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Year 8 Tutor Time Autumn 1. Unit 1 Healthy Lifestyles. Resource List These resources are also itemised on the Teacher Guidance Notes front page for each lesson in the powerpoint . A resource pack will be provided to you before the start of the unit. Projector Speakers Internet
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Year 8 Tutor TimeAutumn 1 Unit 1 Healthy Lifestyles
Resource ListThese resources are also itemised on the Teacher Guidance Notes front page for each lesson in the powerpoint. A resource pack will be provided to you before the start of the unit. • Projector • Speakers • Internet • Post-it notes • Outline of body (large) • Sugar paper • World Religions and Food Practices Information x15 • Body Talk Questionnaire x60 • Mirror Mirror worksheet x15 • Box or similar • Drug risk cards x6 • Drug Information Sheets • The Body diagram x30 • Label the Response worksheet x30 • Role Play scenarios x2 • What is Assertiveness student summary x30
L1 – Teacher Guidance The aim of this lesson is to get students thinking about the things that are needed in their lives that would help them to thrive. They will develop skills in questioning, listening and justifying their answers. They will also consider links between their health and their human rights. Resources needed: Outline of a body (large on paper or interactive whiteboard or small in books), post-it notes Starter (10mins) – “Odd One Out” Show the picture slide to the class. Students discuss what they think the link is that connects all the pictures and also which one they think is the odd one out. They must be prepared to explain their answers. Through hands-down questioning, ask students to explain their ideas. Demonstrate and make specific reference to good listening skills (ie. no talking over each other, no laughing at each other, looking at the person who is speaking, etc) Part 2 (15mins) – In small groups, students come up with answers to the question “what makes the perfect human?” and write their ideas on post-it notes or in their books. Get feedback by asking groups to outline their ideas and add their points to the person outline or record their ideas by writing directly on the paper/interactive whiteboard. Show clips and discuss some of the ideas presented/add ideas to outline. There are a few extra slides in this powerpoint with stimulus material on them (2 clips, a news article and a picture). You can use these if you have time or think they are appropriate. Part 3 (10mins) – Ask students to consider whether the items they have identified can be categorised in any way (eg. physical health, mental health, emotional support/relationships, etc). Show Article 25 of the Universal Declaration of Human Rights and ask students if they see any similarities between this and what they came up with. Part 4 (15mins) – Model how to formulate questions, including the difference between open and closed questions. Explain that in attempting to explore the idea of a perfect human we may need to ask more questions. Show some questions and have some discussion if appropriate. Then students will write their own questions that they want answered and present to the class. These questions could be recorded on the body outline. Plenary (10mins) – Students finish the sentence “I think that the perfect human…” Encourage students to be as broad and all encompassing as possible.
L1 What makes the perfect human? Learning Objectives • To identify and discuss key ideas around thriving, including physical, mental and emotional health • To form questions about what it takes to thrive as a human • To make connections between individual health and human rights
Moral Issues Surrounding Perfection of Humans • Human Enhancement • Have you ever wondered what it would b elike to be the perfect version of you? (stop at 1:30)
Article 25 Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care. (Universal Declaration of Human Rights)
Forming Questions What kinds of questions might need to be answered? • What is ‘perfect’? • Can there be a perfect human? • Is perfection something we should aim for? • Is genetic modification ok if it ‘improves’ us?
Plenary • Finish the sentence below on a post-it and stick it on the wall on your way out • “I think that the perfect human…” • Remember to consider all aspects discussed in the lesson. You can add other ideas too.
L2 – Teacher Guidance The aim of this lesson is for students to consider their relationship with food and to analyse their own diets. They will be able to do this within a context of understanding that there are many different views on food and different reasons for choosing different food types. Resources needed: Sugar paper, World Religions and Food Practices information Starter (10mins) – On sugar paper students list as many similes/metaphors to do with food and eating, eg. He/she eats like a pig, Stuffing your face, etc. Put sheets up around the room and allow time to view them. Lead a brief class discussion: Can we categorise these statements as positive or negative? Do these expressions tell us anything about how we view food? Part 2 (15mins) – Show the slide of the triangle. Students to state what they think it is, what it means, how it might relate to the lesson etc. On click different words will appear. Students to reconsider their ideas. Clarify that it is the food pyramid and outlines how much of each food type we should eat each day. Get students to place the words where they think they should go on the pyramid. Show LOs and Home Learning task. Students write HL in their planners. Show completed food pyramid and portion examples. Part 3 (5mins) – Students write down/think of their favourite meal and identify which food group/s it belongs to. Hands down feedback to check that students understand different food groups. Part 4 (20mins) – Students choose one of the religions on the World Religions and Food Practices information sheet. The teacher can put students into groups for this or allocate different religions to different students depending on ability. Students create a healthy meal plan for a day for that person. They must include three meals and include the appropriate amount of food from each of the food groups. Plenary (10mins) – Students draw a triangle and list the foods that they have eaten today in the triangle, according to what food group they mostly belong to. They then complete the sentence to analyse their diet for the day.
How do we talk about food? • On the sugar paper list as many similes or metaphors to do with food as you can • For example; He/she eats like a pig. Stuffing your face. etc. • Have a look at all the different examples • Are they mostly positive or negative? • What does this tell us about our relationship with food?
Fats and oils Dairy – milk, cheese, yoghurt Protein – meat, poultry, fish, pulses, eggs, nuts Carbohydrates – bread, cereal, rice, pasta Vegetables Fruit
L2 Healthy Eating – Our relationship with food Learning Objectives • To reflect on the way people feel/talk about food • To understand that people have different views about food and eating • To identify elements of a healthy diet and evaluate your own diet
Home LearningKeep a food diary for the next week. Write down everything that you eat and drink and at the end of the week, try to work out how nutritionally balanced your diet has been.
The Food Pyramid How much is a serving or portion? Plenary
Eating Well • What is your favourite meal? • What food group(s) does it belong to?
Eating Well • Choose one of the religions on the information sheet. • Design a healthy meal plan for that person for one day. • This should include breakfast, lunch, and dinner. • Remember to include at least five portions of fruit and vegetables. • Remember to include food from all the major food groups by using the food pyramid as a guide • Try to include as few sugars as possible.
Plenary • Draw a triangle and list the foods you have eaten today by writing them in the correct space for that food group • The Food Pyramid • Analyse your diet and write a recommendation. “I would recommend that I eat more/less…. Because…”
L3 – Teacher Guidance The aim of this lesson is for students to reflect on their own body image and to recognise that engaging in negative body talk can affect their self-esteem and perception of self. They will take part in an experiment to ban negative body talk and create a poster campaign to increase self-esteem and positive body image in the school. Resources needed: Body Talk questionnaire slips (x2 lots, one set saved for Friday pm registration), Mirror Image work sheet (for extension only), video clip (embedded), box or similar for completed questionnaires, post-it notes Starter (5mins) – students complete the Body Talk questionnaire anonymously and put into a box. The teacher will count them later in the lesson and let the class know the scores. This will be taken up again in Friday pm registration Part 2 (15mins) – Definitions and Mirror Image page 1. Students discuss what the definitions are for Body Image and Self-Esteem and then share with the rest of the class. Teacher then plays the Body Talk clip to 1:58 and students review definitions. Part 3 (5mins) – What is beauty? Students rate each of the pictures according to how beautiful they think the person is. After they have held up their hand to show a score out of 5 (with 5 being very beautiful and 1 being not at all beautiful) the teacher clicks the powerpoint to show how other people rated the person. Some students will identify quite early that all of the people are rated 5. Discuss that beauty is relative and differs depending on many things. Students can identify some of these. Part 4 (25mins) –Students discuss the questions on the slide. Teacher explains that there have been campaigns aimed at addressing these things. Show Dove Real Beauty clip and the rest of the Bright Body Talk clip. Students then create a poster campaign using all the information they have discussed so far. The best poster campaigns will be put around the school and win a prize from Mr Avery. This can be done in groups and the class can vote on the best one. Plenary (10mins) – Positive self statements and explanation of Body Talk experiment. Students write a positive statement about themselves on a post-it note to put on the board on the way out. Teacher explains Body Talk experiment (see final slide).
L3 Body Image and Self-Esteem Learning Objectives • To consider the idea that ‘beauty’ is influenced by cultural ideas and the media • To reflect on their own feelings about their body • To analyse body image campaigns • To create a campaign to increase positive body image and self-esteem around the school
How do you feel? • Complete the Body Talk questionnaires by circling the way you feel about the way you look right now • Put your questionnaire into the box • They are anonymous • What might influence our scores?
Definitions • What does ‘body image’ mean? • What does ‘self-esteem’ mean? • Body Talk • Play clip to 1:58 and discuss
What is Beautiful? Give the following people a score out of 5 for how beautiful you think they are by holding up that number of fingers when the picture comes up. After you give your score the slide will show what other people said…
Body Image Campaigns • Where does our idea of beauty come from? • How is our image of ourselves affected? • Media • Culture • Family • Friends • Bullying • Self-bullying • Dove Campaign for Real Beauty • Body Talk (play from 1:58)
Create a Campaign • Using the work we have done so far, and ideas from the clips you have seen, create a poster campaign for in school about Bright Body Talk or Real Beauty • You will spend some of class time doing this and will finish your campaign during registration times. The best campaigns will be put up around the school and receive a prize from Mr Avery
Plenary • Positive self statements. Complete the following sentence, writing something that you like about yourself, on a post-it. • I like… • Over the next two days you will feed each other compliments and positive comments about each other. Negative body talk is banned. • On Friday we will see if our scores have improved
L4 – Teacher Guidance The aim of this lesson is for students to consider the issue of substance abuse and its impact on their health and that of others, particularly as it relates to alcohol. They will discuss the idea of ‘risk’ and the how to deal with peer pressure. Resources needed: Drug Risk Cards, Drug Information sheets, The Body diagram, video clip Starter (10mins) – Complete Cloze. Using the picture, give students two minutes to try to reveal the sentences. Part 2 (10mins) – What is risk? Students define the word RISK and come up with examples of risky behaviour. They should be directed to consider that any activity can become risky. Equally, that taking risks is a part of every day life but we need to be aware of the consequences of our actions. Part 3 (15mins) – How risky? Divide students into 6 groups and give each group a risk card. In groups, students discuss and answer the questions on the slide (5mins). If they need extra input the drug information sheet can be given to support the discussion. At the end of the discussion invite students to give a 30second presentation of their ideas to the rest of the class. Washing line activity – optional (see slide) Part 4 (15mins) – Alan’s Experience of Drinking Alcohol (7’42”). Show the students the clip. As they are watching they label The Body outline with the effects of alcohol on the body and mind. More able students can add ideas about all the risks Alan took. Share some of the ideas at the end of the clip, making sure that all students have identified some effects of alcohol on the body. Plenary (10mins) – Taking sides. Teacher reveals statements on the powerpoint one at a time. Each time a statement is revealed students move to different parts of the classroom labelled with the signs Agree, Disagree, Unsure. Alternatively, students can use the coloured pages in their planners and hold up green for agree, red for disagree and yellow for unsure. Students must be able to give reasons for their answers. Hands down selection of students to justify their positions. Do as many as you have time for.
L4 Drugs and Substance Abuse Learning Objectives • Toexplore the reasons why people drink/take drugs • To assess the differences between acceptable and unacceptable risk taking • To understand the health risks associated with alcohol abuse • To consider the consequences of drug use
_____ ___ __ ____ _____ ___ _______. ____ __ ___ _____ ____ ___ _____ __ _________ __ ___ ____ _____ __ __ _____ .____ _____ _____, ____ __ _______, ____ ____ ____ _______ _____ ___. ____ ______, __ __ _____ __ ___ ______ __ ___ ___ _____ __. Using the picture, try to guess the text that is opposite. Put up your hand to suggest a word. Remember that there are connectives and small words, as well as content words. You have two minutes.
Drugscanbebothlegalandillegal. Someofthedrugsthatarelegalwesometimesdonoteventhinkofasdrugs.Somelegaldrugs, suchasalcohol, havelawsthatregulatetheiruse. Forexample, itisillegaltobuyalcoholifyouareunder18. Using the picture, try to guess the text that is opposite. Put up your hand to suggest a word. Remember that there are connectives and small words, as well as content words. You have two minutes.
RISK Riding my bike to school Getting into a car with a stranger
