: - Pencil
59 | P a g e
Sugar Mystery
Sugar can be misleading, as it can be natural in foods or it can be added in
foods. Sugar is naturally found in fruit (fructose) and milk (lactose). When
sugar is consumed in fruit and milk, you also get all the nutrients necessary
to keep your body strong and healthy. As you obtain natural sugars as part of
a balanced diet through milk and fruit, you need to limit products with added
sugars.
When you consume too much sugar, you often get a lot of energy
immediately then get tired an hour or two later.
Ask your parent or caregiver to help you find out the sugar content of this
drink.
60 | P a g e
Step 1: look at the nutrition label and see where the sugars are situated. Circle
the word sugar.
Step 2: write down how many grams
(g) of sugars are in one serving size.
Step 3: divide the grams of sugar by 5 (÷ 5) to get the teaspoons of sugar in
one serving. ____grams ÷ 5 = ____tsp sugar
Step 4: have a look at the ingredients list. What are the first two ingredients
listed?
Step 5: are these ingredients other names for sugar?
Step 6: pick an item in your kitchen that you commonly eat/drink.
Have a look at its Nutrition Information Panel and see if you can calculate
how many teaspoons of sugar are in it.
____ grams ÷ 5 = ____tsp sugar
1teaspoon of sugar = 5g of Sugar
61 | P a g e
Know your fruit and vegetables
Grade Appropriate: Stage 2
Activity Description: State weather the item is a fruit or vegetable.
Option: go shopping and try to find each of the
items listed.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
ST2-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ST2-10LW Describes that living things have life-
cycles, can be distinguished from non-living things
and grouped, based on their observable features
Pre-education required: Australian Guide to Healthy eating.
Fruits and vegetables.
Materials Needed: - Pencil
62 | P a g e
Know your fruit and vegetables
State if the food is a fruit or vegetable.
OPTION: In the shopping centre, see if you can find each of these foods.
Mark those that you could find with a tick.
Item Interesting fact Fruit or Vegetable?
Apple Some of us can be called a bonza or
pink lady.
Grapefruit We have a slightly sour
but pleasant citrus taste.
Garlic We make food taste great, we’re really
good for you, and wow do we smell
great.
Lychee
I am small and round, and come from
China.
Broccoli We look like a small, dense tree with
greeny-white branches.
Carrots Doctors say that we improve vision,
especially at night because of our very
high level of vitamin A.
Passionfruit Size of an egg with a purple
thick skin.
Pineapple
Our name came from an explorer who
thought we looked like a pine cone.
Pumpkin We carried Cinderella to the Ball.
Raspberry A collection of tiny fruits, each with its
own seed covered in red skin, bunched
together.
Kiwi fruit Brown skin which is covered in short
hairs and a green coloured flesh.
Lettuce Our most popular type is the Iceberg
and often used in salads
Mushroom We are a fungus and grow well in the
dark.
63 | P a g e
Orange The best known citrus fruit.
Grapes We grow in bunches, which can be like
a pyramid, round or long and thin.
Onion We tend to make people cry.
Potatoes We’re also called ‘spuds’
Tomato We’re a fruit but everyone
thinks we’re a vegetable.
Strawberry An average of 200 seeds on my red
skin.
Banana A crescent shape, smooth, soft, pliable
skin, easily bruised.
Avocado The most nutritious fruit known to
man. Creamy nutty taste.
Lemon We’re a little tart in flavour, but used
in a lot of cooking.
Corn We are also called maize
and found on a cob
Beans We have long, narrow pods that
contain seeds which are more or less
kidney-shaped.
Cucumber Torpedo-shaped with green to dark-
green or white skin.
Peas We grow on a climbing
plant which produces
pods.
To meet your fruit and vegetable recommendations this week, try a new fruit
or vegetable that you have not tried before.
64 | P a g e
Healthy Afternoon Tea
Grade Appropriate: Stage 2
Activity Description: Choose fruits and make a smoothie. Discuss other
items you could put into your smoothie next time.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
MA2-4NA Applies place value to order
MA2-12MG Measures, record, compares and
estimates the masses of objects
ST2-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
EN2-8B Identifies and compares different kinds of
texts when reading and viewing
Pre-education required: Fruit
Healthy recipes
Materials Needed: - Fruit
- Milk
- Yoghurt
- Blender
65 | P a g e
Super Smoothie
How to make a super smoothie.
Ingredients
250ml milk
1 small tub of yogurt
Fruit
Equipment
Measuring jug
Spoon
Blender
2 glasses
Method
1. Pour the milk in the blender.
2. Pour in the yogurt.
3. Add the fruit.
4. Put the lid on the blender and switch on.
5. Pour the smoothie into glasses.
Draw a picture of your smoothie.
Fruit ideas
Banana
Mango
Watermelon
Mixed berries
Choose
Choose 1-2 fruits of your choice.
What fruits are you going to use?
1)
2)
66 | P a g e
Super Smoothie Continued
Did you like your Super Smoothie?
- What did/didn’t you like about it?
What are some other ingredients you think you could put into your Super
smoothie next time? **Remember to keep it healthy**
67 | P a g e
Shopping for Fruit and Vegetables
Grade Appropriate: Stage 2
Activity Description: Choose a fruit or vegetable from the supermarket
and identify how much 1kg would cost, using the
coins.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
MA2-5NA Uses mental and written strategies for
addition and subtraction
Pre-education required: Math
Fruit and Vegetables
Materials Needed: -Pencils
-Shopping with a family member
68 | P a g e
Shopping for Fruit and Vegetables
Go grocery shopping with a family member and pick a fruit or vegetable.
Name of the Fruit or Vegetable Chosen:
How much would 1kg cost?
Using the coins below, say how many of each coin you would need if you
were to buy 1kg of your chosen item.
For example; if 1kg of apples costs $4.75, I would need 2x $2, 1x 50c, 1x 20c and 1x 5c.
69 | P a g e
Healthy Dairy Ideas
Grade Appropriate: Stage 2
Activity Description: Think of 4 different healthy snacks made from
dairy products.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
DMS2.2 Makes decisions as an individual and as a
group member
Pre-education required: Health food ideas
Dairy
Materials Needed: -Pencils
70 | P a g e
Healthy Dairy Ideas
List four healthy snacks your friends could have that are made from milk,
cheese or yogurt.
71 | P a g e
Problem Solving
Grade Appropriate: Stage 2
Activity Description: Circle foods either green or red depending if they
are classified as healthy or not. Identify 4 activities
then complete these this week.
Outcomes Addressed: DMS2.2 Makes decisions as an individual and as a
group member
MOS2.4 Displays a focus on quality of movement
in applying movement skills
ALS2.6 Discusses the relationship between
physical activity and health
PHS2.12 Discusses the factors influencing
personal health choices
Pre-education required: Australian Guide to Healthy Eating
Physical activity
Materials Needed: -Pencils
72 | P a g e
Problem solving task: John is new to Australia. He needs some help in
understanding what foods he should eat to help him to stay healthy and fit
and also foods that will help his mind to work well at school, home and at
rest.
Circle the following foods in either green (food to eat every day) or red
(foods to rarely eat, or in small amounts).
Once you have done that, name and complete four
activities that John could do at home that will help
him to stay fit and healthy.
Activities you completed for Alan:
1)
2)
3)
4)
73 | P a g e
Dairy Consumption
Grade Appropriate: Stage 2
Activity Description: Complete the mathematical equations then reflect
on how many serves of dairy you consumed today.
Did you meet your recommended serves? Discuss
with a family member how you could make sure
you meet your recommendations
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
MA2-4NA Applies place value to order, read and
represent numbers of up to five digits
MA2-5NA Uses mental and written strategies for
addition and subtraction
Pre-education required: Maths
Australian Guide to Healthy Eating
Dairy
Materials Needed: -Pencils
74 | P a g e
Dairy Consumption
Look at the amount of dairy the four friends consumed over a week.
Answer the following questions.
1. How many serves of milk did the four friends drink over the week?
___________ Serves
2. Who ate the most cheese? How many serves did they have?
_____________ with ______ Serves
3. How many serves of yoghurt did the four friends eat over the week?
____________ Serves
4. Which three friends drank 14 glasses of milk altogether?
_______________ , __________________ and ________________ .
Ask your parent or caregiver to help you with the following questions.
How many serves of dairy have you had today? _______________________
For your age and gender how many serves should you have? _____________
Did you meet your recommended serves?
Discuss with your family member how you
could make sure you meet your
recommendations.
1 serve of
cheese (30g)
1 serve of
milk (250mL)
1 serve of
yogurt (125g)
Alex John Nicole Jordan
Recommended Serves per day
75 | P a g e
Dairy Options Available
Grade Appropriate: Stage 2
Activity Description: Go shopping with a family member and identify
different types of dairy products.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
ST2-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity and questions
Pre-education required: Dairy products
Australian Guide to healthy eating
Materials Needed: - Shopping with parents
- Pencils
76 | P a g e
Dairy options Available
Mr Jones has set the class a challenge.
Go shopping with a family member and find four different types of milk,
cheese and yogurt. Make sure you pick some healthy options for each.
Write the name of the types below.
What types of healthy dishes can you make with the milk, cheese or yogurt
recorded above?
Name four healthy dishes.
Types of milk Types of cheese Types of yogurt
77 | P a g e
Healthy Snack Recipe
Grade Appropriate: Stage 2
Activity Description: Pick a healthy snack you can make at home, and
write up the recipe.
Outcomes Addressed: EN2-4A Uses an increasing range of skills,
strategies and knowledge to fluently read, view
and comprehend a range of texts on increasingly
challenging topics in different media and
technologies
EN2-8B Identifies and compares different kinds of
texts when reading and viewing. Shows an
understanding of purpose, audience and subject
matter
PHS2.12 Discusses the factors influencing
personal health choices
VAS2.1 Represents the qualities of experiences
and things that are interesting or beautiful
Pre-education required: Recipe writing
Australian Guide to Healthy Eating
Healthy snacks
Materials Needed: - Pencils
78 | P a g e
Healthy Snack Recipe
Pick a Healthy Snack you can make at home and write a recipe on how to
make it.
Name of the Healthy Snack:
_________________________________________________________
Ingredients:
• ________________________________________________________
• ________________________________________________________
• ________________________________________________________
• ________________________________________________________
• ________________________________________________________
Equipment:
• ________________________________________________________
• ________________________________________________________
• ________________________________________________________
• ________________________________________________________
• ________________________________________________________
Steps:
1. _______________________________________________________.
2. _______________________________________________________.
3. _______________________________________________________.
4. _______________________________________________________.
5. _______________________________________________________.
6. _______________________________________________________.
7. _______________________________________________________.
8. _______________________________________________________.
9. _______________________________________________________.
80 | P a g e
Watch me Grow
Grade Appropriate: Grade 2
Activity Description: Plant a herb in a container with some dirt.
At home, water your plant and measure its growth.
Use the herb in a recipe and explain what it tasted
like.
Outcomes Addressed: PHS2.12 Discusses the factors influencing personal
health choices (discusses food needs for growth and
activity, identifies foods prepared and enjoyed by
particular cultural groups)
MA2-9MG Measures, records, compares and
estimates lengths and distances in meters,
centimetres and millimetres
ST2-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants and
opportunities.
ST2-10LW Describes that living things have life-
cycles, can be distinguished from non-living things
and grouped, based on their observable features
VAS2.1 Represents the qualities of experiences and
things
Pre-education required: How to look after a herb
What herbs are and how they are used
Materials Needed: - Container
- Dirt
- Water
- Ruler
81 | P a g e
Watch me grow
In Class: Sprinkle herb seeds into some dirt that is placed in an empty
container
Home: Water your seed and measure its growth.
Week 1
Monday Tuesday Wednesday Thursday Friday
Did you water
your seed?
How tall is it?
Week 2
Monday Tuesday Wednesday Thursday Friday
Did you water
your seed?
How tall is it?
Week 3
Monday Tuesday Wednesday Thursday Friday
Did you water
your seed?
How tall is it?
Week 4
Monday Tuesday Wednesday Thursday Friday
Did you water
your seed?
How tall is it?
What sorts of food do you think you can use this herb in?
Pick a meal to make and use your herb in it.
What does the herb taste like?
82 | P a g e
Draw the Process of your growing herb.
Make sure number 1-3 is the planting of the herb, number 8 is picking the
herb and number 9 is the herb in the dish of your choice.
83 | P a g e
Try a new Fruit of Vegetable
Grade Appropriate: Stage 2
Activity Description: Go shopping with a family member and purchase a
fruit or vegetable that you have never tried before.
Try this item and describe it using your senses.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
DMS2.2 Makes decisions as an individual and as a
group member
ST2-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
EN2-10C Thinks imaginatively, creatively and
interpretively about information, ideas and texts
when responding to and composing texts
Pre-education required: Senses
Fruit and vegetables
Materials Needed: - New fruit or vegetable
- Shopping with family member
- Pencils
84 | P a g e
Try a new Fruit or Vegetable.
Go shopping with a family member and pick a fruit or vegetable that you
have not tried before. Try the chosen item and describe it below. Name of the Healthy fruit/vegetable you ate:
Discuss with your parent or caregiver the description of the new food and
record your description below.
How did it feel?
What was the texture?
How did it smell?
How did it taste?
How did it look?
85 | P a g e
A Class Activity to follow on from the Homework activity.
What is it?
Get each student to stand in front of the class and describe the Healthy food
they reported eating at home, using their description of the 4 senses.
Get the rest of the class to guess what it is.
86 | P a g e
Where do I come from?
Grade Appropriate: Grade 2
Activity Description: Identify how each fruit/vegetable is grown.
Outcomes Addressed: ST2-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ST2-10LW Describes that living things have life-
cycles, can be distinguished from non-living things
and grouped, based on their observable features
Pre-education required: Learn how fruit/vegetables are grown
Materials Needed: - Pencils
Class Activity Use these as matching cards.
Answers
Fruit/Vegetable Where do I grow?
Oranges Tree
Carrots Underground Potatoes Underground
Apples Tree
Plums Tree
Nectarines Tree
Pumpkin Vine along the ground
Beetroot Underground
Pears Tree
87 | P a g e
Where do I come from?
With your parent or caregiver name where the fruit or vegetable is grown, in
a tree, underground or on a vine along the Ground?
Fruit/Vegetable Where do I grow?
Oranges
Carrots
Potatoes
Apples
Plums
Nectarines
Pumpkin
Beetroot
Pears
88 | P a g e
What have I eaten today
Grade Appropriate: Stage 2
Activity Description: Record what you have eaten today, identify the
foods that are ‘everyday foods’ and those that are
‘sometimes foods’. Discuss with a family member
on how to increase the amount of everyday foods
and reduce the amount of sometimes food that you
have consumed.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
DMS2.2 Makes decisions as an individual and as a
group member
EN2-10C Thinks imaginatively, creatively and
interpretively
Pre-education required: Australian Guide to Healthy Eating
Everyday foods and sometimes foods
Materials Needed: - Pencils
Class activity.. Using the Australian Guide to Healthy Eating, Calculate
the number of serves you had of each item.
Reference the total of each food group to the guideline for your gender
and age
Are there any food groups that need improving?
How can you meet the requirements of each food group?
89 | P a g e
What have I eaten today?
Breakfast
Lunch
Dinner
Snacks
Circle the everyday foods Green and the sometimes foods Red.
90 | P a g e
What does ‘Everyday foods’ mean?
What does ‘Sometimes foods’ mean?
With a family member discuss what could you change to increase the
everyday foods that you eat and reduce the amount of sometimes foods.
Identify three changes that you discussed below, and try them this week.
Food that I had What I could have instead
91 | P a g e
Did I eat a range of foods today?
Grade Appropriate: Stage 2
Activity Description: Record what you have eaten today, identify the
food group that each food belongs to and ensure
you have some of each of the food groups.
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
DMS2.2 Makes decisions as an individual and as a
group member
EN2-10C Thinks imaginatively, creatively and
interpretively
Pre-education required: Australian Guide to Healthy Eating
Materials Needed: - Pencils
Class activity. Using the Australian Guide to Healthy Eating, Calculate
the number of serves you had of each item.
Reference the total of each food group to the guideline for your gender
and age
Are there any food groups that need improving?
How can you meet the requirements of each food group?
93 | P a g e
Write the foods written in your food diary into the table below, Place a tick
under the relevant food group that it fits into.
**Some items you may fit into more than one food group
for example; Spaghetti has pasta (Grain), mince (meat) and vegetables.
Food item Grains Vegetables Fruit Dairy Meat and
Alternatives
Do you have a tick in each column?
If not, what could you change in order to place a tick in that column for next
time?
94 | P a g e
Fruit and Vegetable Diary
Grade Appropriate: Stage 2
Activity Description: Keep a diary for a week and record how many
serves of fruit and vegetables you have eaten each
day. How do you think you could improve how
many serves you eat?
Outcomes Addressed: PHS2.12 Discusses the factors influencing
personal health choices
DMS2.2 Makes decisions as an individual and as a
group member
EN2-10C Thinks imaginatively, creatively and
interpretively about information
Pre-education required: Australian Guide to Healthy Eating
Fruit and Vegetables
Materials Needed: - Pencils
95 | P a g e
Fruit and Vegetable Diary
How many pieces of fruit and vegetables have you eaten today?
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Morn
ing
Fruit
Veg
Mid
day
Fruit
Veg
Even
ing
Fruit
Veg
Total
What changes do you need to make to your eating habits?
**think the Australian Guide to Healthy Eating recommended serves**
How can you improve what you eat to meet these recommendations?
97 | P a g e
Activity Cube
Grade Appropriate: Stage 3
Activity Description: Assign activities to each side of the activity cube
then cut and make the cube using the directions.
When-ever you are watching television this week,
Every commercial break, roll the activity cube.
Complete the activity that it lands on. Continue
this for the entire commercial break.
Ask your family members to join in on the
activity.
Outcomes Addressed: DMS3.2 Makes informed decisions
PSS3.5 Suggests, considers and selects appropriate
alternatives when resolving problems
PHS3.12 Explains the consequences of personal
lifestyle choices
ALS3.6 Shows how to maintain and improve the
quality of an active lifecycle
Pre-education required: Activity
Materials Needed: - Scissors
- Glue
98 | P a g e
Activity Cube
Write 6 activities you can complete inside on your cube, e.g. 10 jumping
jacks, walk like a crab across the room three times, etc. Cut around the dotted
lines, and make the activity cube by folding along the solid lines and gluing
the tabs. Whenever you are watching television this week, for every
commercial break, roll the activity cube. Complete the activity that it lands
on. Continue this for the entire commercial break. Ask your family members
to join in on the activity.
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Food Changes
Grade Appropriate: Stage 3
Activity Description: Discuss with a family member how you can
change the composition of a product through
manufacturing, adding heat or adding cold.
Outcomes Addressed: ST3-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ST3-4WS Investigates by posing questions
Pre-education required: Food and changing their compounds through
processes.
Materials Needed: - Pencil
Answers to Discuss in Class.
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Food changes
Many of our foods can be changed through the manufacturing processes or
by the application of heat or cold.
With the help of a family member, discuss how the items numbered on the
left can be changed into the items lettered on the right.
First you will need to match the pairs.
For Example 6 (Citrus Fruits i.e. oranges) can be simmered and produce B
(marmalade).
1. Water
A. Bread
2. Raw eggs
B. Marmalade
3. Milk
C. Peanut
butter
4. Yeast and
Wheat
D. Poached
egg
5. Peanuts
E. Ice cubes
6. Citrus
F. Yoghurt
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From Farm to Plate
Grade Appropriate: Stage 3
Activity Description: Pick a vegetable and research, with the help of a
family member, how that vegetable grows and the
processes it goes through before it gets to your
plate ready for you to eat.
Outcomes Addressed: ST3-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ST3-4WS Investigates by posing questions,
including testable questions, making predictions
and gathering data to draw evidence-based
conclusions and develop explanations
EN3-3A Uses an integrated range of skills,
strategies and knowledge to read, view and
comprehend a wide range of texts in different
media and technologies
Pre-education required: Food processes (growing and manufacturing
processes)
Vegetables
Materials Needed: - Pencil
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From Farm to Plate
Choose a vegetable that you like. Discuss and research with a family member
how this vegetable is grown and the processes that vegetable goes through
before it gets to your plate ready for you to eat.
Use the headings in each box to help you discuss the entire process.
Add details in each box of what happens to your vegetable during each stage.
Name of the vegetable chosen:
Prepare to grow Grow the food
Harvest the foodProcess the food
Sell the food Store the food
Prepare and eat the food
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Healthy Eating Checklist
Grade Appropriate: Stage 3
Activity Description: Recall what you ate yesterday and estimate the
number of serves consumed from each food group
using the Australian Guide to Healthy Eating
Serving Sizes chart. Compare the amount
consumed to recommendations for your age and
gender.
Outcomes Addressed: DMS3.2 Makes informed decisions and accepts
responsibility for consequences
PSS3.5 Suggests, considers and selects appropriate
alternatives when resolving problems
MA3-5NA Selects and applies appropriate
strategies for addition and subtraction
MA2-11MG Measures, records, compares and
estimates volumes
MA3-12MG Measures, record, compares and
estimates the masses of objects
Pre-education required: AGHE
Serving Sizes
Materials Needed: - Healthy Eating for Children Resource on
https://www.eatforhealth.gov.au/guidelines
- Pencils
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Healthy Eating Checklist
Write down what you ate yesterday. With a family member, estimate the
number of serves that was consumed of each relevant food group
**Use the Australian Guide to Healthy Eating Serving Sizes to help**
What did you eat? Grain Foods
Vegetables Fruit Milk and Alternatives
Meat and Alternatives
‘Other’ (SOMETIMES) Foods
Breakfast
Snack
Lunch
Snack
Dinner
Snack
Total Servings
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How much is a Serve?
Vegetables
Fruit
Grain Foods
Meats and
Alternatives
Dairy and
Alternatives
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The Australian Guide to Healthy eating tells you how many serves you
should have of each food group in order to obtain a varied diet.
With a family member, fill in this table using the Australian Guide to healthy
eating recommended serves for your age and gender, and compare this to
how many serves you ate yesterday of each food group.
Recommended serves How many serves I ate
yesterday.
Grain Foods
Vegetables
Fruit
Milk and Alternatives
Meat and Alternatives
‘Other’
(SOMETIMES)
Foods
Less than 2 Serves
What food groups did you eat too much of?
What food groups did you not eat enough of?
How do you think you could change what you eat in order to meet these
guidelines?
Name Healthy foods that you could eat, to help you make these changes.
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Physical Activity
Grade Appropriate: Stage 3
Activity Description: Identify how much physical activity you do and
identify how to increase the amount of physical
activity you do throughout the day. Identify ways
to make physical activity fun.
Outcomes Addressed: MA3-4NA Orders, reads and represents integers of
any size and describes properties of whole
numbers
DMS3.2 Makes informed decisions and accepts
responsibility for consequences
PSS3.5 Suggests, considers and selects appropriate
alternatives when resolving problems
PHS3.12 Explains the consequences of personal
lifestyle choices
ALS3.6 Shows how to maintain and improve the
quality of an active lifecycle
Pre-education required: What is classified as physical education
(movement, organised activity and active play)
Activity guidelines
Materials Needed: -Pencil
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Physical Activity
Write down what physical activities you would complete in a typical day.
Think about all different times of the day.
My Physical Activities Time spent doing the activity
Before School
Recess
Lunch
During School
After School
At Night
Total amount of physical activity
Did you know, we need at least 60minutes of physical activity every day?
This activity should include vigorous activity that gets our heart rate up.
What are some things you could change in order to increase your physical
activity each day? **Remember guidelines state that we should have less than
2hours/day spent in front of screens (T.V’s, Computers and Ipads)**
Discuss with a family member what you can do to make
physical activity fun.
Try doing these three times this week while doing physical activity!
Interesting Fact; Watching T.V uses about 9calories every 10 minutes,
Swimming, Jogging or jumping rope for 10 minutes uses about 90 calories.
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Recipe Features
Grade Appropriate: Stage 3
Activity Description: Write a recipe for a healthy food
Outcomes Addressed: DMS3.2 Makes informed decisions
ST3-4WS Investigates by posing questions,
including testable questions, making predictions
and gathering data to draw evidence-based
conclusions and develop explanations
ST305WT plans and implements a design process,
selecting a range of tools, equipment, materials
and techniques to produce solutions
EN3-2A Composes, edits and presents well-
structures and coherent texts
EN3-7C Thinks imaginatively, creatively,
interpretively and critically about information and
ideas
Pre-education required: Recipe writing
Australian Guide to Healthy Eating
Materials Needed: - Shopping with parents
- Pencils
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Recipe Features
Look at a healthy recipe at home and answer these questions.
What is the recipe?
Write down the headings used in this recipe.
Why do you think headings are used?
What part of the recipe is numbered?
Why do you think it is numbered?
Use commas to write the list of equipment.
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Drink Plenty
Grade Appropriate: Stage 3
Activity Description: Record the amount and types of drink you
consume each day.
Outcomes Addressed: DMS3.2 Makes informed decisions and accepts
responsibility for consequences
PSS3.5 Suggests, considers and selects appropriate
alternatives when resolving problems
MA3-4NA Orders, reads and represents integers of
any size and describes properties of whole
numbers
MA3-5NA Selects and applies appropriate
strategies for addition and subtraction
MA2-11MG Measures, records, compares and
estimates volumes
Pre-education required: Water and hydration needs
Australian Guide to Healthy eating
Materials Needed: - Pencils
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Drink Plenty
To stay healthy and keep our bodies working well, we need to drink between
6-8 glasses of fluid a day. Drinking plenty keeps us hydrated.
Water is continually lost through breathing, sweating and going to the toilet.
We get some water from food however most comes from what we drink.
Being well hydrated helps our bodies and minds to work
properly so we can concentrate, learn and be active.
Keep a ‘drinks diary’ for a week.
List the different drinks you have each day.
1 2 3 4 5 6 7 8
Monday
Tuesday
Wednesday
Thursday
Friday
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Saturday
Sunday
Did you have between 6-8glasses of fluid each day?
What was the most commonly consumed fluid type?
Discuss with a family member how you can increase your water intake.
Record three of your ideas below and try them this week.
1.
2.
3. Water is the
best choice for
our bodies!
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Hydration Facts
Children are at a greater risk of dehydration than adults due to their lower
body weight and smaller reserve of body fluids. Children tend to rely on their
caregivers to provide drinks and often don’t recognise the early stages of
thirst. Research suggests that just a 1-2% body weight loss can lead to
significant reductions in concentration and mental performance. As a child’s
body is around 60% water, it is important to keep them topped up with fluid
during the day.
Top Tips
1. Drink water rather than sweetened and sugary drinks.
2. Aim to have 6-8 drinks per day which should ideally consist of water and
low fat milk.
3. Offer younger children drinks on a regular basis and actively encourage
consumption.
4. Children taking part in sports need to replenish the lost fluids by drinking
more water.
How much water does your child need?
Age Boy Requirements Girl Requirements
2-3yrs 1.3L/day 1.3L/day
4-8yrs 1.6L/day 1.6L/day
9-13yrs 2.1L/day 1.9L/day
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Lunchbox Change
Grade Appropriate: Stage 3
Activity Description: Create a weeks’ worth of healthy lunchbox ideas
Outcomes Addressed: DMS3.2 Makes informed decisions
PSS3.5 Suggests, considers and selects appropriate
alternatives when resolving problems
ST305WT plans and implements a design process,
selecting a range of tools, equipment, materials
and techniques to produce solutions
EN3-2A Composes, edits and presents well-
structures and coherent texts
EN3-7C Thinks imaginatively, creatively,
interpretively and critically about information
Pre-education required: Australian Guide to Healthy Eating
Healthy lunchbox
Materials Needed: - Pencils
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Lunchbox Change
John is bored of having the same things in
his lunchbox each day.
Create a week’s worth of healthy lunchbox
ideas for John.
Monday
Tuesday
Wednesday
Lunchbox
Checklist
a good
portion of
starchy food,
e.g. thick
wholemeal
bread,
chapatti,
pasta or rice
salad
plenty of
fruit and
vegetables
a portion of
milk or dairy
food e.g. an
individual
cheese
portion or pot
of yogurt
a portion of
lean meat,
fish or
alternative,
e.g. ham,
chicken,
beef, tuna,
egg, hummus
or bean/lentil
salad
a drink
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Pick one of your ideas and pack it in your lunchbox one day this week.
Thursday
Friday
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Sandwich Recipe
Grade Appropriate: Stage 3
Activity Description: Write a recipe to make a healthy sandwich
Outcomes Addressed: PSS3.5 Suggests, considers and selects appropriate
alternatives when resolving problems
ST305WT plans and implements a design process,
selecting a range of tools, equipment, materials
and techniques to produce solutions
EN3-2A Composes, edits and presents well-
structures and coherent texts
EN3-7C Thinks imaginatively, creatively,
interpretively and critically about information and
ideas
Pre-education required: Australian Guide to healthy eating
Recipe writing
Materials Needed: - Pencils
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Sandwich Recipe
Marcus is making a healthy lunchbox.
Write a recipe to help him make a healthy sandwich.
Title
Ingredients
Equipment
Method
1.
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Persuade Me
Grade Appropriate: Stage 3
Activity Description: Use persuasive language to write an article for a
school magazine that will make people want to
pack a healthy lunch box. Try and persuade your
family member to eat a healthy lunch by using the
article you wrote.
Outcomes Addressed: DMS3.2 Makes informed decisions and accepts
responsibility for consequences
PHS3.12 Explains the consequences of personal
lifestyle choices
EN3-2A Composes, edits and presents well-
structures and coherent texts
EN3-7C Thinks imaginatively, creatively,
interpretively and critically about information
Pre-education required: Persuasive language
Australian Guide to Healthy Eating
Materials Needed: - Pencils
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Persuade Me
How would you persuade a family member to eat a healthy lunch?
Use persuasive language to write an article for a school magazine.
Think about the important points.
Read your persuasion to your family member and try to persuade them to eat
a healthy lunch.
Lunchbox Checklist
a portion of starchy food, e.g. thick wholemeal bread, pasta or rice
plenty of fruit and vegetables
a portion of milk or dairy food, e.g. individual cheese portion or yogurt
a portion of lean meat, fish or alternative, e.g. ham, chicken, tuna,
egg, hummus or bean/lentil s
a drink
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Choice
Grade Appropriate: Stage 3
Activity Description: Identify what foods you would typically choose in
different scenarios. Identify if they are healthy
options or not, and if not, identify healthier
alternatives.
Outcomes Addressed: DMS3.2 Makes informed decisions and accepts
responsibility for consequences
PSS3.5 Suggests, considers and selects appropriate
alternatives when resolving problems
PHS3.12 Explains the consequences of personal
lifestyle choices
Pre-education required: Australian Guide to Healthy Eating
Materials Needed: - Pencils
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Choice
What food or drinks would you choose, and why?
Are these options healthy?
Highlight them in Green if they are Healthy OR in Orange if they are a
Sometimes Food.
When you are thirsty When you want a snack
When you want to relax After you have been active
Why? Why?
Why? Why?
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Could you make these foods and drink healthier?
With the help of a family member provide healthier options to those that you
identified as a sometimes food.
Option you identified Healthy option to choose instead.
Next time you are in these situations, try and choose the healthier option.
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Cheese Tasting
Grade Appropriate: Stage 3
Activity Description: Taste 2 different cheeses with a family member
and describe them using your senses. Discuss why
one item may taste different to two people.
Outcomes Addressed: ST3-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ST3-4WS Investigates by posing questions,
making predictions and gathering data to draw
evidence-based conclusions and develop
explanations
Pre-education required: Senses
Materials Needed: - Pencils
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Cheese tasting
Taste two different cheeses with a family member.
Use your senses to describe what they are like.
Was how you described the cheese the same as how your family member
did? Discuss why you may eat the same item, yet it tastes different.
Cheese Type and
Initials
Appearance
Odour
Taste and texture
Word bank
Bumpy
Fresh
Mild
Grainy
Sharp
Colourful
Garlicy
Smooth
Strong
Crumbly
Bitty
Creamy
Crunchy
Fruity
Mature
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Food Labels
Grade Appropriate: Stage 3
Activity Description: Collect the packaging from three foods at home.
Cut out or copy their nutrition labels and paste
them in the spaces below.
Compare the Energy, Protein and Fat of each of
the products.
Outcomes Addressed: DMS3.2 Makes informed decisions and accepts
responsibility for consequences
PHS3.12 Explains the consequences of personal
lifestyle choices
MA3-5NA Selects and applies appropriate
strategies for addition and subtraction with
counting numbers
ST3-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ST3-4WS Investigates by posing questions,
making predictions and gathering data to develop
explanations
Pre-education required: Food label reading
Australian Guide to Healthy Eating
Materials Needed: - Pencils
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Food Labels
Collect the packaging from three foods at home. Cut out or copy their
nutrition labels and paste them in the spaces below.
Compare the Energy, Protein and Fat of each of the products.
What do you notice? What one was the healthiest option?
______________________________________________________________
______________________________________________________________
Name of food:
PASTE
NUTRITION
LABEL HERE
Name of food:
PASTE
NUTRITION
LABEL HERE
Name of food:
PASTE
NUTRITION
LABEL HERE
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Reading Food Labels
Grade Appropriate: Stage 3
Activity Description: From the food label provided, distinguish the
correct answers for the questions. Then using label
reading guidelines for healthy options, distinguish
3 healthy and 3 unhealthy items in your kitchen.
Outcomes Addressed: DMS3.2 Makes informed decisions and accepts
responsibility for consequences
PHS3.12 Explains the consequences of personal
lifestyle choices
MA3-5NA Selects and applies appropriate
strategies for addition and subtraction with
counting numbers
ST3-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ST3-4WS Investigates by posing questions,
making predictions and gathering data to develop
explanations
Pre-education required: Food label reading
Australian Guide to Healthy Eating
Materials Needed: - Pencils
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Reading Food Labels
With a family member study the Food label and answer the following
questions.
1. What is the serving size of this product?
2. How many kilojoules per the serving size are in this product?
3. How much total fat does this product have per 100mL?
4. How much saturated fat does this product have per 100mL?
5. How much Sodium is in this product per 100mL?
6. Based on this food label, would you consider this product to be healthy?
Why or Why not?
Look at 6 different items in your pantry at home. Find three that are healthy
and three that are less healthy and write them below **HINT use the label guide.
Healthy Items Less Healthy Items
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Find more information at: https://www.eatforhealth.gov.au/eating-well/how-
understand-food-labels
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Healthy Meal Design
Grade Appropriate: Stage 3
Activity Description: Design a healthy and balanced meal using the
plate and the glass provided.
Outcomes Addressed: DMS3.2 Makes informed decisions
VAS3.1 Investigates subject matter in an attempt
to represent likenesses of things in the world
EN3-2A Composes, edits and presents well-
structures and coherent texts
EN3-7C Thinks imaginatively, creatively,
interpretively and critically about information and
ideas
Pre-education required: Australian Guide to Healthy Eating
Materials Needed: -Colouring in Pencils
-Attach a copy of the ‘handy tips’ guidance.
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Healthy Meal Design
Using the empty plate and glass, design a healthy meal that you would like to
eat by drawing or finding images.
Note: The Handy Tips will help you design a healthy meal!
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What makes your dinner a healthy meal? ____________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Handy Tips
Use The Australian guide to healthy eating as a guide for creating a healthy, balanced meals.
Make most of your meal vegetables and fruits – ½ of your plate: Aim for color and variety.
Go for whole grains – ¼ of your plate: Whole and intact grains—whole wheat, barley, quinoa, oats, brown rice, and foods made with them, such as whole wheat pasta are the healthiest options.
Power up with Protein – ¼ of your plate: Fish, chicken, beans, and nuts are all healthy, versatile protein sources—they can be mixed into salads, and pair well with vegetables on a plate. Avoid processed meats such as bacon and sausage.
Healthy plant oils – in moderation: Choose healthy vegetable oils like olive, canola, soy, corn, sunflower, peanut, and others, and avoid partially hydrogenated oils, which contain unhealthy trans fats.
Drink water and reduced fat milk: Skip sugary drinks and juice. Consume milk and Dairy: Choose low-fat milk and dairy products. Limit added salt and sugar.
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Healthy Packed Lunch
Grade Appropriate: Grade 3
Activity Description: Create a healthy packed lunch
Outcomes Addressed: DMS3.2 Makes informed decisions
VAS3.1 Investigates subject matter in an attempt
to represent likenesses of things in the world
EN3-2A Composes, edits and presents well-
structures and coherent texts
EN3-7C Thinks imaginatively, creatively,
interpretively and critically about information and
ideas
Pre-education required: Australian Guide to Healthy Eating
Materials Needed: -Colouring in Pencils
-Writing pencil
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Healthy Packed Lunch
Draw what you would put in your healthy packed lunch.
What is in your healthy packed lunch?
Do you have something from each food group?
HINT: Lunchbox checklist
a good portion of starchy food, e.g. wholemeal bread, pasta or rice
plenty of fruit and vegetables
a portion of milk or dairy food, e.g. an individual cheese portion or pot
of yogurt
a portion of lean meat, fish or alternative, e.g. ham, chicken, tuna,
egg, hummus or bean/lentil
a drink
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Exercise
Grade Appropriate: Stage 3
Activity Description: Identify the activities that you have tried before
and try a new one this week.
Outcomes Addressed: DMS3.2 Makes informed decisions and accepts
responsibility for consequences
ST3-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ALS3.6 Shows how to maintain and improve the
quality of an active lifecycle
Pre-education required: Exercises and sport identification
Materials Needed: -Pencil
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Exercise
There are lots of different exercises that we can do. How many of these
activities have you tried?
Circle those that you have tried before.
Colour them green if you liked them and red if you did not.
Walking Netball Jumping Swimming
Rugby Skipping Rowing Hockey
Skateboarding Tennis Hiking Basketball
Dancing Athletics trampolining Riding a bike
Football Push-ups Bowling Dancing
Bouncing a ball Gymnastics Running Kicking a ball
What makes you enjoy an activity?
With a family member or friend, try one of these Activities that you have not
tried before.
Activity chosen:
Did you like it?
How did it make you feel?
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Exercise at Home
Grade Appropriate: Stage 3
Activity Description: Name as many exercises as you can, then complete
one activity for 30 minutes. Explain the changes it
made to your body.
Outcomes Addressed: DMS3.2 Makes informed decisions and accepts
responsibility for consequences
ST3-1VA Shows interest in and enthusiasm for
science and technology, responding to their
curiosity, questions and perceived needs, wants
and opportunities.
ALS3.6 Shows how to maintain and improve the
quality of an active lifecycle
Pre-education required: Exercise and how it affects our bodies
Materials Needed: - pencil
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Exercise at Home
There are lots of different exercises that we can do.
How many can you name?
Pick an activity to complete at home for 30 minutes.
Activity Name:
Describe the activity:
Did you know exercise makes us use more energy?
Describe three changes the activity made to your body:
a) Your heart beat:
b) Your Forehead:
c) Breathing: