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About the Looking after ME program

What is ‘Looking after ME’?

‘Looking after ME’ is a primary school program developed by the Hawthorn Football Club which aims to address current issues relating to nutrition and physical activity in a way that encourages long-lasting behavioural change.

The program is free for schools and complements the Tasmania Department of Health and Human Services Move Well Eat Well Primary School Award Program (www.movewelleatwell.tas.gov.au).

How does the program work?

‘Looking after ME’ is delivered over six topics which can be completed sequentially, to form a complete unit of work, or individually to suit the needs of your students/school. The delivery time for the program is also flexible to suit your timetable.

Each topic contains an introduction, learning outcomes, a list of required resources and activity suggestions (with step-by-step instructions). There are also activity sheets (in pdf and SMART Notebook formats) and a curriculum table with links to the Australian Curriculum for years 3 to 6 (focusing on Health and Physical Education).

The program is supported by the ‘Looking after ME for students’ student facts interactive in the students section.

Register now

If you are new to the program, you will need to register to access all the resources. When you register you can also request a free ‘Looking after ME’ education pack which contains two colourful posters and a class set of stickers.

If you have already registered, log in now.

What are the topics?

Topic 1: Hydrate for health

Topic 1

In this topic students will be encouraged to make water their primary drink. They will explore how water is essential for the successful functioning of our body and research to discover nutritional information about other drinks they may consume.

Learning outcomes

Students will be able to:

  • explain several ways that water helps our bodies
  • use nutrition labels on products to identify the amount of sugar per serve.
Topic 2: Load your lunchbox

Topic 2

Here students will be introduced to the idea of ‘eating a rainbow’ of fruits and vegetables by looking at the five colour groups they can be sorted into. The ‘Healthy Plate’ diagram will show students how much should be consumed from each food group per day and this information will be used to help students create healthy lunchbox ideas. To complete this topic, students will research to find out which produce is grown locally throughout the year.

Learning outcomes

Students will be able to:

  • identify fruits and vegetables from the five colour groups
  • use the ‘Healthy plate’ diagram to explain what a healthy lunchbox should contain.
Topic 3: Once in a while

Topic 3

In topic 3, students will consider the types of foods they eat on a daily basis. They will identify which are considered ‘occasional’ foods and how they can replace these with healthier options. They will also investigate the persuasive techniques that advertisers use to encourage us to buy and consume these products. Finally, they will consider their local community and the options it provides to support healthy eating choices.

Learning outcomes

Students will be able to:

  • identify foods that are considered ‘occasional’ and explain why
  • choose healthy alternatives to popular unhealthy choices
  • explain how advertising entices people to purchase products
  • locate places in their community that support healthy eating choices.
Topic 4: Get up and go

Topic 4

In this topic students will keep a physical activity diary for a week. They will brainstorm ways that they enjoy being active and then set some personal goals to increase the time they spend being physically active each day. To complete the topic, students will work in small groups to set up a ‘Come ‘n’ Try’ day with activities that other students (and staff or parents) can try.

Learning outcomes

Students will be able to:

  • identify physical alternatives to inactive activities that they can do at home or school
  • develop fitness activities and circuits to complete with peers and younger students
  • work together with others to plan and run one activity for a ‘Come ‘n’ Try’ day at school.
Topic 5: Unplug and play

Topic 5

In topic 5 students will keep a screen dairy for one week, recording how much time they spend engaged with screens (TV, phones, tablets, PCs etc.). They will consider how they can replace this with other activities they enjoy and will take a critical look at why some of the screen activities (in particular games) are so addictive. Using the information they discover, students will design their own nature play space encompassing some of the features of digital games.

Learning outcomes

Students will be able to:

  • acknowledge that screen time should be limited to two hours per day
  • list several activities that can replace screen time
  • explain how persuasive elements are used to create an addiction or compulsion to engage in activities such as video games.
Topic 6: Walk it! Ride it!

Topic 6

Here students will explore how the students at their school currently travel from to and from school, alternative ways of travelling to school, and the advantages and disadvantages of each. Students will identify the features of safe travel routes and discover how they can make their personal journey to school safer. A ‘walk or ride’ club will be established to encourage students to travel to school in an active way, with incentives offered to students who participate.

Learning outcomes

Students will be able to:

  • identify different ways of travelling to and from school and consider their advantages and disadvantages
  • identify the features of safe travel routes and how they can avoid potential hazards
  • organise and participate in a ‘walk or ride’ club to safely and actively commute to school.
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