Context for learning / curriculum area(s): Physical Activity and Health
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity...Collaborative Learning, Physical Activity
Level/Sector: Fourth
Experiences and Outcomes (being contributed to): I have investigated factors which can influence participation in physical
activity and food choices and the impact of activity on population health in the Scottish and wider contexts. I can use
this information to discuss policies and inform my own health choices. HWB 4-28a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
-To investigate factors which might
influence participation in activities
and food choices.
-To develop an understanding of
the effects physical activity and
healthy eating can have on your
health.
Success Criteria: How will you
know/what are you looking for?
Activities/Experiences:
-FACTORS THAT MIGHT INFLUENCE
MIGHT INFLUENCE PARTICIPATION IN
PARTICIPATION IN PHYSICAL ACTIVITY
AND FOOD CHOICES ARE IDENTIFIED AND
DISCUSSED (LEARNERS CAN LIST A
NUMBER OF FACTORS)
- LEARNERS DISCUSS AND COMPARE
THEIR LEVELS OF ACTIVITY AND HOW IT
AFFECTS THEIR HEALTH.
- LEARNERS CAN COMPARE THE
DIFFERENCE BETWEEN HEALTHY AND
UNHEALTHY FOODS.
- LEARNERS CAN UNDERSTAND AND
JUSTIFY THE BENEFITS OF A HEALTHY
DIET.
PHYSICAL ACTIVITY AND FOOD CHOICES
-IN GROUPS, LOOK AT FACTORS THAT
AND IDENTIFY WAYS TO OVERCOME
THIS.
-IDENTIFY THE EFFECTS PHYSICAL
Knowledge/Skills/Capabilities
/Attributes being developed:
-Awareness of self and
others
-Ability to work
independently and as part
of a team
-Understanding the
importance of a healthy
lifestyle
Meeting Learners Needs:
IMPACT
Challenge:
Challenge learners to explore
physical activity and healthy
eating in more detail.
ACTIVITY AND HEALTHY EATING CAN
HAVE ON YOUR HEALTH.
- EACH PUPIL fills IN AN ACTIVITY
DIARY OVER 1 WEEK, LOOKING AT
HOW MUCH ACTIVITY THEY DO EACH
DAY AND WHAT FRUIT AND
VEGETABLES THEY EAT.
-QUESTION AND ANSWER SESSION AT
THE END WITH PUPILS RESPONDING
USING TRAFFIC LIGHT SYSTEM.
-LEARNER LED ACTIVITY SESSIONS.
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
-Peer assessment - using traffic light system and evaluation box .
-Self assessment of activity diary.
-Teacher observation and questioning throughout activities to make judgements about how much and how well learners are
learning.
Partnerships:
Active Schools planning and
delivering in partnership with
class teacher.
Context for learning / curriculum area(s): Physical Education and Home Economics
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Collaborative Learning, ICT
Level/Sector: Fourth
Experiences and Outcomes (being contributed to): I have investigated factors which can influence participation in physical
activity and food choices and the impact of activity on population health in the Scottish and wider contexts. I can
use this information to discuss policies and inform my own health choices. HWB 4-28a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
To investigate the impact of
activity or lack of activity on
population health in Scotland.
Success Criteria: How will you
know/what are you looking for?
-RESEARCH AND COMPARE /
Activities/Experiences:
-IN GROUPS CARRY OUT RESEARCH
AND RECORD FINDINGS.
CONTRAST THE EFFECTS LEVELS OF
ACTIVITY HAS ON POPULATION
HEALTH IN SCOTLAND
-PRESENT FINDINGS TO CLASS AND
FROM THIS, COMPARE FINDINGS
WITH OTHER GROUPS.
-COLLATE INFORMATION ON THESE
EFFECTS; CREATE A PRESENTATION
USING PAPER OR POWER POINT.
-USE ICT SKILLS.
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
-Peer assessment of findings: using traffic light system and evaluation box
-Teacher observation and questioning throughout activities to make judgements about how much and how well learners are
learning.
Knowledge/Skills/Capabilities
/Attributes being developed:
Researching and selecting
appropriate information
from the internet.
Comparing and evaluating
information.
Working in groups.
Meeting Learners Needs:
IMPACT
Challenge: Challenge pupils
to question their own lifestyle
choices.
Breadth: Look at a range of
topics relating to activity and
the effects it has.
Application: Learners look at
how this information affects
their own choices.
Partnerships:
IDL: Physical Education and
Home Economics
Context for learning / curriculum area(s): Physical Education and Home Economics
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Research, Physical Activity
Level/Sector: Fourth
Experiences and Outcomes (being contributed to): I have investigated factors which can influence participation in physical activity
and food choices and the impact of activity on population health in the Scottish and wider contexts. I can use this
information to discuss policies and inform my own health choices. . HWB 4-28a
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
Evaluate and discuss policies on
population health in Scotland.
To develop understanding of the
impact of health choices
Success Criteria: How will you
know/what are you looking for?
-ANALYSE PREVIOUS RESEARCH ON
ONE POLICY AND DISCUSS AN ISSUE
ARISING FROM THIS.
-GIVE A DETAILED EXPLANATION OF
HEALTH ISSUES IN SCOTLAND.
-ANALYSE THE IMPORTANCE OF
PHYSICAL ACTIVITY ON OUR HEALTH.
Activities/Experiences:
-Highlight and discuss policies
identified from previous lesson.
-INFORM AND PASS ON KNOWLEDGE
TO OTHERS.
-PARTICIPATION IN PHYSICAL
ACTIVITY.
-GROUP WORK
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
Peer assessment of analysis of discussion using traffic light system and evaluation box
Self assessment of Activity Diary.
Teacher observation and questioning throughout activities to make judgements about how much and how well learners are
learning.
Knowledge/Skills/Capabilities
/Attributes being developed:
-Research
-Literacy
-Analysis
-Policies relating to Health
in Scotland
-Processing information to
facilitate your own healthy
lifestyle choices.
-Deepened understanding
of types of activities will
make a difference to our
health.
Meeting Learners Needs:
IMPACT
Challenge: Challenging
learners to make new
lifestyle choices
Application: Developing
exercise and eating habits
that will hopefully stay with
the pupils throughout their
lives.
Understand the relationship
between activity and health.
Review activity diary in 6
weeks and see if any
improvements have been
made.
Partnerships:
IDL: Physical Education and
Home Economics