YEAR 5

NUTRITION & FITNESS

STUDENT BOOKLET
SEMESTER 2 - 2023: TERM 3 & 4

Name: __________________________________
Teacher: ________________________________
Class: ________

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 Learning outcomes:

 Plan and practise strategies to promote health, safety, and wellbeing

(ACPPS054)
 Investigate the role of preventative health in promoting and
maintaining health, safety and wellbeing for individuals and their
communities (ACPPS058)

Overview of lessons for Term 3 & 4:

YEAR 6 YEAR 5
Week 1: Lesson 1: Healthy eating Week 2: Lesson 1: Healthy eating

Week 3: Lesson 2: Nutritional information Week 4: Lesson 2: Nutritional information

Week 5: Lesson 3: Eating for nutrients Week 6: Lesson 3: Eating for nutrients

Week 7: Lesson 4: Assessment Part A Week 8: Lesson 4: Assessment Part A

Week 9: Lesson 5: Assessment Part A Week 12: Lesson 5: Assessment Part A

Week 11: Lesson 6: The benefits of physical Week 14: Lesson 6: The benefits of physical
activity activity

Week 13: Lesson 7: Assessment Part B Week 16: Lesson 7: Assessment Part B

Week 15: Lesson 8: Assessment Part B Week 18: Lesson 8: Assessment Part B

*Please note: This booklet will be used to assess your in-class & take-home
task. At the end of the Unit, you will be asked to hand in this booklet for your
final assessment.

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Lesson 1: Healthy eating

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What is healthy food?

The healthy eating pyramid explained:

Make notes in the spaces provided below (from the Power Point)

The foundation layers:

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The middle layer:

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The top layer:

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Additional messages:

Enjoy herbs and spices

 Herbs and spices provide a wonderful range of flavours and aromas to our
food.
 Many herbs and spices have health-promoting properties, but since we
tend to eat them in smaller amounts their primary purpose is to flavour
and colour our meals.

Choose water

 Water is the best drink to stay hydrated and it supports many other
essential functions in the body.
 Choose water as your main drink, and avoid sugary options such as soft
drinks, sports drinks and energy drinks.

Limit added salt and sugar

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  The average Australian already consumes too much salt and added sugar,
which is linked to increased risk of diseases, such as heart disease, type
2 diabetes and some cancers.
 Salt: (Sodium) is found in salt and is naturally occurring in some foods.
 Too much salt is linked to increased risk of high blood pressure, which can
increase your risk of cardiovascular (heart) and kidney disease.
 Sugar: consuming a lot of added sugars, especially from foods like lollies,
chocolate, cakes, biscuits, desserts, and soft drink, can add extra
kilojoules to your diet.
 This can lead to weight gain and increase you risk of developing type 2
diabetes, cardiovascular disease, and some cancers.
 Too much sugar can also cause dental cavities.
 Most fruits, vegetables, legumes, and unsweetened dairy foods contain
small amounts of naturally occurring sugars which are not harmful.
 Choose fresh or minimally processed varieties of these foods and check
the ingredients on all packaged foods and drinks to see if sugar has been
added.

Activity:

Use the following link to answer the questions that follow:

https://nutritionaustralia.org/fact-sheets/adgs-standard-serves/#Standard-
serves-of-each-food-group

1) How many serves of fruit and vegetable you need per day?

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a) What does a ‘serve’ of vegetables look like? (how much is in a serve?)

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b) List some examples of a serve of vegetables

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2) What does a ‘serve’ of fruit look like? (how much fruit is in a ‘serve’ of
fruit?)

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a) List some examples of a serve of fruit

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3) How many serves of grain (carbohydrate foods) do you need per day?

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a) List some examples of a serve of grains.

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4) How many serves of lean meat/legumes (protein foods) do you need per
day?
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a) List some examples of a serve of protein foods

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5) How many serves of milk (dairy foods) do you need each day?
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a) List some examples of a serve of dairy.

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Lesson 2: Nutritional information

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Activity: Food labelling (Individual or Pair)

https://www.nestle.com.au/en/nhw/food-labelling

Questions:

1) List the information that you can find on a food label:

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2) Examine the nutrition information on the Apricot muesli bar and answer

the following questions:

a) How many grams of fat are in one serving?

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b) How much sugar per 100g?

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c) Look at https://www.eatforhealth.gov.au/webform/daily-nutrient-

requirements-calculator to work out your daily nutrient requirements.

i. What is the daily recommended maximum amount of sodium per day

for you?

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ii. Does one serving of the apricot muesli bar contain an acceptable

amount of sodium?

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iii. What is the daily recommended amount of fibre per day for you?

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iv. If you eat one serve, how much more fibre to you need for the

day?

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v. If you eat one serve, how much more protein do you need for the

day?

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d) What are the three things to remember when reading the ingredients list

for a packaged product?

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Lesson 3: Eating for nutrients

The foods that we eat not only provide us with energy, but also provide us with
nutrition for our bodies to perform other functions that help to keep us
healthy. If we do not include a balance of nutrition in our diets, we can develop
problems and become unwell.

Read the fact sheets below to help you summarise the information in table form
on page 15.

Information fact sheet 1

Food group: Meat
Nutrition Foods
These foods are high in protein.  Red meats
Some meats may have lots of fat.  Fish and other seafood
Lean (low fat) cuts of meat are best  Poultry
as we only need small amounts of
these fats for good health.
How the body uses these foods How much and how often
Protein is essential for growth and 2-3 serves per day.
healing, as well as the maintenance of 1 serve = a piece of meat around the
body tissues, especially muscle. size of your fist.
Fats provide some energy.
They also help to form new cells and
assist to deliver vitamins throughout
the body.

Information fact sheet 2 Food

group: Grains & Cereals
Nutrition Foods
These foods are  Bread  Polenta  Pasta
particularly high in  Muesli  Bran  Rice
carbohydrates. A lot of  Noodle flakes/weet  Quinoa
these foods have a high s bix
level of fibre.
How the body uses these How much and how often
foods
Carbohydrates are used 4 serves per day.
to provide the body with 1 serve = 1 slice of bread; half a cup of pasta; half
energy. Fibre is essential a cup of porridge; 2 weet bix.
to help move food through

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the digestive system. * special note: while most breakfast cereals
contain cereal and grains, some have a high level
of sugar and should only be eaten occasionally.

Information fact sheet 3

Food group: Fruit
Nutrition Foods
These foods contain a good amount of  Bananas  Dried fruit
fibre. Fruit juice, however, has most  Apples such as
of the fibre removed. There are also  Oranges dried
lots of vitamins and minerals in fruit.  Grapes apricots
 Pears  Fruit juice
 Many, many
more fruits
How the body uses these foods How much and how often
Fibre is more important to help keep 2 serves per day.
the digestive system working properly 1 serve = 1 piece of fruit such as a
and maintain health. Vitamins and banana of apple; 2 small apricots/kiwi
minerals are important for the fruit/plums; 1 cup of canned fruit;
maintenance of general health and half a cup of fruit juice.
wellbeing.
* Fresh fruit is better than canned
fruit, although canned fruit can be
useful when certain fruits are out of
season. Canned fruit with natural
juices are best. Other canned fruit
will have higher than normal amounts
of sugar.

Information fact sheet 4

Food group: Vegetables
Nutrition Foods
Vegetables have lots of fibre.  Potatoes  Lentils
Vegetables also contain a variety of  Carrots  Red kidney
vitamins and minerals. While  Beetroot beans
vegetable juices contain lots of  Lettuce  Many, many

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vitamins and minerals, most of the
fibre has been removed. For this
reason, whole vegetables are best.
How the body uses these foods
Fibre is very important to maintain
the health of the digestive system by
making it easier for food to move
through the digestive system.
Vitamins and minerals are important
for the maintenance of general health
and wellbeing.
 Corn more
vegetables
How much and how often
5 serves per day.
1 serve = half a potato/sweet potato;
half a cup of vegetables such as
sweet corn/carrots/peas.
* special note: fresh vegetables will
have the best nutrition content;
however, canned and frozen
vegetables are also suitable.
Vegetables contain less sugar than
fruit, so we can eat more serves of
vegetables.

Information fact sheet 5

Food group: Dairy
Nutrition Foods
Dairy foods generally have high levels  Milk
of calcium. They also contain levels of  Eggs
fats.  Cheese
 Yogurt

How the body uses these foods
Calcium is essential to help maintain
strong bones and teeth. Fats provide
some energy and help to form new
cells and assist to deliver vitamins
throughout the body.
How much and how often
3 serves per day.
1 serve = 1 cup of milk; 2 slices of
cheese; ¾ of a cup of yogurt
* Special note: the body only needs
small amounts of fats for health

Information fact sheet 6 Food group:

Discretionary
Nutrition Foods
While these foods do contain some  Cakes and biscuits
nutritional value, this is outweighed  Potato chips

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by a high content of sugar, salt, and  Hot chips/fries
fats.  Lollies/sweets
 Soft drink
 Chocolate
How the body uses these foods How much and how often
If the body consumes too much sugar, 0-3 serves per day.
salt, and fat, this can lead to poor Your body does not need any of these
health. Some consequences include foods for good health and it is
obesity, heart disease and diabetes recommended that they only be eaten
type 2 occasionally.

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Activity:

Summarize the facts sheets presented on pages 12-14 in the table below.

Nutrients Functions Source (food groups)

Calcium

Protein

Carbohydrates

Fibre

Fats

Vitamins and minerals

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Lesson 4 & 5:

Assessment Part A:

Create a 7-day healthy meal plan for an individual the same age and gender as
you.

Instructions:

a) Use the information and websites on the previous pages of your booklet
to create a healthy meal plan for an individual the same age and gender as
you.
b) Create your meal plan in the table below.
c) The meal plan must meet the government requirements.
d) Include detail, the exact food and serve, for example: ½ a cup of peas; 2
slices of bread, etc.
e) Add any extra notes in the ‘Notes’ section to explain your meal plan a bit
further, for example, “This meal plan was created for a female aged 11.
The recommended dietary requirements for an individual of this age
are…., therefore I added (certain foods – name them) to meet these
requirements.”
f) The extra notes section will give you the opportunity to elaborate on the
meal plan and be able to show that you have a deeper understanding of
the different nutritional requirements.

Websites to use:

https://nutritionaustralia.org/fact-sheets/adgs-standard-serves/#Standard-
serves-of-each-food-group

https://www.nestle.com.au/en/nhw/food-labelling

https://www.eatforhealth.gov.au/webform/daily-nutrient-requirements-
calculator

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 Breakfast Lunch Dinner Snacks
Monday

Tuesday

Wednesda
y

Thursday

Friday

Saturday

Sunday

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Notes:

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Lesson 6: The benefits of physical activity

Physical activity involves moving your whole body around using your muscles,
while exerting energy. Physical activities include team and individual sports,
running, walking, swimming, gymnastics, dancing, climbing adventure playgrounds
and movement games; for example, chasey, dodgeball and rob the nest.

Fitness is about being in good physical condition and being healthy. Being fit
helps to maintain good muscular strength, helps with good flexibility, and means
that you have more energy. Being fit assists you to look better and feel better.
Good fitness can even help with a positive attitude on life and to maintain good
moods.

For Children and Young People (5 to 17 years), being physically active every day
can have:

Social benefits, like:

 Opportunities for fun with friends and family.

 Reduced anti-social behaviour, including aggressive and disruptive
actions.
 Helping to develop cooperation and teamwork skills.
Emotional and intellectual benefits, such as:

 Improved self-esteem and confidence.

 Help with management of anxiety and stress.
 Improved concentration.
Health benefits, such as:

 Promotion of healthy growth and development.

 Strong muscles and bones.
 Improved physical fitness, including coordination and movement skills.
 Reduced risk of disease and unhealthy weight gain.

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People often lose motivation to ‘get active’ because of their fitness level, skill
level, time restrictions or simply their attitude towards exercise. Knowing how
to modify games means everyone can have fun at participating.

Modifying a game by changing one ore more elements of the game can make it
easier or harder to match children’s needs and keeps the game engaging. The
following acronym gives elements that can be changed to keep games engaging:

Equipment
Number of players
Game rules
Area
Goal scoring
Intensity
Nominated roles
Gross motor skills

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EXAMPLE OF A GAME AND HOW IT IS MODIFIED:

ROB THE NEST

AIM:
To have the most number of objects in your team’s hoop (nest) at the end.

EQUIPMENT, PEOPLE & AREA NEEDED:

 25 Bean bags
 5 Hoops
 4 Teams
 A large rectangular area on the Oval or a Basketball court

SETTING UP:
Place a hoop in each corner of the playing area and one in the centre, with all
bean bags in it.

Divide students into four teams and allocate one team to each corner.

GAME RULES:
When the whistle blows, one player from each team runs to the centre, grabs
one beanbag, and runs it back to their ‘nest’, placing it in the hoop (not throwing)
before tagging the next player. Repeat until all beanbags are taken from the
centre.

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When the centre hoop is empty, teams may then run to other teams’ nests and
take one beanbag at a time back to their own nest.

Players are not allowed to touch any other player while attacking or defending.

After 10 minutes, blow the whistle and tell players to run back to their nest to
count the beanbags they have.

SCORING:
The team with the most beanbags wins.

MODIFYING THE GAME:

Equipment:

Use balls of varying sizes worth different values.

Number of players:

Increase the number of teams with fewer players per team or vice versa.

Game rules:

Change the number of players allowed to leave the nest at a time.

Area:

Make the playing area bigger, smaller or a different shape.

Goal scoring:

Make the goals bigger, smaller, or change how you score.

Intensity:

Change time limits to make it faster or add 10-second delays before a player
can leave the nest again.

Nominated roles:

Attacking and defending roles could be allocated to players to suit their needs.

Gross motor skills:

Change the locomotor skill or add balancing, kicking or striking skills to the
game.

Activity:

1. Why is it important to be active every day?

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2. List some physical activities you currently do in a week and some physical
activities you could add.

Current physical activities Physical activities to add

3. Name your favourite active game to play at school, at the park or at

home.

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4. Use the ENGAGING acronym to give examples of how you could modify
the game listed above.

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Lesson 7 & 8:
Assessment Part B:

1. Use the blank pages to create two new physical activities to play at home
or at school.
2. Use the example that was given to you in Lesson 6 (Rob the nest) to
structure your games.
3. One of the two games must be your own made-up game and then modified
accordingly.
4. The other game can be an existing game that you will then need to modify
accordingly.
5. Your knowledge of modifying games to make it easier of harder will be
assessed.
6. You need to include the following for each game:

 The name of the game

 Diagram of the game (Picture)
 The AIM of the game
 Equipment, area, and players needed
 Setting up
 Game rules
 Scoring
 Modifying the game (Use the ENGAGING acronym)

7. It is important to look at the rubric to meet all the criteria and

requirements.

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GAME 1:

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Modifying the game:

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GAME 2:

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Modifying the game:

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Rubric: Nutrition and Fitness

Criteria Extensive (A) Thorough (B) Demonstrated (C) Limited (D) Elementary (E)
Meal plan Meal plan is Meal plan is not Meal plan mostly Meal plan is Limited attempt.
interesting, particularly varied reflects attempted. The
varied, realistic or perhaps not government plan shows a (0-3 Marks)
and clearly shows realistic. Plan requirements for developing
how many serves clearly shows how a healthy diet. understanding of
of each type of many serves of the amount of
food group is each type of food The notes section serves of
consumed each groups is was used to different types of
day. consumed each elaborate and food a student
These match day. explain certain should eat each
government These match parts of the meal day.
recommendations. government plan in a The notes section
The notes section recommendations. satisfactory was not used.
was used to The notes section manner.
elaborate and was used to (4-5 Marks)
explain certain elaborate and
parts of the meal explain certain (6 Marks)
plan extensively. parts of the meal
plan thoroughly.
(9-10 Marks) (7-8 Marks)
Games Two games were Two games were Two games were One game was Limited attempt.
provided: provided: provided: provided:
One created and One created and Both existing Most of the (0-3 Marks)
one existing. one existing. games. criteria were met

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 All the criteria Most of the Most of the and included into
were met and criteria were met criteria were met the structure.
included into the and included into and included into Modifications to
structure. the structure. the structure. the game was
Modifications to Modifications to Modifications to made to a
the games were the games were the games were satisfactory
excellent and the included and the made to a standard and the
student clearly student satisfactory student
understands how understands how standard and the understands how
to modify games to modify games student to modify a game
to include every to include every understands how to include most
participant. participant. to modify games participants.
to include most
(9-10 Marks) (7-8 Marks) participants. (4-5 Marks)
(6 Marks)
Time management Class time was Class time was Class time was Class time was Class time was not
skills consistently used usually used often used rarely used used efficiently to
efficiently to efficiently to efficiently to efficiently to complete the task
complete the task complete the task complete the task complete the task
Task was
Task was Task was Task was Task was submitted 4 or
submitted on time submitted 1 day submitted 2 days submitted 3 days more days late
late late late
(5 Marks) (4 Marks) (3 Marks) (2 Marks) (0-1 Mark)

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Total: 25 Marks

Feedback:

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