A person’s lifestyle is the way they choose to live.

To research something is to find out about it or investigate it carefully.

Evidence is information which helps us to prove that something is true or not true.

Secondary sources are texts, images or objects created using information gathered by others.

To communicate is to share or exchange information or ideas.

Evidence about healthy lifestyle: presentation (non-statutory)

Science

The impact of a balanced diet

Healthy and sustainable proteins (non-statutory Climate Change & Sustainability)

Mushrooms and mycoprotein (non-statutory Climate Change & Sustainability)

Healthy heart rate

Heart recovery time after exercise

Healthy hearts

Legal and illegal drugs

The impact of smoking

The impact of alcohol

Monitoring and improving lifestyle choices (Climate Change & Sustainability)

Evidence about healthy lifestyle: do and review (non-statutory)

In this Keeping healthy unit, pupils learn about diet, exercise, drugs and lifestyle on the way their bodies function. In the Diet and exercise unit, they will build on this knowledge to learn more about food as a source of building materials and energy, as well as the effects of exercise on the human body.

In the Healthy me unit, pupils learnt to describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. In this Keeping healthy unit, pupils will build on this knowledge to recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

This unit examines how diet, exercise, drugs, and lifestyle impact body function. It focuses on planning scientific enquiries, controlling variables, taking precise measurements, and recording complex data. Emphasis is on presenting findings, drawing conclusions, and evaluating scientific evidence.

Keeping healthy

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

a podcast where she explains what she found out

photographs of the nutritional information of different foods

a booklet with photographs and information

a magazine article with easy-to-read paragraphs

Which of these would **not** be a good way to communicate findings about a healthy lifestle?

because we want as many people as possible to understand it

because we want very few people to understand it

because we want to show how hard we have worked

Why should information intended to help people make healthy choices be presented in a clear and accessible way?

{{}} is information which helps us to prove that something is true or not true.

When we are carrying out research, it is important to examine information from a range of __________ sources.

How do scientists gather evidence to help us make informed choices about healthy lifestyles?

Findings can be presented in a range of ways including verbal and {{}} forms.

to move something from one place to another

What does it mean to communicate something?

Scientists collect evidence from {{}} that helps us to make informed choices about healthy lifestyles.

A {{}} source is a source created using information gathered by others, such as a newspaper article, podcast or non-fiction book.

True or false? Looking at who wrote a source of information is one way we can determine how reliable the source is.

We can use evidence to make _________ about the impact of different things on our physical and mental health.

Evidence about healthy lifestyle: presentation (non-statutory)

Lesson outcome

Content guidance