Year 8 Tutor TimeAutumn 1

Unit 1Healthy 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 GuidanceThe 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.

What is the link?Which is the odd one out?

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

The Perfect Human

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 25Everyone 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 GuidanceThe 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?

Fruit

Vegetables

Fats and oils

Dairy – milk, cheese, yoghurt

Carbohydrates – bread, cereal, rice, pasta

Protein – meat, poultry, fish, pulses, eggs, nuts

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 Learning

Keep 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 PyramidHow much is a serving or portion?

Plenary

The NHS says that a portion or serving is about this much…

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 GuidanceThe 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…

5

5

5

5

5

5

5

5

5

5

5

5

5

5

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 GuidanceThe 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• To explore 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.

Drugs can be both legal and illegal. Some of the drugs that are legal we sometimes do not even think of as drugs.

Some legal drugs, such as alcohol, have laws that regulate their use. For example, it is illegal to buy alcohol if you are under 18.

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

How Risky?

• Divide the class into 6 groups and give each group a risk card

• Groups answer the following questions in their groups;– How likely are people to be involved in this

activity?– What are the risks involved in this activity?– Are there any benefits? What are they?

• Each group presents their ideas to the rest of the class

How Risky?

• Washing line activity• One student from each group comes to the front of

the classroom with their risk card and holds it up for the class to see

• Nominate one member of the class to come to the front and line the students up from most to least risk.

• The rest of the class must watch in silence until the nominated person has finished. A discussion can then take place about whether students agree or disagree with the line-up.

Drinking Alcohol

• Watch the clip Alan’s experience of drinking alcohol

• On the sheet you’ve been given called The Body, label the effects of alcohol on the mind and body that are highlighted in the clip

• Share your ideas with the person next to you.

Plenary

• Taking sides• Read the following statements• For each statement you should decide

whether you agree, disagree or are unsure• Make sure that you can justify your responses• Your teacher will ask some people to give their

reasons for their decision.• If you change your mind after hearing what

other people think then you can move

All drugs are bad for you

Drinking alcohol can affect your ability to make sensible decisions

Risky behaviour can be avoided

Legal drugs cannot harm you

Everyone drinks alcohol so it can’t be that bad for you

Drinking excess alcohol can make you more aggressive

L5 – Teacher GuidanceThe aim of this lesson is for students to understand the difference between passive, aggressive and assertive behaviour and to practice communication and decision-making skills.

Resources needed: Label the Response worksheet, Role Play scenarios

Starter (10mins) – Teacher role play. The teacher makes three different requests for the same thing in an Aggressive, Passive and Assertive way. Students pair up and share the differences that they observed. After a minute or so get some feedback. Explain to the group that these are 3 different ways that people can communicate.

Part 2 (10mins) – Show the different information on Aggressive, Passive and Assertive. Students then try to identify which of the requests you made at the start were which.

Part 3 (10mins) – Hand out the Label the Response worksheet. Students read through the responses and label them as Aggressive, Passive or Assertive. Get some hands-down feedback. Students then choose one of the scenarios the identified as Aggressive or Passive or rewrite it so that it shows an Assertive response

Part 4 (20mins) –Show the Where to Get Help slide and hand out the scenarios to groups. Groups prepare a role-play that show their response and solution to that scenario, demonstrating assertive behaviour and an understanding of where to get help.

Plenary (10mins) – Revisit the idea of the perfect human that we started the unit with. What things help us to thrive? Remind students about the different things they have covered in the last 5 lessons. What can students add to their idea of what a human needs in order to thrive?Students write on a post-it note the topics/activities that they have enjoyed most in this unit and one thing that they have learnt. Teachers collect the post-its and pass to Michelle Springer.

L5 Resisting Pressure

Learning Objectives• To practice communication skills• To improve decision-making skills• To know where to get help and advice on

health issues• To be able to give advice to other people

Experiment• You just watched your teacher ask for

something in three different ways• With the person sitting next to you, discuss

the differences that you observed• The three requests represent three different

ways of communicating with a person when you want something

• Now look at the outlines for the three different types of communication…

Back to the experiment…

• Which of the requests was the aggressive one? What was aggressive about it?

• Which of the requests was passive? What was passive about it?

• Which of the requests was assertive? What was assertive about it?

• What skills were demonstrated when being assertive?

Label the Response• You have been given a sheet entitled Label the Response.• First you will work individually. Read through these seven

scenarios. In each scenario, a request is made. Label each request as either AG (aggressive), PA (passive) or AS (assertive). You will have about 5 to 7 minutes.

• Once you have completed the scenarios, compare your labels with your partner, agree on a label for each scenario, be ready to share your rationale and circle the text in the scenario that supports your rationale.

• Select a scenario you labelled as aggressive or passive. What might you do to change this to an assertive response?

Resisting Negative Peer Influence

• When might we be peer pressured?• Why do people feel pressured by their peers?• Being assertive is important in resisting

negative influence from your friends and peers

• But what about getting help or helping others?

So where can I go to get help and advice?

• Your tutor/teachers (remember that they cannot necessarily keep something secret. If they feel that you are in danger then they need to tell someone)

• School Nurse – office next to reception Monday and Wednesday• Counsellors – you can be referred by the school nurse, one of your

teachers or your parents.• Childline – www.childline.org.uk • The Point – Youth Services Opening hours: 9am to 5pm Riverside Centre, Woolwich High Street, London SE18 6DF 020 8921 8224• Talk to Frank – information and advice about drugs

Role Play

• Students get into groups of 4 or 5.• You will be given a scenario. You have ten

minutes to prepare a short role play to show to the whole class

• Your role play should demonstrate assertiveness and positive refusal skills, as well as show that you know where to get help and advice

Plenary

• What makes the perfect human? How can we thrive?

• What did we think at the start of the unit?• Has anything changed?• What has changed? What might we add or

change on our perfect person?