Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
1 Pre-service teacher lesson plan Class: Year six Duration: Seventy minutes Learning Area: Health and Physical Education (theory lesson) Lesson topic/focus: Unit focus: What’s happening to my body? Lesson focus: How can we identify the nutrients our body needs whilst it is developing? Lesson intent/purpose: Students will explore nutrients in foods and discover which foods support the development of their growing bodies. Links to curriculum elements/essential learnings: Content Descriptor: Health and Physical Education: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054). Elaboration: Comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals (Food and Nutrition). Content Descriptor: English: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACEYL0719). Elaboration: Using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions. General Capabilities: (ICT) capability Critical and creative thinking Personal and social capability Information and Communication Technology Prior learning/understanding: Students have previously developed the knowledge to identify that changes in their bodies during adolescents relate to physical and nutritional aspects. The physical aspects that impact these changes have been explored. Phase / time allocation What are the specific understandings we’re going to develop? Orientate (introduce, engage, challenge, RPL) Understand that there are four food groups consisting of different types of food. Identify and understand why different food groups 15 minutes have different nutrients in them and how they are important to us. Hannah Gallon-Kelly How are we going to learn? Learning activities, organisation, roles, questions etc Resources Monitoring -Introduce topic. State we are going to view a video to help us learn about nutrients. -Ask students ‘Does anybody think they know what a nutrient is?’ Direct students to write their ideas in their books. -Ask students to write down the questions from the board into their books: -What are the four food groups? (fruit and vegetables, dairy, meat and alternatives, cereals and grains). -What is in fruit and vegetables? What do they do? (vitamins and minerals; fight germs). -What is in dairy? What does it do? (calcium; keeps bone strong). Interactive white board and markers. Observe students writing their answers in their books. 0061059807 EDC3100 Assignment One 2 Discuss, challenge and evaluate opinions and ideas. Enhance (elaborate, explore, apply, test) Gain understanding of the visual representation of the food pyramid. 40 minutes Identify what the four food groups are, what foods are in each of the groups and show how the food groups correlate with the nutrients. Hannah Gallon-Kelly -What is in meat and alternatives? What does it do? (protein; builds strong muscles). -What is in cereals and grains? What does it do? (carbohydrates; produce energy). -What are these foods called? (nutrients). -Ask students to answer the questions in their books as they hear them on the video. -Engage students with this video https://www.youtube.com/watch?v=YdL-gjTEpMs -Play hot potato by throwing a tennis ball to students and whomever catches the ball answers a question such as ‘Jimmy, what do you think is in dairy?’ Students who answer correctly write their answers on the interactive white board next to the question. Students could also draw pictures of the food types for visual understanding. -When questioning students, ask other students to refer to the classroom Barometer. Challenge students by asking what is your support of this opinion? Do you agree entirely with Jimmy (100 on barometer) or do you not agree at all (zero on barometer)? -Ask two students to distribute food pyramid handouts to all students. Allow students to explore the hand out. Elaborate the meaning of the four food groups and explain that they consist of nutrients such as minerals, carbohydrates, calcium and protein. -Pose questions to students without the need to answer. How do we know if these nutrients are in our food? Can we see them? How do we know how much of these nutrients are in our foods? -Allow students time to explore and process their thoughts. Explain that we have nutritional labels on our food packaging which represents the nutrients that are in the foods we are eating. This also helps us know if the foods we eat have too many bad ingredients such as sugar, or if they have a healthy amount. -Show students nutritional labels from a range of foods such as fruit loops, porridge, eggs, water, soft drink, doritos, frozen pies and muffins. Students can share labels in pairs to investigate the range of quantities of the nutrients in each food item. -Can anybody see any of the key words we discussed earlier? (minerals, calcium, protein, carbohydrates). -Refer to the video (re watch the video and pause to discuss the information) and food pyramid and discuss what types of foods are in each food group. - Ask students if there are any words on the labels that they need to be clarified. 0061059807 Laptop Kids Healthy Eating video. Check students understanding by questioning. Checking understanding by visual stimulus. Tennis ball. Classroom Barometer. Scaffold for understanding. Food group pyramid handout. Video Circulate the room whilst discussing. EDC3100 Assignment One 3 -Ask students if they would like to choose their own groups responsibly or if they would like the teacher to do so. This engages the students in their own learning. Discussing ideas, questioning peers and reviewing ones ideas after this discussion. Explore a range of foods and how their nutritional labels inform us about the nutrients that we are eating and how they can help our bodies be healthy and remain healthy. Hannah Gallon-Kelly - Students will be broken into four groups, each representing a food group. Direct students to the four tables that have previously been organised. Each table has a food group name shown by a sign on the table. There are a range of laminated pictures of foods on the table as well as laminated food labels that match the food items. Students need to look at the foods and their correlating food labels and decide which foods on the table belong to the food group station. For example, if students are standing at the Dairy table students need to decide if the packet of chips or the carton of milk belongs in this category. Students need to identify this by looking at the information on the labels and discussing this with their group members (think, pair, share). Students may also make their decisions based on prior learning. Students will separate the items that belong and do not belong by the use of a T Bar Organiser in their books. Once students have placed the correct laminated food labels onto their food group station, a member of the team (take turns so each student gets a turn) will take a photo of their station using the IPad (photos from each group will be used for the following lesson). Students will then circulate to the other tables and continue to categorise their information in their T Bar Organiser and also take a photo on the IPad of each food group station they visit. Students should be at each table for five minutes. This is directed by an online timer accessed via the internet http://www.onlinestopwatch.com/bomb-countdown/full-screen/ . -Once a full circulation has been achieved direct students back to their beginning station. Ask students to share their thoughts, observations, confusions and ideas with the class. -Refer to the classroom Barometer. Who agrees with the Dairy team? Who had a different answer? Why was your answer different? How did you come up with this idea? Can you understand why the two teams have different answers? - Promote student directed questioning to engage students in peer interaction. Highlight the importance to share thoughts with their group members and class. -How can we make sure we have all four food groups in our diet? What changes could we make to what we pack for lunch? (This would be explored further in the following lesson). 0061059807 Check for an appropriate noise level. Food group signs on tables. Laminated images of foods from the food groups and labels from packaging. Online timer One IPad per group Circulate the classroom prompting student discussion. Promote, encourage, remind and monitor students’ responsible use of ICT. Support students interactions and collaboration by statements such as ‘the dairy group are working very well as a team.’ EDC3100 Assignment One 4 Synthesize (review, reflect, evaluate, progress) Students will evaluate their understanding of the nutritional value of foods and how we can identify 15 minutes this through labelling. Students will summarise their understandings through clarifying their questioning and thoughts. -Through class discussion review and evaluate the questions previously posed to students. How do we know if these nutrients are in our food? (We can look on their labels). Can we see them? (You can see the foods you’re eating and you can recognise what food groups they belong to). How do we know how much of these nutrients are in our foods? (By looking at the information on the food labels). - Do you think your understanding is the same as before the lesson? - Students can discuss how their understanding of the nutritional value of food has changed since the beginning of the lesson. This can be a whole class think, pair, share activity. - Direct students to write the following in their books: - I enjoyed this lesson because….. - I found this lesson hard because….. - I learnt about……..in this lesson. - I think I am….. (beginning, developing, expanding) my knowledge about the nutrients in the foods I eat. - I think I interacted……with my peers in this lesson. Check for student understanding by viewing students workbooks. -Propose further thinking: How do you think your diet, such as the food you eat for dinner, matches with the nutrients in the food groups? Next lesson: Designing a healthy lunch box guided by food labels. Resources 1. Interactive white board and markers 2. Laptop 3. Kids Healthy Eating video 4. Tennis ball 5. Classroom Barometer 6. Food group pyramid handout 7. Laminated images of foods from the food groups and labels from packaging 8. Food group signs on tables. 9. One IPad per group 10. Online timer Teacher lesson reflection: 1) Did we achieve the aim of this lesson? 2) What aspects of the lesson were most successful? Why? 3) What aspects of the lesson were least successful? Why? 4) What methods/activities would I alter? How? 5) What aspects of classroom/behaviour management worked well/ need altering? 6) How would you rate the lesson? Fantastic/ Good/ OK/ Disappointing/ Start again! Hannah Gallon-Kelly 0061059807 EDC3100 Assignment One