ALDRIDGESTATEHIGH SCHOOL – HPE DEPARTMENT

Year 8 – 2014

Student: ______
Teacher: ______
Research Notes Due: ______
Draft Due: ______
Due Date: ______
Criteria sheet must be stapled at the front, followed by your draft and any research notes. / Unit: States of Health
Length of Unit: 5 weeks
Exposure to Context/Genre: Known
Time Allowed: 3 weeks
Access to Resources: Free access to resources
Genre: Dimensions of Learning – drafting
Essay
Length: 500 words max.

Task:

Use problem solving skills to identify and address potential issues in a subject’s weekly routine. You are to make recommendations to demonstrate what changes and why they are required to improve his health and to give him a better chance to avoid lifestyle diseases, including Type II Diabetes, Cardiovascular Disease, Skin and Lung Cancer.

Include a 500 word justification of you major changes in regards to the health improvements. You will need to identify parts of the subject’s life that does include healthy choices considering lifestyle diseases, as well as identify the choices that will more likely lead to our studied lifestyle diseases. You need to create his new weekly schedule including the changes possible (work and chores are not flexible). Discuss what will be difficult about changing his lifestyle choices and why.

Identify:Establish or select; recognise and name

Create:Bring in to existence

Discuss:Consider both sides of an issue

Dimension 4: Problem Solving: (overcoming constraints or limiting conditions that are in the way of pursuing

goals).

Invention: design a new weekly routine to reduce the risk of future lifestyle diseases.

Late and Non Submission

Due to administration deadlines, items presented after the due date may not be marked. Any student who fail to submit any assessment task by the due date will be awarded a grade based on what the teacher has observed/collated throughout the course of the term, or alternatively , they will be asked to complete the task in the next lesson they attend or at the next recess. This information will be assessed according to the same criteria as the original task. This may also apply to exams if the student is ill at the time and cannot come in to sit the task. If a student tails to had in an assessment task all together then it will be deemed that they have not completed the course of study and may not be credited with that semester’s work.
PROFILE

Name: Toby JonesAge: 45Weight: 125kgHeight: 185cm

Occupation: AccountantFamily: Wife and three children (4yr old, 6 yr old, 9yr old)

Current routine:

DAY / ROUTINES / MEALS
Monday / Wake at 7am
Prepare for work and drive 10 minute trip
Start work at 8:30am
Lunch break (1 hour): play on iphone/chat to friends
Finish work at 5pm
Drive home
Help prepare dinner, watch TV for 2 hours
Put children to bed
Watch TV until midnight / Breakfast: coffee, vegemite, butter on toast x 2, cigarette
Morning Tea: cigarette, coffee
Lunch: meat pie, can of coke, potato chips, cigarette
Afternoon Tea: cigarette, muesli bar, coffee
Dinner: Steak, chips, gravy
Dessert: ice cream and cigarette
Tuesday / Wake at 7am
Prepare for work and drive 10 minute trip
Start work at 8:30am
Lunch break (1 hour): chat to friends
Finish work at 5pm
Drive home
Help prepare dinner, watch TV for 2 hours
Put children to bed
Watch TV until midnight / Breakfast: coco pops and full cream milk, coffee, cigarette
Morning Tea: bakery pastry, cigarette, coffee
Lunch: Pub lunch – steak and chips
Afternoon Tea: 6 mint slices, coffee
Dinner: Shepherd’s Pie
Dessert: fruit and ice cream, cigarette
Wednesday / Wake at 7am
Prepare for work and drive 10 minute trip
Start work at 8:30am
Lunch break (1 hour): play on iphone/chat to friends
Finish work at 5pm
Drive home
Play social touch game (1 hour)
Put children to bed
Watch TV until midnight / Breakfast: porridge with full cream milk, cigarette
Morning Tea: cigarette, coffee
Lunch: meat pattie burger and chips, cigarette
Afternoon Tea: cigarette, muesli bar, coffee
Dinner: Tacos
Dessert: 6 mint slices, coffee, cigarette
Thursday / Wake at 7am
Prepare for work and drive 10 minute trip
Start work at 8:30am
Lunch break (1 hour): play on iphone/chat to friends
Finish work at 8pm
Drive home
Eat dinner
Play on computer until 2am / Breakfast: Coco Pops with full cream milk, cigarette
Morning Tea: one piece of mud cake
Lunch: subway meatball sub
Afternoon Tea: cigarette x 3, coffee
Dinner: McDonalds Big Mac value meal with coke
Dessert: McDonalds Sundae, cigarette
Friday / Wake at 7am
Prepare for work and drive 10 minute trip
Start work at 8:30am
Lunch break (1 hour): run errands
Finish work at 4pm
Drive home
Help prepare dinner, watch TV for 2 hours
Put children to bed
Watch TV until 1am / Breakfast: Toast x 2, cigarette
Morning Tea: can of coke
Lunch: Tacos,
Afternoon Tea: half box BBQ shapes, cigarette x 2
Dinner: Fish and chips at beach
Dessert: ice cream and cigarette
Saturday / Wake up 8am
Take kids to sporting commitments and watch them
Home for lunch
Watch TV for 5 hours/play computer games
Watch DVD
Play on computer until 2am / Breakfast: cigarette x 2
Morning Tea: cigarette, bag of lollies
Lunch: toasted ham, cheese and tomato sandwich, cigarette
Afternoon Tea: peanuts and dried fruit, cigarette
Dinner: Beef casserole
Dessert: ice cream, cigarette
Sunday / Wake up 9am
Mow lawn
Wash car
Take family to beach 12 noon – 4pm
Prepare kids for school week / Breakfast: pancakes, cigarette
Morning Tea: cigarette, coffee, cream biscuits
Lunch: BBQ – sausages on bread
Afternoon Tea: cigarette, chips and lollies
Dinner: Roast beef and vegetables
Dessert: tinned fruit and ice cream, cigarette

DRAFTING PAGES

ACTIVITY #1 – CONSTUCTING MEANING

Use the model below to demonstrate your knowledge and understanding on the term “healthy lifestyle”.

ACTIVITY #2 – ORGANISING INFORMATION

Use the table that outlines Toby Jones’s routine and meals to organise the information into bubble maps for each of the following headings:

ACTIVITY #3 – COMPARISON

Use the venn diagram to identify similarities and differenced between Toby Jones and a healthy person.


Using your date from you venn diagram, identify what are the major concerns with Toby’s routines:

______

ACTIVITY #4 – ORANISING INFORMATION

Now that you are getting an idea of the difference between healthy and unhealthy lifestyles make a generalization of what each of them are, based on facts you have learnt. Use the graphic organiser to record your ideas.

.

ACTIVITY #5 – DEDUCTIVE REASONING

Use your generalisations as a basis for deductive reasoning to deduce whether Toby is leading healthy lifestyle:

Eg, healthy lifestyles include ………., if Toby has these elements we can deduce that he is healthy, if not, we can deduce he is no healthy.

Once you have deduced whether Toby is healthy or not, what recommendations can you make for him. First you will need to consider the following questions:

  1. List the parts of Toby’s routine that you cannot change.

______

  1. What do you need to completely exclude?

______

  1. Does anything need to be included to his lifestyle?

______

  1. Does anything need to be modified? (Changed a bit)

______

ACTIVITY #6 – ORGANISING INFORMATION

Which actions/behaviours affect a disease:

Behaviours / Disease linked with behaviour

ACTIVITY #7 – ORGANISING INFORMATION

Examine the cause and effect graphic organiser (below) and use this to help organise what we know about diseases and behaviours.

EXAMPLE:

1

2

3.

ACTIVITY #8 – PROBLEM SOLVING

To address Toby’s issues you will have to do some problem solving.

  1. Start with identifying what is you goal for Toby – make sure it is realistic
  2. Then identify the constraining or limiting conditions. Eg: Toby needs to spend a certain amount of time at work, he needs some personal time at home, time it takes to get to gym classes, Toby is a father of 3 children.
  3. Come up with a number of solutions that might work and evaluate each of them in terms of being able to be implemented as a realistic change.
  4. Determine the best option.

ACTIVITY #9 – INVENTION

Based on the solution you have some up with in the problem solving task, you need to now expand on what the solution will look like and design an alternative lifestyle/routine in more detail.

  1. Firstly, you need to identify the need. Eg, reduce the risk of a heart attack, lung cancer, etc
  1. You now need to develop a set of standards or criteria to help develop a new routine. Eg, minimum of 3 x 30 minutes of exercise a week, minimum of 8 healthy meals a week, etc

Keep in mind that Toby has aspects in his life he can not change.

PUTTING IT ALL TOGETHER

Use the above sections to help put your assignment together.

Paragraph 1: Introduction – definition of being healthy, why is it important to be healthy? (activity #1)

______Paragraph 2: Identify – Good parts of his lifestyle

-Negative parts of his lifestyle

-Possible negative health effects from being unhealthy

(activities #2-7)

______

______

______

______

ALTERNATIVE ROUTINE WITH IMPROVEMENTS:

DAY / ROUTINES / MEALS
Monday / Breakfast:
Morning Tea:
Lunch:
Afternoon Tea:
Dinner:
Dessert:
Tuesday / Breakfast:
Morning Tea:
Lunch:
Afternoon Tea:
Dinner:
Dessert:
Wednesday / Breakfast:
Morning Tea:
Lunch:
Afternoon Tea:
Dinner:
Dessert:
Thursday / Breakfast:
Morning Tea:
Lunch:
Afternoon Tea:
Dinner:
Dessert:
Friday / Breakfast:
Morning Tea:
Lunch:
Afternoon Tea:
Dinner:
Dessert:
Saturday / Breakfast:
Morning Tea:
Lunch:
Afternoon Tea:
Dinner:
Dessert:
Sunday / Breakfast:
Morning Tea:
Lunch:
Afternoon Tea:
Dinner:
Dessert:

Paragraph 3: Discuss what will be difficult about changing his lifestyle and why (why will it be hard to change and break habits?)

______

______

______

______

______

______

______

______

Assessable
elements / Indicators / Descriptors
A / B / C / D / E
The student work demonstrates evidence of:
Knowledge and
understanding / Comprehensive knowledge and understanding of concepts, facts and
procedures / Thorough knowledge &
understanding of concepts, facts and
procedures / Satisfactory knowledge & understanding of concepts, facts and
procedures / Variable knowledge and
understanding of concepts, facts and
procedures / Rudimentary knowledge and understanding of concepts, facts and
procedures
Overall knowledge and understanding
Ways of Working / Investigating / Insightful identification of questions and issues to plan and conduct
investigations / Effective identification of questions and issues to plan and conduct
investigations / Competent identification of questions and issues to plan and conduct
investigations / Variable identification of questions and issues to plan and conduct
investigations / Minimal identification of questions and issues to plan and conduct
investigations
Insightful analysis and evaluation of information and evidence to
communicate well-reasoned conclusions and decisions / Logical analysis and evaluation of information and evidence to
communicate reasoned conclusions and decisions / Relevant analysis and evaluation of information and evidence to
communicate credible conclusions and decisions / Variable analysis and evaluation of information and evidence to
communicate obvious conclusions and decisions / Cursory analysis and evaluation of information and evidence to communicate conclusions and
decisions
Planning / Significant and well-justified proposals that promote health and wellbeing and personal development / Pertinent and justified proposals that promote
health and wellbeing and personal development / Relevant and justified proposals that promote health and wellbeing and personal
development / Relevant suggestions that promote health and
wellbeing and personal development / Cursory suggestions that promote health and
wellbeing and personal development
Implementing
and applying / Insightful implementation of
proposals / Effective implementation of
proposals / Appropriate implementation of
proposals / Variable implementation of proposals / Minimal implementation of proposals
Reflecting / Perceptive reflection on influencing factors, actions and learning / Informed reflection on influencing factors, actions and learning / Relevant reflection on influencing factors, actions and learning / Superficial reflection on influencing factors, actions and learning / Cursory reflection on influencing factors, actions and learning
Overall ways of working

CRITERIA SHEET