Lesson+1+of+10

Through engaging with the resource of an interactive quiz and fact sheet about healthy eating, students will be introduced to the concepts fundamental to the unit topic, //Healthy Food Choices.// Students will have the opportunity to develop their understanding of the topic by reflecting on their prior knowledge of nutrition, and exploring factual information about healthy food choices. || __** Focus Outcome: PDHPE Personal Health Choices **__ //** PHS2.12 Discusses the factors influencing personal health choices. **// - Explains the need for good health practices. -Identifies their responsibility to think proactively about a healthy environment. -Discusses food needs for growth and activity. -Elaborates on their understanding of the concept of healthy food choices. -Provides examples of healthy food choices and justifies why such choices are appropriate. ** __Literacy Link:__ ** //Reading// //** RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. **// - Finds information for the specific purpose of exploring healthy food choices in factual descriptions - Read independently a factual text and responds to it in order to justify their interpretation of which facts are most relevant to the given topic. - Contributes to a class summary after reading a factual text.
 * // Lesson Plan //****// 1 //****// – //****// Introduction to the concept //**
 * ** Unit Topic: ** Healthy Food Choices. |||| ** Curriculum Link: ** PD/H/PE.  || ** Yr Level: ** Stage 2, Year 4.  ||
 * ** Lesson Number: ** 1 of 10. |||| ** Lesson Topic: ** Multimodal Texts & Advertising.  || ** Learning Area **** s **** : ** Nutrition and Personal Health Choices  ||
 * ** Lesson Aim: **
 * ** Lesson Outcomes & Indicators: **

// Talking and Listening //

** //TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.// ** - Participates in class discussions on the topic of healthy food choices and justifies individual opinion. - Listens to the contributions of other to class discussions, and reflects upon a variety of responses and views in discussion. - Explains to peers their understanding of the topic, and listens attentively to their peers in order to gather factual information. || In order to draw on students’ semantic knowledge, prompt students to consider what the concept “healthy food choices” personally means to them. The teacher will ask each student to write either a question or statement about the concept on a coloured square of paper, and stick their square under the relevant heading on the wall (first instruct students to write their name on the back of their square). Explain to students that this is their “learning wall” for the topic Healthy Food Choices, which they can contribute their ideas, questions, statements etc to at any time. As a result, it will become rich with information about the topic, and will be helpful as a point of reference throughout the unit. A selection of the questions/statements should be read aloud by the teacher, and a class discussion should be facilitated discussion based on their contributions. The students should be prompted to reflect on their statements and questions throughout the lessons, and be informed that they will be revisited again at the end of the lesson. || // Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will students be doing? What will I as teacher be doing?’ // ||
 * ** Resources: ** Coloured squares of paper, headings stuck on a blank wall in the classroom (“Questions about Healthy Food Choices”, “What I already know about Healthy Food Choices”, “What I have learnt about Healthy Food Choices”), interactive quiz for each student & fact square for each pair of students (Ensure to separate these two components of Resource 1 by cutting vertically down the middle of the resource, and then cutting the fact sheet into individual fact squares), Fact Retrieval Chart (See Appendix 1). ||
 * ** Lesson Outline ** ||
 * **__ Introduction: (10 minutes). __**
 * **__ Teaching strategy/Learning __** __**Activity**:__
 * ** Students will …… ** |||| ** Teacher will… ** ||
 * ** (10 minutes) **** Interactive Quiz **

To introduce the class to the core concepts involved in the topic //Healthy Food Choices//, students will individually work through the interactive quiz (See Resource 1). Students will need to reflect on their personal food choices in order to answer the questions in the quiz. Students will tally their scores based on the scoring criteria the teacher reads out, and will thus discover whether they are making adequately healthy food choices, or whether they need to make some improvements.

The students will contribute their ideas to a brief class discussion about the results of the quiz. In discussion, students will consider whether they were surprised by the results and why they think the questions are relevant to learning about healthy food choices.

** (20 minutes) Fact Finders and Tellers **

In pairs, students will be allocated a ‘fact square’ (See Resource 1) which details facts and tips relating to a particular healthy food choice. Students will read through the fact sheet, and identify the most important points by underlying them. The pairs will allocate themselves each a role – the “Fact Finder” or “Fact Teller”. In a jigsaw activity, the Fact Teller must remain at their desk and inform each Fact Finder which approaches them about what they have learnt about healthy food choices based on the factual information in their fact square. The Fact Finder must approach the other pairs’ Fact Tellers, and gather information about their healthy food choice facts by noting the main points down on a Fact Retrieval Chart (See Appendix 1).

** (10 minutes) Bringing it all together **

The Fact Finder of each pair will report back their findings to their partner. A discussion amongst the pair will ensue in which the students discuss the factual information ascertained, and select two facts or tips they believe were the most helpful, or provided the most interesting insight into making healthy food choices. |||| The teacher will explain to the class that they will be completing an interactive quiz which prompts them to reflect on their personal food choices. The teacher will allocate an interactive quiz to each student, and rotate around the room to help any students who require assistance. Once the students have completed the quiz, the teacher will read out the scoring criteria, and outline what each score indicates about the students’ personal food choices. Based on the results of the quiz, the teacher will facilitate a brief class discussion by asking questions such as “were you surprised by the results- why/why not?” “How do you think the questions relate to healthy food choices?”

The teacher will organise students into pairs, and allocate each pair a different ‘fact square’. Instruct students to read carefully through the text, and to underline the main points to help their comprehension of the text. The two roles students must allocate themselves within their pair, the “Fact Finder” and “Fact Teller”, will be explained, and instruction should be given on how the jigsaw activity will work. The teacher should provide the Fact Finder with a Retrieval sheet to record their findings on. Every two minutes, the teacher will indicate when the Fact Finders should rotate.

The teacher will rotate around the room to ensure all students are engaged in the activity, and help any pairs who require assistance. ||
 * **__ Concluding strategy: (10 minutes) __**

Students will be encouraged to reflect on what they have learnt about healthy food choices by each contributing a fact their pair selected as helpful or interesting to learning about the topic. The teacher should prompt the students to consider //why// they thought the factual information was helpful or interesting in regards to making healthy food choices. E.g. “//Why was the factual information useful in developing your understanding of healthy food choices?”.//

In order to address the questions students contributed to the learning wall, the teacher should pose the questions to the class. The students should be prompted to offer their suggestions as to what the answer is based on the knowledge they developed by engaging in the learning activities. If possible, the teacher should elaborate on the answers to ensure all the students have established a clear understanding of the topic.

Finally, students should be provided with an opportunity to add more contributions to the learning wall. The students may wish to add more questions, contribute facts they learnt, or generally reflect on how their understanding of healthy food choices has evolved throughout of the lesson. ||  § During the lesson, **responses to questioning and student discussions** will facilitate an understanding of student progress and engagement with the fundamental concepts involved in the topic //Healthy Food Choices//.  § Student ** learning wall contributions ** ** and **** work-samples **** of the retrieval sheets ** will be collected to identify the extent to which students developed an understanding about the importance of making healthy food choices, and comprehended a number of ways in which such choices can be made.  Here, the teacher will explicitly look for the students’ ability to:  - Gather, analyse and synthesize factual information about particular aspects of healthy food choices.  - Verbally articulate an understanding about healthy food choices based on factual information.  - Suggest relevant questions for consideration of learning  - Offer insights into interesting factual information about healthy food choices. || Student pairings will be organised with consideration to the diversity of learning needs in the classroom. The teacher should pair more accelerated learners, with those who find learning more challenging. By implication, accelerated learners will be supported through the process of explaining their knowledge and understanding to their partner, whereas, those who find learning more challenging will considerably benefit from the support of their partner.
 * ** Assessment: **
 * ** Any special considerations or contingency plans: **

The lesson requires students to read text both in a quiz format and factual explanation. Therefore, in order to accommodate for learners who may have difficulty with reading, their partner can read the text aloud and explain it to them. As students who have difficulty communicating verbally may find the Fact Finder/Teller task challenging, these students can collaborate with another peer who has the same fact as them to help them in engaging with the given information. The learning wall moreover caters for a range of abilities, as students are able to contribute their ideas to the extent they are able to convey their understanding of the concepts. ||  · Did the activities support students to develop an understanding of the concepts involved in the topic healthy food choices?  · Were the students actively engaged in the learning activities? <span style="display: block; margin: 0mm 1.65pt 0pt 15.9pt; mso-add-space: auto; mso-list: l3 level1 lfo3; text-indent: -14.2pt;"> · Was students’ prior knowledge recognised throughout the learning sequence? Did students have opportunities to develop from this? <span style="display: block; margin: 0mm 1.65pt 0pt 15.9pt; mso-add-space: auto; mso-list: l3 level1 lfo3; text-indent: -14.2pt;"> · Were students given adequate time to complete the learning activities? <span style="display: block; margin: 0mm 1.65pt 0pt 15.9pt; mso-add-space: auto; mso-list: l3 level1 lfo3; text-indent: -14.2pt;"> · Was learner diversity catered for? If not, how could the lesson be modified to ensure all learning needs are supported? ||
 * ** Self-reflection **