Territories: YEAR 1 - HPE - Explore2
A possum disturbs Old Dog, and a ‘cranky’ magpie swoops at anyone who steps into the backyard. Little J and Big Cuz share a room and when Little J steps on Big Cuz’s art project, a disagreement over territory ensues. The result is a clear dividing line to mark their individual territory. But they discover they have to compromise on a shared space, and cooperate in order to move in and out of the room, and to get past the swooping magpie in the backyard. Their joint, inventive solution wins high praise from the class at ‘show & tell’.
Theme - HEALTH
After viewing Little J & Big Cuz, Episode 12 ‘Territories’, engage students with the following activities to support their understanding about cooperation, sharing, resilience and safety.
As a class, explore health promotion videos produced by young people working with film producers such as Desert Pea Media or Indigenous Hip Hop Projects (IHHP):
- Maningrida 'Living Sugar Free'
- Timber Creek ‘All My People, Make the Right Choice’
- Daly River Mob – ‘Feel My Flow’
- Wunan Foundation – ‘Show Up. Give Yourself a Chance!’
Discuss with the class the messages each video explores. Have students list the positive behaviours outlined in each video that people could adopt. Have students evaluate if they believe this is good advice and why.
Invite students to decide on which message they would like to promote. Those students who selected the same message should form a separate group. Have each group decide what they can do to promote healthy living and eating as suggested in the videos.
Suggested filmmaking resources to help design and script a health promotion production::
- How to Storyboard – First Light
- Scripting and storyboarding a video interview
- 16 websites and apps for making videos and animation
- Pic-Lits – picture writing
Students may also explore other methods/strategies of health promotion including persuasive language, and positive peer support.
Alternatively, the class could host a lunch day where only healthy food is served and the students prepare the healthy food alternatives. Prior to the ‘Healthy Eating’ day, invite each students to attend a cooking session where they make a dish that is naturally sweet with fruit and vegetables rather than refined sugar. A suggested recipe:
Prepare: 1 big carrot, peeled and grated; 2 large handfuls shredded white or red cabbage (or 1 handful of each); 4–6 fresh leaves of mint, sliced; 1–2 fresh spring onions or 1/6 of a brown onion, sliced.
Mix in a bowl and add: 1 tablespoon sour cream, 2 teaspoons lemon juice, ½ teaspoon Dijon mustard, salt and pepper to taste. Stir well until the dressing is mixed through. Serve as salad or in pita pockets with a slice of cheese as a sandwich.
This amount will provide enough for 24 students to have a small taste. Double it if you are making pita bread sandwiches for this number of students.
Cook roasted vegetables such as beetroot, carrot, onion, sweet potato and potato. Put them on a non-stick tray, toss with 2 tablespoons olive oil and roast at 200°C until soft and sweet. Try different combinations of spices on the naturally sweet vegetables, such as a pinch each of coriander and cumin seed, thyme, salt and pepper.
Have the students write the recipes as a procedural text, perhaps accompanied with step by step photographs or illustrations. The class can share/upload these recipes for the school community to share.
As a class explore how the slogan ‘Fresh is Best’ applies to them and their food choices.