Incorporating Healthy Eating and Physical Activity ... · Healthy Eating Heart Secret The role of...

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]

mailto:[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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Early Stage 1 Homework Activities

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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

http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.3750175/k.EFB4/Healthy_Kids__Heart_Healthy_Lesson_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


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:


Australian Guide to Healthy Eating


In class materials

to aid homework

activity.



n_Plans.htm




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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


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


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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


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


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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Stage 1 Homework Activities

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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



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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


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


COS1.1 Communicates appropriately in a variety

of ways




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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


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.




of ways




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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


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.



EN1-3A Composes texts using letters and uses

digital technologies

Pre-education required: Fluids

Australian Guide to Healthy Eating- Water


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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?

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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?


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





Pre-education required: Vegetables


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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?




Using the labels, fill in the blank spots, ensuring

you spell the vegetables name correctly.








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How do I spell that Vegetable? – Part 1


vegetable pictured below. Using the labels, fill in the blank spots, ensuring


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


vegetable pictured below. Using the labels, fill in the blank spots, ensuring


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


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:


Healthy food options


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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



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:


promote wellbeing

VAS1.1Makes artwork in a particular way

Pre-education

required:




In class materials

to aid homework

activity.



n_Plans.htm




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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


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Fats and Our Heart


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


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


Activity

Description:

Pick an active play activity to do three times a week.

Outcomes

Addressed:


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)


In class materials

aid homework

activity.



n_Plans.htm




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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


Activity

Description:

Identify the five food groups and complete some

physical activity

Outcomes

Addressed:


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:


Activities to play at home


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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?

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Milk benefits


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.







of ways

Pre-education required: Functions of the milk food group


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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

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Where does my food come from


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



and opportunities.

Pre-education required: Foods that come from animals and foods that

come from plants.

Materials Needed: Colouring in Pencils

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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.

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Fruit and Vegetable Drawing


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.


of ways



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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.

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Activity Cube


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.



VAS1.1 Makes artworks in a particular way

EN1-5A Uses a variety of strategies, including



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.

51 | P a g e


52 | P a g e

Juice that Orange


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




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

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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









activity.

Outcomes Addressed: ALS2.6 Discusses the relationship between

physical activity and health

PHS2.12 Discusses the factors influencing


VAS2.1 Represents the qualities of experiences

EN2-1A Communicates in a range of informal and

formal contexts by adoption a range of roles



- Glue

- Pencil

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Activity Cube








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Using the labels, fill in the blank spots, ensuring




EN2-8B Identifies and compares different kinds of

texts when reading and viewing



57 | P a g e



vegetables pictured below. Using the labels, fill in the blank spots, ensuring


_ 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 _ _

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Sugar Mystery


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.



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


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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.

https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjs2IXN1JbMAhVMv5QKHfCIBp8QjRwIBw&url=http://hdimagelib.com/coke%2Bnutrition%2Blabel&bvm=bv.119745492,d.dGo&psig=AFQjCNEfCNXhgUdHCsBfYK9xW1PtcVc1-A&ust=1461016378913880

https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http://preventdisease.com/news/13/030313_20-Ingredients-To-Memorize-and-Avoid-In-ANY-Food-You-Consume.shtml&bvm=bv.119745492,d.dGo&psig=AFQjCNEfCNXhgUdHCsBfYK9xW1PtcVc1-A&ust=1461016378913880

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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

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Know your fruit and vegetables


Activity Description: State weather the item is a fruit or vegetable.

Option: go shopping and try to find each of the

items listed.






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.


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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.

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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.

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Healthy Afternoon Tea


Activity Description: Choose fruits and make a smoothie. Discuss other

items you could put into your smoothie next time.



MA2-4NA Applies place value to order






and opportunities.


texts when reading and viewing

Pre-education required: Fruit

Healthy recipes

Materials Needed: - Fruit

- Milk

- Yoghurt

- Blender

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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)

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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**

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Shopping for Fruit and Vegetables


Activity Description: Choose a fruit or vegetable from the supermarket

and identify how much 1kg would cost, using the

coins.





Pre-education required: Math


Materials Needed: -Pencils

-Shopping with a family member

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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.

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Healthy Dairy Ideas


Activity Description: Think of 4 different healthy snacks made from

dairy products.



DMS2.2 Makes decisions as an individual and as a

group member

Pre-education required: Health food ideas

Dairy


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Healthy Dairy Ideas

List four healthy snacks your friends could have that are made from milk,

cheese or yogurt.

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Problem Solving


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



Pre-education required: Australian Guide to Healthy Eating

Physical activity


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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)

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Dairy Consumption


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



MA2-4NA Applies place value to order, read and

represent numbers of up to five digits



Pre-education required: Maths


Dairy


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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


Activity Description: Go shopping with a family member and identify

different types of dairy products.





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

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Healthy Snack Recipe


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


texts when reading and viewing. Shows an

understanding of purpose, audience and subject

matter



VAS2.1 Represents the qualities of experiences

and things that are interesting or beautiful

Pre-education required: Recipe writing


Healthy snacks


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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. _______________________________________________________.

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Draw a picture of your favourite Healthy snack.

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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



curiosity, questions and perceived needs, wants and

opportunities.




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


Did you water

your seed?

How tall is it?

Week 3


Did you water

your seed?

How tall is it?

Week 4


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?

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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.

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Try a new Fruit of Vegetable


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.




group member




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

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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?

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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.

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Where do I come from?


Activity Description: Identify how each fruit/vegetable is grown.




and opportunities.




Pre-education required: Learn how fruit/vegetables are grown


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

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What have I eaten today


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.




group member


interpretively


Everyday foods and sometimes foods


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?

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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

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Did I eat a range of foods today?


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.




group member


interpretively



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?

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Did I eat a range of foods today?

Breakfast

Lunch

Dinner

Snacks

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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?

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Fruit and Vegetable Diary


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?




group member


interpretively about information




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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?

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Activity Cube









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



- Glue

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Activity Cube








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Food Changes


Activity Description: Discuss with a family member how you can

change the composition of a product through

manufacturing, adding heat or adding cold.




and opportunities.

ST3-4WS Investigates by posing questions

Pre-education required: Food and changing their compounds through

processes.


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


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.




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


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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


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



MA3-5NA Selects and applies appropriate

strategies for addition and subtraction


estimates volumes



Pre-education required: AGHE

Serving Sizes

Materials Needed: - Healthy Eating for Children Resource on

https://www.eatforhealth.gov.au/guidelines

- Pencils

https://www.eatforhealth.gov.au/guidelines

104 | P a g e

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


‘Other’ (SOMETIMES) Foods

Breakfast

Snack

Lunch

Snack

Dinner

Snack

Total Servings

105 | P a g e

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


‘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


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





lifestyle choices



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


Activity Description: Write a recipe for a healthy food



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


Materials Needed: - Shopping with parents

- Pencils

111 | P a g e

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


Activity Description: Record the amount and types of drink you

consume each day.





MA3-4NA Orders, reads and represents integers of

any size and describes properties of whole

numbers


strategies for addition and subtraction


estimates volumes

Pre-education required: Water and hydration needs

Australian Guide to Healthy eating


113 | P a g e

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

114 | P a g e

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!

115 | P a g e

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



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Lunchbox Change


Activity Description: Create a weeks’ worth of healthy lunchbox ideas










interpretively and critically about information


Healthy lunchbox


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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


Activity Description: Write a recipe to make a healthy sandwich

Outcomes Addressed: PSS3.5 Suggests, considers and selects appropriate









ideas

Pre-education required: Australian Guide to healthy eating

Recipe writing


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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


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.




lifestyle choices




interpretively and critically about information

Pre-education required: Persuasive language



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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


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.






lifestyle choices



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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


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.




and opportunities.


making predictions and gathering data to draw

evidence-based conclusions and develop

explanations

Pre-education required: Senses


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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


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.




lifestyle choices


strategies for addition and subtraction with

counting numbers




and opportunities.


making predictions and gathering data to develop

explanations

Pre-education required: Food label reading



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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


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.




lifestyle choices


strategies for addition and subtraction with

counting numbers




and opportunities.


making predictions and gathering data to develop

explanations

Pre-education required: Food label reading



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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

https://www.eatforhealth.gov.au/eating-well/how-understand-food-labels

https://www.eatforhealth.gov.au/eating-well/how-understand-food-labels

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Healthy Meal Design


Activity Description: Design a healthy and balanced meal using the

plate and the glass provided.


VAS3.1 Investigates subject matter in an attempt

to represent likenesses of things in the world





ideas



-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


Activity Description: Create a healthy packed lunch


VAS3.1 Investigates subject matter in an attempt

to represent likenesses of things in the world





ideas



-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


Activity Description: Identify the activities that you have tried before

and try a new one this week.






and opportunities.



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


Activity Description: Name as many exercises as you can, then complete

one activity for 30 minutes. Explain the changes it

made to your body.






and opportunities.



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:

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