the diary of a healthy kid - integrated unit lesson plans

8/13/2019 The Diary of a Healthy Kid - Integrated Unit Lesson Plans

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KLA : PDHPE/Math/Englis h/CAPA Class : S1/2W Date : 29/7/13 Time : 09:15-10:00am

Learning Centre Activity Outcomes

PHS1.12 Identifies different foods that can keep them healthy

PHS2.12Discusses food needs for growth and activity

ACMNA033 Recognising that sets of objects can be partitioned in different ways to demonstrate fractions

WS1.9Begins so explore less familiar topics as a basis for writing activities

VAS1.1Talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour.

TS2.1Conducts brief interviews with peers and adults to obtain information about an issue or topic

Focus area outcomesEN1-12ADiscuss the roles and responsibilities when working as a member of a group

EN2-12Ediscuss the roles and responsibilities when working as a member of a group and understand the benefits of

workingcollaboratively with peers to achieve a goal

In this lesson thelearners will:Explore the concept ofthe five food groupsthrough five learningcentre based activities.Will also use grouproles as a way of

effectively engaging inactivities in a self-directed way. Initialset up of group rolesand learning centrebased activities.

TEACHING AND LEARNING ACTIONS

ORIENTATION 5..minutesHave students reflect on group roles discussed in previous lesson using visual

cues as a reminder/prompt. Students contribute ideas re: key features of eachrole.

REFLECTION 5.minutesAdvise students that in the following day they will be commencing their Diary of a healthy kid

unit reflect on smore created for unit of work to remind students of the kinds of things that arecoming up for the unit of work.

CONTENTCollaborativegroup roles

CollaborativeGroup task

TIME5

15

GUIDED DISCOVERYDemonstrate and model the process of what thestudents will do at the beginning of each Diary of aHealthy Kid session e.g. locating the group roletimetable etc). Go through contents of folder tofamiliarise students with where everything is locatedthat they will need.

EXPLORATIONGive each group their learning centre folder for that

rotation. Guide them to look through the contentsand how they would go about finding their activities,group roles etc. In groups, each person is to reflecton their group role for that week, and provide a briefexplanation as to what exactly their role would be inrelation to their activity.Invite students from different groups todemonstrate/explain what their job would be in

Groupstructure/Teacherrole

Whole classTD

Small Group

TM

Whole ClassTD

ASSESSMENTUnderstanding of grouproles in relation to task;collaborative learning

How: Observation

RESOURCES

Group role smartboard resourceLearning Centre resource packs (x5)
http://syllabus.bos.nsw.edu.au/glossary/eng/collaborative/?ajaxhttp://syllabus.bos.nsw.edu.au/glossary/eng/collaborative/?ajax


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relation to their activity.Question students about any of the group roles thatare unclear invite other students in class to clarify.

Whole class game:Students work in their teams to try to answer thescenario questions on smartboard re:group roles.The first person to run to the board and touch thered circle gets to have a go at answering thequestion. Only one person from each team can try

to run out to the front at once if more than oneperson from a team tries to come out then that teamhave to sit out. If someone makes a guess and getsthe answer wrong they lose a point for their team; ifthey get the answer right they get one point for theirteam therefore students have to talk amongstthemselves before deciding what the answer israther than simply guessing.Team with the most points can be the first to gettheir crunch and sip.

Whole ClassTM


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KLA : PDHPE/Math/Englis h/CAPA Class : S1/2W Date : 30/7/13 Time : 12:50-1:30pm








Focus area outcomesEN1-12ADiscuss the roles and responsibilities when working as a member of a group

EN2-12Ediscuss the roles and responsibilities when working as a member of a group and understand the benefits of workingcollaboratively

with peers to achieve a goal

In this lesson thelearners will:Begin working in theirgroups on the diary ofa healthy kidintegrated unit. Adoptgroup roles to ensurethat group tasks

progress efficiently.


ORIENTATION 5..minutesPose a question to the students if I wanted to find out how healthy kids lunchboxes at school are, how could I go about doing that?

REFLECTION 5.minutesInvite the team motivator from each group to give a short presentation to the rest of the class,detailing what they had to do in the task and how they went about doing it.

CONTENTCollaborativegroup roles

CollaborativeGroup task

TIME10

20

GUIDED DISCOVERYBriefly talk about the concept of surveying stuentsto find out how healthy lunchboxes are at school;use Big Bok text to facilitate discussion.

EXPLORATIONStudents work in their groups at different tasks forfirst implementation of group rotations. Empahsisethe process of knowing what role each student isdoing; the procedure for finding out what materialsyou need and what the task is asking you to do..IndividualisationSupport work more closely with students at theThink Tank activity; as this activity is moredemanding in terms of abstract thinking/analysis(higher order thinking).Extension students are provided with extensionactivities on their task cards.

Groupstructure/TeacherroleWhole classTD

Small GroupTM

ASSESSMENT RESOURCES

Healthy Foods Big Book resourceLearning Centre resource packs (x5)

Understandingof group rolesin relation totask;collaborativelearning

How:Observation
http://syllabus.bos.nsw.edu.au/glossary/eng/collaborative/?ajaxhttp://syllabus.bos.nsw.edu.au/glossary/eng/collaborative/?ajax


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KLA : PDHPE/Math/Englis h/CAPA Class : S1/2W Date : 8/9/13 Time : 12:00-12:50




ACMSPO68 Refining questions and planning investigations that involve collecting data


VAS1.1 Explores narrative devices by creating comic strips and illustrated stories derived from their experience and imaginative and other

events in their lives, drawing on ideas from artworks, cartoons, illustrated books and other books, videos and films

TS2.1Conducts brief interviews with peers and adults to obtain information about an issue or topicFocus area outcomes

COS1.1Communicates appropriately in a variety of ways

COS2.1Uses a variety of ways to communicate within groups

INS1.3Develops positive relationships with peers and other people

INS2.3Makes positive contributions in group activities

In this lesson thelearners will:Explore the concept of thefive food groups throughfive learning centre basedactivities.Will also use traffic lightsystem as a way of

effectively monitoringlevels of noise amongststudents while workingcollaboratively.


ORIENTATION 5..minutesReflect on some of the work produced by students in the previous rotationof learning centres, and how some students demonstrated exceptionalunderstanding of key concepts via analysis (of their eating behaviours),

and higher order thinking (thinking of great survey questions they couldask students at the school about their lunches).

REFLECTION 5.minutesInvite students from each group to give some examples of the work they produced in the learningcentre activities. Watch groups recorded interviews with interview questions with whole class.

CONTENT TIME

10

30

GUIDED DISCOVERYTalk about the purpose of surveyingand invite students reponses re: useof data from a survey why and howcould we use peoples answers tohelp improve the quality of lunches atschool? brainstorm.

EXPLORATIONStudents work in their groups andprogress through last remaining

learning centre activity usingcollaborative group roles.

Groupstructure/Teacher role

Whole class TD

Small GroupsTM

ASSESSMENTHow: Observation/product analysis(health j ournals)

Learning centre related outcomes

RESOURCES

Traffic Light App (iPads)Learning Centre resource packs(x5)Student health journals.


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KLA : PDHPE/Math/Englis h/CAPA Class : S1/2W Date : Time :




ACMSPO68 Refining questions and planning investigations that involve collecting data


VAS1.1 Explores narrative devices by creating comic strips and illustrated stories derived from their experience and imaginative and other events in their

lives, drawing on ideas from artworks, cartoons, illustrated books and other books, videos and films

TS2.1Conducts brief interviews with peers and adults to obtain information about an issue or topicFocus area outcomes





In this lesson thelearners will:Explore the concept ofthe five food groupsthrough five learningcentre based activities.Will also use trafficlight system as a way

of effectivelymonitoring levels ofnoise amongststudents while workingcollaboratively.


ORIENTATION 5..minutesReflect on how previous learning centre rotation progressed and how sometimesthe noise levels of the groups were a little too loud for people to be workingproductively. Introduce traffic light system -

REFLECTION 5.minutesInvite students from each group to give some examples of the work they produced in thelearning centre activities. Watch groups recorded interviews with interview questions withwhole class.

CONTENT TIME

10

GUIDED DISCOVERYExplain in more detail the traffic light system ofmonitoring noise; and exactly how it operates.Prompt students to provide explanations at eachstep for why certain consequences might occur ifpeople do not pay attention to the traffic noise


Whole class

ASSESSMENTHow: Observation/productanalysis (health journals)

Learning centre relatedoutcomes

RESOURCES

Traffic Light App (iPads)Learning Centre resource packs (x5)Student health journals.


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control. (e.g. if their group is put on a red light forbeing too noisy they will need to work in totalsilence for two minutes).Invite a student from each group to provide anexplanation of what the activity entails (that theycompleted in the rotation prior). Studentsdemonstrate and explain what it is that they had todo to scaffold the next groups understanding of thetask.

EXPLORATIONStudents work in their groups and progress throughtwo of the learning centre activities (2x 30 mins).Use the timer on the board to keep track of time,and the traffic light system to monitor noise.Students each have a role to play in their group forcompletion of collaborative task.

TD

Small Group


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KLA : PDHPE/Math/Englis h/CAPA Class : S1/2W Date : 1/8/13 Time : 12:15 1:35pm








Focus area outcomes





In this lesson thelearners will:Explore the concept ofthe five food groupsthrough five learningcentre based activities.Will also use traffic

light system as a wayof effectivelymonitoring levels ofnoise amongststudents while workingcollaboratively.


ORIENTATION 5..minutesReflect on how previous learning centre rotation progressed and how sometimesthe noise levels of the groups were a little too loud for people to be workingproductively. Introduce traffic light system -


CONTENT TIME

10

60

GUIDED DISCOVERYExplain in more detail the traffic light system ofmonitoring noise; and exactly how it operates.Prompt students to provide explanations at eachstep for why certain consequences might occur ifpeople do not pay attention to the traffic noisecontrol. (e.g. if their group is put on a red light forbeing too noisy they will need to work in totalsilence for two minutes).Invite a student from each group to provide anexplanation of what the activity entails (that theycompleted in the rotation prior). Students

demonstrate and explain what it is that they had todo to scaffold the next groups understanding of thetask.

EXPLORATIONStudents work in their groups and progress throughtwo of the learning centre activities (2x 30 mins).Use the timer on the board to keep track of time,and the traffic light system to monitor noise.Students each have a role to play in their group forcompletion of collaborative task.


Whole classTD

Small Group



RESOURCES



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KLA : PDHPE/Math/Englis h/CAPA Class : S1/2W Date : 23/7/13 Time : 1:00-20:00pm








Focus area outcomesCOS1.1Communicates appropriately in a variety of ways




In this lesson thelearners will:Explore the concept ofthe five food groupsthrough five learningcentre based activities.Will also use grouproles as a way of

effectively engaging inactivities in a self-directed way. Initialset up of group rolesand learning centrebased activities.


ORIENTATION 5..minutesExplain to students that during their work in the Guide to a healthy kid they willbe working in their groups of five to achieve a goal. This means that they will allhave a responsibility to know what it is that they have to do, and to work togetherto make sure that this happens. If the students all had a different role to play in

their group, how would this make it easier to get their work completed?

REFLECTION 3.minutesClarifier group members are to report back to the class at the end of the activity about whatthey had to do in their learning centre; and provide any tips/suggestions for other groups whenthey go to complete the activity themselves.

CONTENT TIME GUIDED DISCOVERYIntroduce five group roles have students makeguesses as to what each role might be about bylooking at the images that accompany. Note theseresponses on the smartboard.Reveal each of the group roles and theirdefinition/list of responsibilities. Have students readeach statement and paraphrase/summarise.Using a set of scenario cards, invite studentresponses from each of the groups regarding whichgroup role they think would be the most appropriatefor completing the task.

EXPLORATIONGive each group their learning centre folder for thatrotation. Guide them to look through the contentsand how they would go about finding their activities,group roles etc. In groups, each person is to reflect


Whole classTD

Small Group

ASSESSMENTUnderstanding of grouproles in relation to task;collaborative learning

How: Observation

RESOURCES

Group role smartboard resourceScenario cardsLearning Centre resource packs (x5)


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on their group role for that week, and provide a briefexplanation as to what exactly their role would be inrelation to their activity.Invite students from different groups todemonstrate/explain what their job would be inrelation to their activity.Question students about any of the group roles thatare unclear invite other students in class to clarify.

Once procedure and group roles have been

understood, students can begin working in theirgroups on the first activity of learning centrerotations.


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Introduce five food groups. Talk about each one andthe kinds of foods that are included.Questions re: portion sizes Are t he po rt ion s all the same s ize? Wh y do youthink some portions are bigger than others?What does this mean about th e kinds of food swe should be eating most/least of?Draw students attention to the eatwell plate, and theAustralian Guide to Healthy eating.Are they t hesame/different?

Create a table showing s imilarities anddifferencesbetween the two models focus onaspects such as size of portions, and the foodgroups that are included (e.g. sometimes foods areincluded in the eatwell plate, but left on the side ofthe Australian guide. Why do you think these foodshave been left off the plate completely?

EXPLORATIONStudents use food items from their lunchbox toreflect on the foods they have brought to schooltoday, and what food groups they belong to. Havestudents (in small groups), sort their foods into the

different food group categories, using a differentcoloured cardboard for each category.

Students then create their own eating plate,showing the portions of food groups they have intheir diet using movable circle cut outs in differentcoloured cardboard. They also create a plate basedon the healthy eating guide using the samecoloured cardboard for each of the five food groups.How does their circle look compared to the onebased on the Australian Guide to healthy eating?Are their food group portions similar to the ones onthe healthy plate? How are they different/the same?

Can glue their own eating plates on to a blank A4Piece of paper. Label the circle as My eating plate.Label the different food groups on the paper.INDIVIDUALISINGExtension Five Food Groups card game (whereenough students have finished)Support Food Balance game online - reflect ontheir own diet and the portions of foods they areeating.

Teacherstructurerole

Whole classTD

Small groupsTM

Small Group

Individual

What?

Partitioning ofobject (plate)

intoappropriateportion sizesreflective ofthe healthy

eating model.

How?

Productanalysis

Australian Guide to Healthy EatingEatwell Plate

Whiteboard and markers table

Food items from student lunchboxesColoured cardboard (x5 for different foodgroups; 1 set per group; 5x each colourcardboard

Coloured Cardboard Circles x5 (1 set for eachstudent) (e.g. 15x each colour cardboard)Blank A4 paper (x25)GlueScissorsWriting utensils

Five Food Groups Card gameFood Balance game online

Make a Balanced Plate interactive game


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KLA : PDHPE/Math/Englis h/CAPA Class : S1/2W Date : 6/8/13 Time : 12:15 1:30pm








Focus area outcomes





In this lesson thelearners will:Explore the concept ofthe five food groupsthrough five learningcentre based activities.Will also use traffic

light system as a wayof effectivelymonitoring levels ofnoise amongststudents while workingcollaboratively.


ORIENTATION 5..minutesShow students Group Role scenarios and have them identify the correctresponses (to refresh memory about group ro les).


CONTENT TIME

5

60

GUIDED DISCOVERYBriefly show some of the interviews that wereproduced in previous diary of a healthy kid lesson.Have students identify which of the questions theythought were most effective, and why?

EXPLORATIONStudents work in their groups and progress throughthe remaining learning centre activities (2x 30 mins).Use the timer on the board to keep track of time,and the traffic light system to monitor noise.Students each have a role to play in their group for

completion of collaborative task.


Whole classTD

Small Group



RESOURCES


the diary of a healthy kid - integrated unit lesson plans

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