Unit+Overview.

**Purpose :** To make informed and healthy choices about the nutritional practices I keep. To investigate and gain an understanding of advertising strategies used to sell products. To explore the issues between healthy eating, marketing, branding and advertising.
 * [[image:Fitness-Nutrition-365-3-756556.jpg width="129" height="53"]] || [[image:coollogo_com-1395434919.png width="306" height="54"]] ||

//The students will:// || **Specific Learning** **Outcomes** || **Activities** || **Resources** || **Digital Resources** ||
 * **Curriculum** || **Achievement** **Objectives**
 * ** Health ** || * Develop an understanding of nutritional needs
 * Develop an understanding of the benefits of a balanced diet, and regular exercise
 * Investigate the wider societal issues surrounding food production and distribution . || Understand the food pyramid, what it is and why.

Investigate good and bad eating habits.

Investigate the additives in our food, what they are there for and why. || Recreate the food pyramid. Use this time as an opportunity to listen to the students attitudes and beliefs about a balanced diet.

Create a list, picture, of a weeks food, using the food pyramid. Compare it to most of our diets. Discuss why the difference, and how to address it.

Have a "Healthy Lunchbox Day" I love... statements

Look at packaging. List what is in our food, and investigate what every ingredient is there for. List the chemical ingredients, and find out about there value to the food. || Health Nurse

Health posters, magazines Online resources pdf || Internet

Comic Life for displaying 'I love.... statements" ||
 * ||  || Explain what organic food/farming is?

Gather factual information from an expert. || Visit an organic farm or a Farmers market and record foods sold. Taste produce. Is there a difference? Interview growers and consumers. Perhaps investigate chemical pesticides/natural pesticides.

Interview a Health practitioner (Doctor, nurse, health nurse) as to the value of vitamin supplements. Record your interview, give a summation of the facts and information gained. || Organic farm Farmers Market || Camera or flip minos to record interviews and photos of interest for report || Use produce for making healthy lunches or market to sell. Record process using comic life. A "How to guide" attached to photos || seedlings || camera flip minos comic life ||
 * ** Science ** || * Recognise that all living things have certain requirements so they can stay alive || Plant out and take care of a class vegetable garden || Create a class garden.
 * ** Social Sciences ** || * Understand how people make choices to meet their needs and wants


 * Understand that people have social, cultural, economic roles, rights and responsibilities || Discuss and give reasons why people make the nutritional choices they do?

Compare and discuss advertisement picture of food and reality of the real thing

Explain the reason and need for listing ingredients in products || - brainstorm (eg finance, busy life style, lack of cooking skills..)

- guided reading

- eg. McDonalds burger and in reality what it really looks, tastes like? Is it the same? Display findings on class poster

-Discuss allergies, people wanting to know nutritional value. People choosing Organic products. || -students community -related reading texts eg. Advertising Attack || kidspiration

digital cameras comic life ||
 * ** Maths ** || * Conduct investigations using the statistical inquiry cycle || Gather sort and display data.

Communicate findings based on this data. || - conduct a weeks TV advertisement survey. Divide class into different time slots, note target audience, product, language used, models -collect ads from a variety of sources and categorise them according to a decided criteria -collect cereal boxes and collate nutritional infomation -class survey brands and marketing of same cereal product. Why do you prefer to buy this one? Discuss features ie colour, logo,pricing etc -interview growers and consumers at Farmers market about their practices, things that sell well. Note pricing, packaging... || Television

-magazines -newspaper -pamphlets -radio -internet?

cereal pkts || spread sheets or Survey monkey

pie graph bar graph

Flip minos or digital/video camera || - Find articles relating to the topic. Gauge the purpose of the author. What is their view point? How could you tell.
 * ** Reading ** || * Select and read fluently from a wide range of texts relating to the issue.
 * Discuss and analyse language, meanings and ideas in the specific advertisements studied.
 * Analyse the specific audience for which the readings are aimed. || The students will use and analyse a wide variety of reading matter and text in relation to the topic. || -Collect a variety of text based advertisements. Study the language and style used. Discuss the inferences of the advertiser, and their target audience.

- Collect a vocabulary list relevant to the topic. Display it, collate it using your own criteria eg. emotive words, scientific words, fun words. || -journals -class set books from National library "Advertising Attack" "Happy Birthday" school Journal pt4 No2 1999 || Wordle ||
 * ** Writing ** || **Advertisements**
 * Using static and moving images, students should:use verbal and visual features to communicate information, ideas, or narrative through layout, drama, video or still image, or any other ICT.

**Reports**
 * Using a variety of technologies, students should retrieve, select and interpret information from a variety of sources, and present accurate and coherent information in a format chosen by the student.

**Persuasive Arguements** **Written**
 * Identify the issues in an aspect of the topic, investigate attitudes and beliefs, and write persuasively from one view point.

**Spoken**
 * Speak clearly and confidently to communicate information, ideas and opinions. || Produce a variety of advertisements relevant to the topic

Write a factual report on the topic

Use a variety of formats to write persuasively about an aspect of the topic. . Produce a podcast for broadcast. || Advertisements- Create their own posters, fliers and advertisements. Think about colour, text, images.

Write a report (for newsletter or class wiki) outlining some of the information gathered. Base it on facts and evidence. Interview stall holders at your local growers market. Question them about the reasons for selling their product in this way - benefits and draw backs. Film your interview

Produce a piece of persuasive writing outlining your point of view concerning aspect of the topic(perhaps class debate).

Produce a podcast, keynote presentation, speech, T.V news item or newspaper article outlining the students point of view of some aspect of the topic. Focus on information, clarity of ideas, and delivery.

Petition Discuss and decide on a health issue related to school (food available from lunch room, ban on lollies etc). Organise a petition, with particular emphasis on the question asked. Publish results.

Recipes Research healthy lunch ideas for publication on school newsletter or wiki.

Menu Create a menu for a healthy week of eating. Give a brief introduction of the reasons for your choices. || Television newspaper, magazines, radio. || Digital camera. Filming, recording devices

Cameras

Class wiki Newsletter ||
 * ** The Arts ** || * Explore ideas about how drama and music serve a variety of purposes and functions in their lives and in their communities


 * Explore and describe ways in which meanings can be communicated in their own and others' works || # Design own TV advert
 * 1) Create a jingle/rap OR
 * 2) Design a new poster to go in a bus stop near you

for a new brand/food product || -Children work in groups / individually to sell a food product/ brand they have created using advertising strategies/techniques they have been learning about through the arts drama, music(sound art) or visual. || -Television -You Tube -Fast food song -Advertising Books from class set -Paper -Photos of bus stop ads as examples || Flip minos Video Cameras

Garageband Recording devices ||

This is by no means an exhaustive list of activities. We hope that they will get you started, and that you will adapt them to meet the needs and interests of your pupils. As you can see, many of the activities cross over into more than one curriculum area.