Unit Overview



Unit Overview for Personal Development, Health and Physical Education unit of work- My Body and How I take Care of it

Unit title: My body and how I take care of itStage: 3Lessons: 5
Unit aim: Students learn that the body is made up of a multitude of systems which can be kept healthy in a variety of ways.
  • Growth and Development
  • Active Lifestyle
  • Personal Health Choices
Integrated KLAs: 
  • English
PDHPE OutcomesIndicatorsSubject matterAssessment
Knowledge and Understanding: ALS3.6 Shows how to maintain and improve the quality of an active lifestyle. GDS3.9 Explains and demonstrates strategies for dealing with life changes. PHS3.12 Explains the consequences of personal lifestyle choices. 

• describes the negativeimpact of smoking onparticipation in physical activity 

• prepares a multimedia presentation that shows the relationship between functions of the body systems. 

• identifies the positive and negative effects of various substances on the body, eg, alcohol, tobacco

• identifies individuals and services in the community that help protect their wellbeing

• lifestyle risk factors-         exercise, nutrition, smoking

• disease prevention

• effects of physical activity on the body-         immediate, long term 

• body systems-         functions-         interrelationships

• effects of nutrition, activity 

• nutritional needs across lifespan

• effects of drugs-         tobacco

• disease prevention-         lifestyle diseases, eg development of heart disease

·  Students jointly construct a PowerPoint presentation which demonstrates the interrelationships of the various body systems.

·  Students are able to describe the negative affect of smoking on the body and physical activity through multiple choice and short answer questions in a quiz format.

·  Students produce posters and pamphlets which identify the positive or negative affects of substances on the body.

·  Students produce posters which inform the reader of services and individuals they can access to enhance their wellbeing.

Skills:COS3.3 Communicates confidently in a variety of situations. DMS3.2 Makes informed decisions and accepts responsibility for consequences PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems.
  • communicates an idea or story through movement
  • discriminates between a variety of products that are healthy and unhealthy, eg food, drinks
  • predicts the consequences of their choices, eg use of tobacco and alcohol

·  Students successfully communicate an aspect of a human body system through movement.

·  Students annotate a human body outline to demonstrate the consequences of their choices and the effect on their body.

Values:V1 refers to a sense of their own worth and dignity V4 increasingly accepts responsibility for personal and community health V5 willingly participates in regular physical activity
  • accepts themselves as they grow and change
  • appreciates that their physical, social, emotional and intellectual development is unique
  • values their health and safety and that of others
  • defends the need for making decisions that enhance health
  • values the need to pursue healthy lifestyles
  • recognises the value of lifelong commitment to regular physical activity

·  Students participate in discussions to explain their understanding of the importance of leading a healthy lifestyle.

·  Students produce a pamphlet or poster which explores the importance of making informed decisions to facilitate a healthy lifestyle and body.

Other KLA outcomesIndicatorsAssessment
English:  RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues. WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. WS3.12 Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.

-         interprets a variety of literary and factual texts

-         comprehends and interprets a wide variety of television programs, videos, multimedia and performances

-         interprets more complex maps, charts, diagrams, graphs, photographs and other still and moving graphics

-         accesses and interprets a wider range of Internet/computer texts and graphics

-          Uses e-mail and Internet sources to request and receive information.

-         Constructs text in a range of media, eg video, multimedia, audio.  

·  Students access websites to find additional information to create their own PowerPoint slide, presentation on a body system and to create a pamphlet or poster about a health issue.

·  Students produce a slide for a PowerPoint presentation.

·  Students watch movies which explain the way human body systems work.

  • Were students engaged with the resources provided to support the learning of content and achieving of outcomes?
  • Was the lesson sequencing logical and scaffolded appropriately for the class?
  • What did students enjoy about this unit of work?
  • What could be changed within this unit of work?
  • Did the unit of work assist students in meeting the appropriate outcomes?