Term+2+Health

Welcome to term 2. Our focus this term will be on understanding ways you can improve and manage you health and well being. You will explore how different body systems work and what you need to do to keep them healthy. We will be working with Merri Health on our Human Development program and the Life Education Van will visit with Harold so that ou can learn more about dugs, how they affect your body and what is safe and unsafe behaviour.

http://www.kidcyber.com.au/ Caffeine is a stimulant found in coffee, tea, chocolate, and cola and energy drinks – making it one of the most widely used drugs in the world. http://www.med.unsw.edu.au/NDARCWeb.nsf/resources/NDARCFact_Drugs6/$file/caffeine+fact+sheet.pdf
 * CAFFEINE**
 * What is caffeine?**

http://www.nationaldrugstrategy.gov.au/

Alcohol - it can affect your life
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&id=1507&np=285 Contents
 * __ [|What is alcohol?] __
 * __ [|How does alcohol affect people?] __
 * __ [|What happens to alcohol in the body?] __
 * __ [|Why young people drink alcohol] __
 * __ [|Too much alcohol] __
 * __ [|Keeping yourself safe] __
 * __ [|Did you know?] __

** Activity 1- May 2nd **

Y our task is to create a brochure that educates others about the dangers associated with direct sunlight. It is a persuasive writing text. Your brochure should include the following:

** Checklist ** 1. Research about how to keep safe in the sun and why it is important.

2. Write a draft in your Integrated Studies book.
 * Your introduction should include YOUR opinion or what you think about the topic.
 * At least 3 supporting arguments need to be explained with supporting evidence and facts.
 * Your conclusion needs to reinforce your opinion.
 * Use persuasive language.

<span style="font-size: 18pt; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-indent: -0.25in;">3. Check PUNCTUATION and edit your work. <span style="font-size: 18pt; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-indent: -0.25in;">4. Show a teacher your draft.

<span style="font-size: 18pt; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-indent: -0.25in;">5. Open the application, “PAGES’, Select ‘BROCHURES, select “Classic Brochure”. <span style="font-size: 18pt; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-indent: -0.25in;">6. Include a front page, photos, your introduction, at least 3 arguments with supporting evidence and facts and finally your conclusion. <span style="font-size: 18pt; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-indent: -0.25in;">8. Your brochure needs to be convincing to help people keep safe outdoors.

**__Think about the following points:__**
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Statistics that are relevant to your audience.
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">The health risks that can occur from too much exposure to sunlight.
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">The health benefits that humans receive from sunlight.
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">What people can do to prevent skin damage.

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;">Remember that the purpose of your brochure is to //**persuade**// others how they can enjoy the sun in a safe way. Your brochure can be in either print or electronic form.

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;">Please use the following websites for sun damage information: <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;">[] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;">[] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;">[] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;">[] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;">[] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;">[] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">

<span style="color: #0000ff; font: 110% 'Comic Sans MS',cursive; margin: 0px;">**Remember to:** <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%; margin: 0cm 0cm 10pt;"><span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 0px;">• plan your writing • write in sentences • pay attention to your spelling and punctuation • choose your words carefully to convince a reader of your opinions • use a new paragraph for each new idea • check and edit your writing so that it is clear for a reader. This rubric will be used to assess your efforts.




 * <span style="color: #0000ff; font-family: 'Courier New',Courier,monospace; font-size: 130%;">Thursday 12th May 2011 **

**MS ROONEY'S EXAMPLE** Fat lot of good done by healthy canteen rules [] TOPIC QUESTION – Should schools ban junk food? Students will assemble into their groups (according to which body system they have chosen). Each group will be informed that they must allocate the following roles: A scribe – someone to write down the information A manager – someone to makes sure they stay on task A summariser – someone to report back to the class – what was their topic, question and answer. Any other team members are to try their best to contribute ideas.



THE SCRIBE WILL WRITE UP THE FOLLOWING TEMPLATE IN THEIR THINKING BOOK:



**CIRCULATORY GROUP - Amelin, Fatima, Youssef, Hamza & Adem** Sports funding [] TOPIC QUESTION – Should the government keep giving Olympic sports more funding than other sports?

**NERVOUS GROUP - Arshiya, Magma, Rifqy, Sarah & Georgy** Aldi abandons colour additives [] TOPIC QUESTION – Will people want to eat foods without additives?

**RESPIRATORY GROUP - Samira, Nadira, Hannah, Jasmine, Rory & Joshua** Outdoor play linked to children’s mental health [] TOPIC QUESTION – How can children enjoy more time outdoors?

Too much TV psyches out kids [] TOPIC QUESTION – Is watching TV bad for children’s health?
 * MUSCULAR GROUP - Yahya, Ahmad, Isa, Sammy & Shahzeb**

**SKELETAL GROUP - Ayisha, Gina, Sibel, Saeed & Kashan** Blitz to dry up booze for kids [] TOPIC QUESTION – Should adults be fined for buying children alcohol?

**DIGESTIVE GROUP - Haekal, Maryam, Emna, Billy & Nastaho** Ballet Boys [] TOPIC QUESTION – Should ALL boys experience ballet?

<span style="color: #ff0072; font-family: 'Comic Sans MS',cursive; font-size: 170%; line-height: 0px; margin: 0cm 0cm 10pt; overflow-x: hidden; overflow-y: hidden;">__Term 2 Body Project__

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 160%; line-height: 0px;">This term you will be researching a body system. Your body works like a

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 160%; line-height: 0px;">machine

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 160%; line-height: 0px;">and different organs have different jobs to do in your body to keep you aliveand

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 160%; line-height: 0px;">healthy. What are some body systems you know? List them.
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Respiratory
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Endocrine
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Digestive
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Nervous
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Circulatory
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Skeletal
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Muscular
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Reproductive

**__ Grade 5/6 PROJECT about BODY SYSTEMS - 5/6 __**

**__EVALUATION RUBRIC of STANDARDS__** ** Name **** : _The system I researched was the_system. ** ||   || A photocopy of the system with the photocopied parts of the system labelled on the body. || A photocopy of the system with some attempt by the student to personally label the system’s parts on the body. || A clear diagram or model of the body drawn by student. Most of the system’s parts named and located on the diagram. Some system parts are missing or inaccurately placed or labelled. Presentation is at times untidy or hard to follow. || A clear diagram or model of the body drawn or made by student. All of the system’s parts are correctly named and correctly located on the diagram. Presentation is neat, easy to read and understand. || A clear diagram or model of the body drawn or made by student. All of the system’s parts correctly named and correctly located on the diagram. Presentation is neat, easy to read and understand with interesting and creative ideas. || ||  || Poor attempt to describe how the system works. Information is incomplete and confusing, plagiarised or photocopied. No labelled diagram to help with the description. || A short, incomplete description of how the system works. Plagiarised, copied information. Incomplete, inappropriate diagram. || A short but complete description which explains how the system works. Information is in student’s own words. A clear, labelled diagram or prop helps with the description. || A good description that clearly explains how the system works. Information is in student’s own words. A clear, detailed and labelled diagram helps with the description. || An excellent description, which clearly and fully explains how, the system works. Information is in student’s own words and presented creatively. A clear, detailed and labelled diagram helps with the description and shows HOT ideas. || ||  || A poor attempt at explaining why we need this system. Student does not explain why this system is important to our body. Information is incomplete and confusing or plagiarised and copied. || Some attempt to explain why we need this system. Student does not clearly explain why this system is important to our body. Information is incomplete or not understood by student. || A short description that explains why we need this system. Student makes a good attempt to explain why this system is important to our body. Information is in student’s own words and explains ideas simply. || A more detailed description that clearly explains why we need this system. Student clearly and fully explains why this system is important to our body. Information is in student’s own words and is presented with good understanding. || An excellent description that clearly and fully explains why we need this system. Student uses HOT skills to clearly and fully explain why this system is important to our body. Information is in student’s own words and is presented with excellent understanding and creativity. || No explanation of why these behaviours help keep the system healthy. || Student writes 4 things we need to do to keep the system healthy and working properly. No explanation of why these behaviours help keep the system healthy. || Student writes 6 things we need to do to keep the system healthy and working properly. Some explanation of why these behaviours help keep the system healthy. || Student writes 8 things we need to do to keep the system healthy and working properly. Clear explanation of why these behaviours help keep the system healthy. || Student writes at least 10 things we need to do to keep the system healthy and working properly. FAT and HOT explanations of why these behaviours help keep the system healthy. || Student does not explain or justify their point of view on the health issue. || Question lacked depth and required little thought or research. Student does not explain and justify their thinking about the issue. || Question was thought provoking but more research was needed to explain and justify the necessary ideas and facts. More supporting evidence was needed to effectively present his/her point of view. || Question was thought provoking and student researched and explained the necessary ideas and facts with interesting and FAT information that argued their point of view and helped justify their thinking. || Question was thought provoking and student researched and explained the necessary ideas and facts with interesting and FAT information. Student argued different points of view and justified their thinking with facts and examples. ||
 * **Create a Podcast about a body system which includes the following information** || ** 0 Not done ** || [[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image004.png width="35" height="35" caption="*"]]
 * 2 ** || [[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image006.png width="35" height="35"]][[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image008.png width="35" height="35" caption="*"]]
 * 4 ** || [[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image010.png width="36" height="36"]][[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image012.png width="36" height="36"]]
 * 6 ** || [[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image016.png width="36" height="36"]][[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image018.png width="36" height="36"]]
 * 8 ** || [[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image024.png width="36" height="36"]][[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image026.png width="36" height="36"]]
 * 10 ** ||
 * **1. Create a diagram or model of the body.**
 * Locate all of the system’s parts and correctly name and label them on the body.**
 * **2. Provide a description of how the system works. Labelled diagrams or props will help with your explanations and descriptions. Be creative.**
 * **3. An explanation of the system’s purpose and its importance to the body.**
 * **4. A list of positive things that need to be done to keep the system healthy and working properly. [[image:file://localhost/Users/charucc/Library/Caches/TemporaryItems/msoclip/0clip_image040.png width="73" height="67"]]** ||  || Student writes 2 things we need to do to keep the system healthy and working properly.
 * **5. Write a health related question of your own to analyse and evaluate. Write a persuasive piece of writing to explain your thinking about the issue.**
 * ? ? ? ? ? ? ? ? ** ||  || Question was closed and required little thought or research.
 * **6. Develop an action plan for your personal health and safety over the next 12 months -Physical, Emotional, Social, and Spiritual. Include GFYL, Life-Ed, YCDI and Puberty Ed issues.** ||  || Action plan incomplete and student does not develop information about how he/she plans to keep healthy and safe over the next 12 months. More thought needs to be given about how to apply the Health Ed. information. || Action plan includes 3 or 4 and student does not develop information about how he/she plans to keep healthy and safe over the next 12 months. Some school health programs included. || Action plan includes 5 or 6 ideas and student includes clear information about how he/she plans to keep healthy and safe over the next 12 months. Most school health programs included. || Action plan includes at least 8 ideas and student includes detailed information about how he/she plans to improve their health and safety over the next 12 months. GFYL, Life-Ed, YCDI and Puberty Ed issues all included in action plan. || Action plan includes at least 10 ideas and student includes detailed information about how he/she plans to improve their health and safety over the next 12 months GFYL, Life-Ed, YCDI and Puberty Ed issues all included in action plan. ||
 * PODCAST CONTENT MARK: /60 PODCAST PRESENTATION MARK: /40 **
 * Total mark for project = /100 Due June 17th **