Activity Introduction

Quick summary: In this lesson, students learn about dialysis and how the treatment can be prevented. Students will consider the amount of time required to undertake dialysis, and come up with some ideas on how to use this time to make healthier choices, hopefully reducing the risk of developing kidney disease.

Learning intentions:

  • Students can explain how dialysis filters the blood in patients with kidney disease
  • Students can use multiplication to solve simple problems
  • Students can suggest activities that could be enjoyed instead of dialysis treatment.

21st-century skills: 

CommunicatingCritical ThinkingDigital LiteracyEmpathyProblem FindingTeam Work

Australian Curriculum Mapping

Content descriptions: 

Year 5 and 6 HPE
Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053)
Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)

Year 5 English
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Year 6 English
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Year 5 Mathematics
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)

Year 6 Mathematics
Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)

Syllabus outcomes: PHS3.12, SLS3.13, EN3-3A, MA3‑1WM, MA3‑2WM, MA3‑3WM, MA3‑6NA, MA3‑5NA,

General capabilities: Literacy, Numeracy

Cross-curriculum priority: Sustainability

Relevant parts of Year 5 & 6 HPE achievement standards:

Students describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity, and connecting to the environment support community wellbeing and cultural understanding.

Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety, and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.

Relevant parts of Year 5 & 6 English achievement standards:

Receptive modes (listening, reading and viewing)
By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

Productive modes (speaking, writing and creating)
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Relevant parts of Year 5 & 6 Mathematics achievement standards:

By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media.

Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using simple fractions, decimals and percentages.

Topic: Sugar By Half 

This lesson is part of the wider unit of work: Sugar By Half 

Time required: 70 mins.

Level of teacher scaffolding: Medium – facilitate class discussion, lead students in activities.

Resources required:

  • Device capable of presenting a video to the class.
  • Device to research (optional)
  • Student Worksheets – one copy per student.

Keywords: dialysis, kidney disease, preventative health

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Teacher Preparation

Learning intentions: Students will...

  • ... understand how dialysis machines filter blood
  • ... investigate and suggest other activities that could be enjoyed instead of dialysis treatment.

Success criteria: Students can…

  • ...identify the sections of a dialysis machine
  • …calculate the amount of time spent on a dialysis machine
  • ...articulate healthy activities they could engage in instead of dialysis treatment.

Teacher preparation:

Before conducting each lesson ensure you have read through the Filter Your Future Powerpoint presentation to facilitate teacher and student learning about how sugar affects health and a vital organ —  the kidneys. Read and print the Filter Your Future Education Project Poster and refer to the facts throughout the lesson/s.

Teacher content information:

Young people’s exposure and experiences with health and nutrition have changed due to ongoing research about the long-term effects of a high sugar diet. It is important to

- or - to view worksheets

Student Worksheet

Thought-starter: "The greatest wealth is health." — Virgil 

Part A: Previous lesson (Lesson 1: Meet Your Kidneys).

Kidney diagram and labels:

Kidney  Blood and Waste  Urine
Nephron Glomerulus Blood without Waste

Kidney image

Part A: Think, Pair, Share

What would happen to our bodies if our kidneys stopped filtering the waste from our blood?

Think  Pair Share





Part B: How much time?

Step 1. Calculate how much time a dialysis patient spends in treatment and show your working out in the box below:

Over one week: Over a whole year:





The average hourly wage in Australia is $44. How much income would someone lose by not being able to work when undergoing dialysis?

Over one week: Over one year:





Step 2. Here are some activities that you could do that could be fun, and keep your kidneys healthy! There’s also room to add your own. Estimate, or research, how long it would t

- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.