Foreword try out these riddles and see if you can answer the



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A TRIATHLETE’S DAILY DIET: AILEEN MORRISON

breakfast

pancakes/butter/water/sports drink

breakfast

porridge with blueberries, nuts and honey/protein drink

snacks

bar while on the bike/coffee/big scone

lunch

toasted sandwich or wrap with spinach and chicken

snacks

apple/protein bar

lunch

wrap with spinach and chicken or coffee and scone

dinner

meat and vegetables or stir fry/chicken and salad or steak and salad

supper

bowl of cereal

snacks

chocolate treat



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Establish the importance of diet and nutrition.

2) Establish what an alpha sports person eats.

3) Make students reflect on their food intake and habits.


1) TI: The 26 healthiest foods to:

innerglow.ca and


MAIN LESSON

OTHER RESOURCES

1) Recap on texture homework.

2) Students write down yesterday’s food intake in detail.

3) Read Aileen Morrison’s intake. Discuss. Fill in grid.

4) Read Rob Heffernan’s intake. Discuss.

5) Read Gavin Noble’s intake. Fill in grid and discuss all three in relation to what the students eat.

6) Extend over 2 classes if time constraints develop.

7) Recap on the importance of nutrition.


1) TI: The 5 best foods on the planet into YouTube
2) Consider showing a survival video from YouTube on catching fish or TI:

Commercial fishing with a 12 foot cast net: It is 3mins and 41secs. long.



PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) What can one do to change habits? Is it willpower or simply awareness of the need to?

All the questions on the 3 pages need to be answered in time.



SUPER FOOD

BENEFITS

SUPER FOOD

BENEFITS

coconut oil

slows Alzheimer’s

coffee

slows heart disease

wild salmon




sweet potatoes




almonds




walnuts




tomatoes




red peppers




sea vegetables




blueberries




papaya




apple cider vinegar




kiwis




kale




yoghurt




acia berries




radishes




water




spirulina




mangos




organic vegetables




avacadoes




flax and hemp seeds




spinach




cacao beans (chocolate)




olive oil






Date: __/__/__

Title: NUTRITION AND DIET

Lesson number: 26



ITEM

POINTS/BENEFITS

ITEM

POINTS/BENEFITS

almonds




kefir




apples




lentils




artichoke hearts




oatmeal




avocado




olive oil




beetroot




oranges




beans




pistachios




bell peppers




pomegranate




black/rasp/berries




potatoes




black tea




quinoa




blueberries




red wine




broccoli




salmon




brown rice




sardines




Brussels sprouts




seaweed




cherries




shiitake mushrooms




chia seeds




skim milk




coffee




spinach




cranberries




strawberries




dark chocolate




sunflower sprouts




Edamame




sweet potatoes




eggs




tomatoes




flax seeds




turmeric




ginger




tuna




Greek yoghurt




walnuts




green tea




water




kale




white tea






AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Make students think about nutrition in a meaningful way and have fun doing it.

2) Introduce them to new foods in a school environment and help them appreciate alternatives to their diet.



1) TI: Healthy food: 50 of the best in the world to

huffingtonpost.com for the answers to the above grid

MAIN LESSON

OTHER RESOURCES

1) Recap on yesterday’s nutrition class.

2) Let the students have fun looking up the benefits.

3) Get pairs to orally present their findings.

4) Try to cross-reference this grid with yesterdays.

5) Recap and why aren’t bananas on the grids?!!!


1) TI: naturalnews.com for Mike Adams, the controversial ‘Health Ranger’.


PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) What 5 foods would they pick to survive for a year?

2) Award points for best foods in nutrition grids.





OBSERVATIONS:

Date: __/__/__

Title: ASSOCIATIVE LEARNING

Lesson number: 27

1. Waves are to the sea as stars are to the sky. Link word-in.

2. Volcano is to meadow as mountain is to fountain. Link word-rhyme.

3. Lolling is to rolling as tumbling is to somersaulting. Link word-motion.

4. Sun spears are to sun lances as moon arrows are to moon daggers. Link word-weapons.

5. Lagoon is to lake as stream is to river. Link word-water.

6. Sickle is to scythe as hook is to horseshoe. Link word-shape.

7. Glint is to gleam as glitter is to glimmer. Link word-reflection.

8. Rough is to soft as bark is to cotton. Link word-texture.

9. Night’s cloak is to night’s robe as night’s veil is to night’s shroud. Link word-metaphor.

10. A soup of smells is to broth as a stew of smells is to goulash. Link word-metaphor.

11. Oily is to fishy as salty is to briny. Link word-smell.

12. Informal is to formal as black is to white. Link word-opposites.

13. Stone is to flint as eiderdown is to feather. Link word-texture.

14. King is to breakfast as pauper is to dinner. Link word-eating.

15. Molten is to ore as Eden is to Jurassic. Link word-colours.

16. Almond is to walnut as salmon is to sardine. Find the link.

17. Vampire is to zombie as warlock is to witch. Find the link.

18. Crystal is to ice as flame is to fire. Find the link.

19. Orb is to eye as globe is to circle. Find the link

20. Parched is to dehydrated as tingling is to burning. Find the link.



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Introduce concept of associative learning.

1) See below for teaching ideas.

MAIN LESSON

HOMEWORK

1) Recap on nutrition grids and homework.

2) Discuss A.L. future benefits and link to intelligence

3) Leave students have fun by filling in the grids in pairs. Award one point per word and a 5-point bonus for each sentence of 4 words they get right.

4) Recap by counting scores + promoting competition.



1) Follow up on nutrition lesson:

TI: artofmanliness.com to see how Benjamin Franklin targeted one aspect of his life each week and sought to improve it.




Date: __/__/__

Title: ADVICE FOR 11-12 YEAR-OLDS

Lesson number: 28

This could be the most important lesson in the book. A lot of children do not get the guidance they require at the crucial, early phase of their development. The best and most accurate quote about children is from Francis Xavier: “Give me a child until he is seven and I will show you the man.”

After this age, many behaviours, habits and routines are embedded, or at least imprinted. If they are bad habits, there may be no-one in their lives who has the capacity or inclination to change them. Whether it is sport, reading books, or study/diet attitudes, it is beholden on you to gently guide them to the point where they decide living well is a choice. It is important to be non-judgemental and to leave them talk about and discover the information for themselves. Teachers try to improve lives. If that statement runs contrary to advice the children are being given elsewhere, that is unfortunate. It shouldn’t deter you from trying.



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Establish the quality of advice given and tease out their views and reaction to it.

2) Decide what the best advice given was.

3) Decide the worst or most contentious and ignore it!


1) TI: Best advice for a 12-year-old

Richard Branson etc. will pop up.

2) TI: Best advice for 12-year-olds to: yahooanswers.com


MAIN LESSON

OTHER RESOURCES

1) Recap on associative learning.

2) Ask the class what it is like to be an 11or 12-year-old and explore the difficulties: life, school, relationships etc. Brainstorm the answers on the board. Do not let them mention individual teachers. They will have more respect for you in the long term. This exercise may take some time!

3) Ask them to think of themselves as 30 years of age. Let them visualise either a positive or negative future for themselves and write back with 3 pieces of advice to their 12-year-old self.

4) Brainstorm the most common answers among them.

5) Read the first 8 pieces of advice from the book.

6) Discuss the merits and demerits of the advice. See if any of them match their answers.

7) Recap and make them aware tomorrow’s topic is the same.


1) Read 7UP by Michael Apted on Wikipedia.

It was a type of social experiment documenting the lives of 14 seven year olds from England every 7 years. They are now 56 and it is based on the quote of Francis Xavier that it is difficult to escape the bonds of societal position and upbringing.

Some episodes/clips are available on YouTube. It would enthral the first years and make them think about having a linear route that is mapped out (or one they should map towards themselves).


PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) Is it more difficult now to be a 12-year-old than before?

2) What can they do to sift out good and bad advice?

3) Is it worth ‘mapping’ out a plan to succeed?


What have I learned in class today?

A simple but effective question.



OBSERVATIONS:

Date: __/__/__

Title: ADVICE FOR 11-12 YEAR-OLDS

Lesson number: 29



AIMS AND OBJECTIVES

INTERNET RESOURCES

1) To explore how the class feels about the advice given and if it is valid.

2) To explore if the techniques suggested have any relevance to their lives: alcohol, drugs, peer pressure etc.




1) TI: Inspiring quotes for kids to see to:

pinterest.com for a wonderful exhibit of quotes displayed on posters for students. This is a must-see site.

MAIN LESSON

OTHER RESOURCES

1) Recap on yesterday’s theme and let students volunteer to read out homework to the class.

2) Critique homework presentations and discuss the ideas generated.

3) Let class read advice numbers 9 to 20.

4) They may discuss the advice and rate these from best to worst or the top 5 best tips. This can be done in pairs or teams also. This will challenge them to come to a consensus.

5) Establish if there is one piece of advice that stands out. Challenge them in this instance with your own favourite and mention the Socratic method for the first time.

6) Brainstorm what numbers 1-20 have left out and use it for next year’s class.

7) Explain how to make out simple debating points.


1) New scientific evidence claims that happiness/moods etc.is 50% genetic, 40% personal choice and 10% external factors. Controversial, but ask the class to research it.


PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) Establishing parameters for being well.

2) Establishing best practise when approaching life’s challenges (if they agree!).

3) Genesis of debating skills being formed.


Ask them to formulate points for a debate: ‘That living well is an individual’s choice.” Bring in sweets for end of module reward. Call it a ‘working lunch’ or a ‘working breakfast’. Alternatively, have a healthy eating day with prizes for the healthiest breakfast/lunch.

OBSERVATIONS:

Date: __/__/__

Title: RECAP ON CLASS IDEAS

Lesson number: 30



IMAGES FOR A BEACH




SKY COLOUR




CALM SEA SOUNDS




COLOUR OF THE SAND




SHAPE OF THE BEACH




PHYSICAL SENSATIONS



















































AIMS AND OBJECTIVES

INTERNET RESOURCES

1) Recap on full module and ask students about their favourite/least favoured aspects of module.

2) Note any lessons that were unchallenging for them.



1)

MAIN LESSON

OTHER RESOURCES

1) Recap on yesterday’s homework.

2) Today’s lesson may be completed with sweets as a reward.

3) Students ‘on task’ to put the best words or sentences from their portfolio into the grid. Fill in grid template.

4) Portfolios to be updated and all drafts/redrafts checked.

5) Congratulate students on effort to date and ask them to comment/write down what aspects they enjoyed.


1) Perhaps take a look at a ‘flipped’ class sometime. A ‘flipped’ class is a podcast or YouTube upload by another teacher. Maybe the two teachers could take one another’s classes some day and share the benefit of experience.

PLENARY/LEARNING OUTCOMES

HOMEWORK IF REQUIRED

1) What has been the value of the entire module so far?

2) Are they happy with their individual progress?



Optional: what mini-module did they most like and dislike?

The best time to plant a tree was twenty years ago. The next best time is now.”


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