7M1 PE and Health
Section outline
-
- We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strengths
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
-
- We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strengths
Activities: Name games, Ice breakers, biking and learning each others strengths
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
-
- We are EXPLORING...connection with our new school, teacher facilities and the routines that come with this
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strengths
Activities: Name games, Ice breakers, biking and learning each others strengths
Main Focus: Completing a Class Treaty
-
Kia ora...
Success Criteria: I can/have...
- Viewed the class treaty and agreed to the terms
- know what the benefits of our school forest and school bike track can bring to my Hauora
Activities:
- Visit Tane Forest
- Complete the Bike Passport
- Visit the school Bike and pump track
Homework:
Discuss with parents a suitable day trip to an Auckland resource that they can take you on. -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Kindness and linking how this affects our Hauora
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
Kia ora...
Success Criteria: I can/have...
- Viewed the class treaty and agreed to the terms
- know what the benefits of our school forest and school bike track can bring to my Hauora
Activities:
- Visit Tane Forest
- Complete the Bike Passport
- Visit the school Bike and pump track
Homework:
Discuss with parents a suitable day trip to an Auckland resource that they can take you on.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Kindness and linking how this affects our Hauora
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
Kia ora...
Success Criteria: I can/have...
- An understanding of the 4 dimensions of Hauora in preparation for our term 1 Assessment combined with English
- Experienced a selection of Invasion games in preparation for the Term 1 Inter-Whanau Sports Shield and being possibly selected for Maunga Whanau
Activities:
- Complete at least 2 Health lessons on Hauora and linking this to our term 1 assessment
- Complete the Bike Passport
- Complete some pre & post camp activities
Homework:
- Complete the health worksheets on Hauora ( found on google classroom page)
- Complete the pre and post camp preparation and reflection.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Kindness and linking how this affects our Hauora
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
Kia ora...
Success Criteria: I can/have...
- An understanding of the 4 dimensions of Hauora in preparation for our term 1 Assessment combined with English
- Experienced a selection of Invasion games in preparation for the Term 1 Inter-Whanau Sports Shield and being possibly selected for Maunga Whanau
Activities:
- Complete at least 2 Health lessons on Hauora and linking this to our term 1 assessment
- Complete the Bike Passport
- Complete some pre & post camp activities
Homework:
- Complete the health worksheets on Hauora ( found on google classroom page)
- Complete the pre and post camp preparation and reflection.
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Kindness and linking how this affects our Hauora
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
Kia ora...
Success Criteria: I can/have...
- An understanding of the 4 dimensions of Hauora in preparation for our term 1 Assessment combined with English
- Made a start on the English/PE assessment and understand what is required
- Made a copy of our class treaty
Activities:
- Theory lesson on preparation and commencement of Assessment poster ( script a draft)
- Complete some pre & post camp activities and link to assessment
- Invasion games selection
Homework:
- Print and post letter home
- Collect evidence for assessment and present a draft in your PE books
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Kindness and linking how this affects our Hauora
- We are EXPLORING...Our teamwork skills by collaborating with others in the class
- We are EXPLORING...how each of us work best in PE in terms of collaboration, empathy for others and observing each others strenghts
Kia ora...
Success Criteria: I can/have...
- An understanding of the 4 dimensions of Hauora in preparation for our term 1 Assessment combined with English
- Completed both drafts of your assessment poster and required paragraph
- Made a copy of our class treaty
Activities:
- Theory lesson on preparation and commencement of Assessment poster ( script a draft)
- Peer review of both assessment drafts
- Invasion games selection
Homework:
- Print and post letter home
- Getting feedback from Family of poster and paragraph
-
Kia ora...
Success Criteria: I can/have...
- Give some real life examples of Hauora ( including all 4 dimensions)
- understand the marking criteria for our term 1 assessment
- Understand the Legacy project for term 2 and its significance and also possible context for learning in term 2
Activities:
- Overview of assessment
- Starting on the legacy project
- Invasion games selection
Homework:
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
- We are FOCUSING...adapting some traditional Maori games to suit our environment
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
- We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
- We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
- We are FOCUSING...adapting some traditional Maori games to suit our environment
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
- We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
- We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
- We are FOCUSING...adapting some traditional Maori games to suit our environment
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
- We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
- We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
- We are FOCUSING...adapting some traditional Maori games to suit our environment
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
- We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
- We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
-
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
- We are FOCUSING...adapting some traditional Maori games to suit our environment
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
- We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
- We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
Success Criteria: I can/have...
- An understanding of both Tapuwai and Ti Uru Traditional maori games
- Explain the cultural reasons that these games were played
- Played both games
Activities:
- Viewed the video of both games
- Played both games
- Practised the hand eye co-ordination skills
- come up and or looked at variations to both games ( to make the games both harder and easier)
Homework:
Practise the hand eye skills taught in class -
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
- We are FOCUSING...adapting some traditional Maori games to suit our environment
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
- We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
- We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
Success Criteria: I can/have...
- An understanding of both Tapuwai and Ti Uru Traditional maori games
- Explain the cultural reasons that these games were played
- Played both games
Activities:
- Viewed the video of both games
- Played both games
- Practised the hand eye co-ordination skills
- come up and or looked at variations to both games ( to make the games both harder and easier)
Homework:
Practise the hand eye skills taught in class -
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
- We are FOCUSING...adapting some traditional Maori games to suit our environment
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
- We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
- We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
Success Criteria: I can/have...
- An understanding of both Tapuwai and Ti Uru Traditional maori games
- Explain the cultural reasons that these games were played
- Played both games
Activities:
- Viewed the video of both games
- Played both games
- Prepare each team for our Matariki trip on June 23rd ( positions, tactics, knowlwdge of game
- June 23 Matariki Trip to Stardome in Cornwall Park.......Tapuwai 7M1 V7M2 2 class teams each...challenge...4 teams in total and each team plays 2 games v the other 2 class teams
Homework:
Practise the hand eye skills taught in class -
FOCUS / ARONGA learning intentions:
- We are FOCUSING...Enhancing our knowledge of Tikana through playing different traditional Maori games
- We are FOCUSING...adapting some traditional Maori games to suit our environment
- We are FOCUSING...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...Traditional Maori Games by investigating, observing and participating in the different games played
- We are EXPLORING...how to integrate these traditional Maori Games into our understanding of Maori customs and values
- We are EXPLORING...by discovering Traditional Maori Games we are making the connection with the learning of Te Reo and our second language
Success Criteria: I can/have...
- An understanding of both Tapuwai and Ti Uru Traditional maori games
- Explain the cultural reasons that these games were played
- Played both games
Activities:
- Viewed the video of both games
- Played both games
- Prepare each team for our Matariki trip on June 23rd ( positions, tactics, knowlwdge of game
- June 23 Matariki Trip to Stardome in Cornwall Park.......Tapuwai 7M1 V7M2 2 class teams each...challenge...4 teams in total and each team plays 2 games v the other 2 class teams
Homework:
Practise the hand eye skills taught in class -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can...present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
Activities:
- look at the recommended calories intake in comparison to the different sports activities and energy required.
- Identify what foods are in what food category ( Protein, Carbohydrates etc)
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can...present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
Activities:
- look at the recommended calories intake in comparison to the different sports activities and energy required.
- Identify what foods are in what food category ( Protein, Carbohydrates etc)
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can...present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
Activities:
- look at the recommended calories intake in comparison to the different sports activities and energy required.
- Identify what foods are in what food category ( Protein, Carbohydrates etc)
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can... present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
Activities:
- Attend the shared breakfast that shows glycemic index and its relation to physical exercise.
- Attend the seminar with Heart Foundation
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can... present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
Activities:
- Attend the shared breakfast that shows glycemic index and its relation to physical exercise.
- Attend the seminar with Heart Foundation
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can... present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
Activities:
- Attend the shared breakfast that shows glycemic index and its relation to physical exercise.
- Start on Athletics for term 4 event
- Start on Bench ball for term 4 event
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can... present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
Activities:
- Attend the shared breakfast that shows glycemic index and its relation to physical exercise.
- Start on Athletics for term 4 event
- Start on Bench ball for term 4 event
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can... present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
- Understand what the assessment requires
Activities:
- Attend the shared breakfast that shows glycemic index and its relation to physical exercise.
- Start on Athletics for term 4 event
- Start on Bench ball for term 4 event
- Start on Assessment presentation
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can... present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
- Understand what the assessment requires
Activities:
- Attend the shared breakfast that shows glycemic index and its relation to physical exercise.
- Start on Athletics for term 4 event
- Start on Bench ball for term 4 event
- Start on Assessment presentation
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to share different food items from school & home and collaborate so that we can... present a healthy and balanced food diet that enables us to perform for physical exercise.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing further knowledge of food groups and being able to explain how a balanced diet affects our Hauora
- We are FOCUSING...how to identify food labels and select the right foods for our needs based on our knowledge
- We are FOCUSING...on comparing food diaries, food menus and being able to discuss what constitutes a healthy diet and being able to make adjustments and healthy choices when needed
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...how to classify different food groups and how a balanced diet affects your health
- We are EXPLORING...how to measure calories in food groups, food labels and analyse how it impacts on physical exercise.
- We are EXPLORING...how to use this research and knowledge of food labels, food groups and calorie intake to influence our future food intake and also our whanau too
Success Criteria: I can/have...
- Locate and understand a food label
- an understanding of the different food groups and what a calorie is
- How different foods affect physical and mental performance
- Understand what the assessment requires
Activities:
- Attend the shared breakfast that shows glycemic index and its relation to physical exercise.
- Start on Athletics for term 4 event
- Start on Bench ball for term 4 event
- Start on Assessment presentation
Homework:
- ask parents permission to take 3 food items ( used or unused is ok) into school so we can share and contrast the different food labels
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to Learn, practise and participate in all 9 Athletics events in preparation for the inter whanau Athletics event in term 4.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing the correct technique for each event
- We are FOCUSING...on ensuring we are safe with the equipment
- We are FOCUSING...on inter whanau spirit and collaboration/support of others
- We are FOCUSING...on developing the correct technique for each event
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...each Athletic event that will be in the Inter whanau event in term 4
- We are EXPLORING which event that each of us may have strength in...
- Aiming to get into the top 4 in our cohort to represent our Whanau on Athletics day
Success Criteria: I can/have...
- Learnt, participated and practised each of the 9 Athletic events that will be in the inter whanau Athletics day
Homework:
- Train for my event
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to Learn, practise and participate in all 9 Athletics events in preparation for the inter whanau Athletics event in term 4.
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on developing the correct technique for each event
- We are FOCUSING...on ensuring we are safe with the equipment
- We are FOCUSING...on inter whanau spirit and collaboration/support of others
- We are FOCUSING...on developing the correct technique for each event
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...each Athletic event that will be in the Inter whanau event in term 4
- We are EXPLORING which event that each of us may have strength in...
- Aiming to get into the top 4 in our cohort to represent our Whanau on Athletics day
Success Criteria: I can/have...
- Learnt, participated and practised each of the 9 Athletic events that will be in the inter whanau Athletics day
Homework:
- Train for my event
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn about basic puberty
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on
- We are FOCUSING...on identifying parts of the body ( bones and reproductive system)
- We are FOCUSING...on describing and comparing the differences mental and physical transformation between male and female and explaining these changes
- We are FOCUSING...on
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
- We are EXPLORING...investigating the changes in our bodies and to classify different anatomical parts of the body
- We are EXPLORING...Male and female changes and recognising these differences with empathy.
Success Criteria: I can/have...
- an understanding of the physical and mental changes in male and female body
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn about basic puberty
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on
- We are FOCUSING...on identifying parts of the body ( bones and reproductive system)
- We are FOCUSING...on describing and comparing the differences mental and physical transformation between male and female and explaining these changes
- We are FOCUSING...on
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
-
- We are EXPLORING...investigating the changes in our bodies and to classify different anatomical parts of the body
- We are EXPLORING...Male and female changes and recognising these differences with empathy.
-
Success Criteria: I can/have...
- an understanding of the physical and mental changes in male and female body
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn about basic puberty
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on
- We are FOCUSING...on identifying parts of the body ( bones and reproductive system)
- We are FOCUSING...on describing and comparing the differences mental and physical transformation between male and female and explaining these changes
- We are FOCUSING...on
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
-
- We are EXPLORING...investigating the changes in our bodies and to classify different anatomical parts of the body
- We are EXPLORING...Male and female changes and recognising these differences with empathy.
-
Success Criteria: I can/have...
- an understanding of the physical and mental changes in male and female body
-
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to learn about basic puberty
FOCUS / ARONGA learning intentions:
-
- We are FOCUSING...on
- We are FOCUSING...on identifying parts of the body ( bones and reproductive system)
- We are FOCUSING...on describing and comparing the differences mental and physical transformation between male and female and explaining these changes
- We are FOCUSING...on
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...
-
- We are EXPLORING...investigating the changes in our bodies and to classify different anatomical parts of the body
- We are EXPLORING...Male and female changes and recognising these differences with empathy.
-
Success Criteria: I can/have...
- an understanding of the physical and mental changes in male and female body