KLA : PDHPE/Math/English/CAPA

Class : S1/2W

Date : 29/7/13

Time : 09:15-10:00am In this lesson the learners will: Explore the concept of the five food groups through five learning centre based activities. Will also use group roles as a way of effectively engaging in activities in a selfdirected way. Initial set up of group roles and learning centre based activities.

Learning Centre Activity Outcomes PHS1.12 Identifies different foods that can keep them healthy PHS2.12 Discusses food needs for growth and activity ACMNA033 Recognising that sets of objects can be partitioned in different ways to demonstrate fractions WS1.9 Begins so explore less familiar topics as a basis for writing activities VAS1.1 Talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour. TS2.1 Conducts brief interviews with peers and adults to obtain information about an issue or topic

Focus area outcomes EN1-12A Discuss the roles and responsibilities when working as a member of a group

EN2-12E discuss the roles and responsibilities when working as a member of a group and understand the benefits of working collaboratively with peers to achieve a goal

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Have students reflect on group roles discussed in previous lesson using visual cues as a reminder/prompt. Students contribute ideas re: key features of each role. CONTENT Collaborative group roles Collaborative Group task TIME 5 GUIDED DISCOVERY Demonstrate and model the process of what the students will do at the beginning of each Diary of a Healthy Kid session e.g. locating the group role timetable etc). Go through contents of folder to familiarise students with where everything is located that they will need. EXPLORATION Give each group their learning centre folder for that rotation. Guide them to look through the contents and how they would go about finding their activities, group roles etc. In groups, each person is to reflect on their group role for that week, and provide a brief explanation as to what exactly their role would be in relation to their activity. Invite students from different groups to demonstrate/explain what their job would be in REFLECTION 5.minutes Advise 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 are coming up for the unit of work. Group structure /Teacher role Whole class TD ASSESSMENT Understanding of group roles in relation to task; collaborative learning How: Observation RESOURCES Group role smartboard resource Learning Centre resource packs (x5)

15

Small Group TM

Whole Class TD

relation to their activity. Question students about any of the group roles that are unclear invite other students in class to clarify. Whole class game: Students work in their teams to try to answer the scenario questions on smartboard re:group roles. The first person to run to the board and touch the red circle gets to have a go at answering the question. Only one person from each team can try to run out to the front at once if more than one person from a team tries to come out then that team have to sit out. If someone makes a guess and gets the answer wrong they lose a point for their team; if they get the answer right they get one point for their team therefore students have to talk amongst themselves before deciding what the answer is rather than simply guessing. Team with the most points can be the first to get their crunch and sip.

15

Whole Class TM

KLA : PDHPE/Math/English/CAPA

Class : S1/2W

Date : 30/7/13

Time : 12:50-1:30pm In this lesson the learners will: Begin working in their groups on the diary of a healthy kid integrated unit. Adopt group roles to ensure that group tasks progress efficiently.

Learning Centre Activity Outcomes PHS1.12 Identifies different foods that can keep them healthy PHS2.12 Discusses food needs for growth and activity ACMNA033 Recognising that sets of objects can be partitioned in different ways to demonstrate fractions WS1.9 Begins so explore less familiar topics as a basis for writing activities VAS1.1 Talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour. TS2.1 Conducts brief interviews with peers and adults to obtain information about an issue or topic

Focus area outcomes EN1-12A Discuss the roles and responsibilities when working as a member of a group

EN2-12E discuss the roles and responsibilities when working as a member of a group and understand the benefits of working collaboratively with peers to achieve a goal

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Pose a question to the students if I wanted to find out how healthy kids lunch boxes at school are, how could I go about doing that? CONTENT Collaborative group roles Collaborative Group task TIME 10 GUIDED DISCOVERY Briefly talk about the concept of surveying stuents to find out how healthy lunchboxes are at school; use Big Bok text to facilitate discussion. EXPLORATION Students work in their groups at different tasks for first implementation of group rotations. Empahsise the process of knowing what role each student is doing; the procedure for finding out what materials you need and what the task is asking you to do.. Individualisation Support work more closely with students at the Think Tank activity; as this activity is more demanding in terms of abstract thinking/analysis (higher order thinking). Extension students are provided with extension activities on their task cards. REFLECTION 5.minutes Invite 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. Group structure /Teacher role Whole class TD ASSESSMENT Understanding of group roles in relation to task; collaborative learning How: Observation RESOURCES Healthy Foods Big Book resource Learning Centre resource packs (x5)

20

Small Group TM

KLA : PDHPE/Math/English/CAPA

Class : S1/2W

Date : 8/9/13

Time : 12:00-12:50 In this lesson the learners will: Explore the concept of the five food groups through five learning centre based activities. Will also use traffic light system as a way of effectively monitoring levels of noise amongst students while working collaboratively.

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 TS2.1 Conducts brief interviews with peers and adults to obtain information about an issue or topic Focus area outcomes COS1.1 Communicates appropriately in a variety of ways COS2.1 Uses a variety of ways to communicate within groups INS1.3 Develops positive relationships with peers and other people INS2.3 Makes positive contributions in group activities
TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Reflect on some of the work produced by students in the previous rotation of learning centres, and how some students demonstrated exceptional understanding of key concepts via analysis (of their eating behaviours), and higher order thinking (thinking of great survey questions they could ask students at the school about their lunches). CONTENT TIME GUIDED DISCOVERY Talk about the purpose of surveying 10 and invite students reponses re: use of data from a survey why and how could we use peoples answers to help improve the quality of lunches at school? brainstorm. 30 EXPLORATION Students work in their groups and progress through last remaining learning centre activity using collaborative group roles.

Learning Centre Activity Outcomes PHS1.12 Identifies different foods that can keep them healthy PHS2.12 Discusses food needs for growth and activity ACMSPO68 Refining questions and planning investigations that involve collecting data WS1.9 Begins so explore less familiar topics as a basis for writing activities

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

Group structure /Teacher

role

ASSESSMENT How: Observation/product analysis (health journals) Learning centre related outcomes

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

Whole class TD Small Groups TM

KLA : PDHPE/Math/English/CAPA

Class : S1/2W

Date :

Time : In this lesson the learners will: Explore the concept of the five food groups through five learning centre based activities. Will also use traffic light system as a way of effectively monitoring levels of noise amongst students while working collaboratively.

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 TS2.1 Conducts brief interviews with peers and adults to obtain information about an issue or topic Focus area outcomes COS1.1 Communicates appropriately in a variety of ways COS2.1 Uses a variety of ways to communicate within groups INS1.3 Develops positive relationships with peers and other people INS2.3 Makes positive contributions in group activities
TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Reflect on how previous learning centre rotation progressed and how sometimes the noise levels of the groups were a little too loud for people to be working productively. Introduce traffic light system CONTENT TIME 10 GUIDED DISCOVERY Explain in more detail the traffic light system of monitoring noise; and exactly how it operates. Prompt students to provide explanations at each step for why certain consequences might occur if people do not pay attention to the traffic noise

Learning Centre Activity Outcomes PHS1.12 Identifies different foods that can keep them healthy PHS2.12 Discusses food needs for growth and activity ACMSPO68 Refining questions and planning investigations that involve collecting data WS1.9 Begins so explore less familiar topics as a basis for writing activities

REFLECTION 5.minutes Invite students from each group to give some examples of the work they produced in the learning centre activities. Watch groups recorded interviews with interview questions with whole class. Group structure /Teacher role Whole class ASSESSMENT How: Observation/product analysis (health journals) Learning centre related outcomes RESOURCES Traffic Light App (iPads) Learning Centre resource packs (x5) Student health journals.

control. (e.g. if their group is put on a red light for being too noisy they will need to work in total silence for two minutes). Invite a student from each group to provide an explanation of what the activity entails (that they completed in the rotation prior). Students demonstrate and explain what it is that they had to do to scaffold the next groups understanding of the task. EXPLORATION Students work in their groups and progress through two 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 for completion of collaborative task.

TD

60

Small Group

KLA : PDHPE/Math/English/CAPA

Class : S1/2W

Date : 1/8/13

Time : 12:15 1:35pm In this lesson the learners will: Explore the concept of the five food groups through five learning centre based activities. Will also use traffic light system as a way of effectively monitoring levels of noise amongst students while working collaboratively.

Learning Centre Activity Outcomes PHS1.12 Identifies different foods that can keep them healthy PHS2.12 Discusses food needs for growth and activity ACMNA033 Recognising that sets of objects can be partitioned in different ways to demonstrate fractions WS1.9 Begins so explore less familiar topics as a basis for writing activities VAS1.1 Talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour. TS2.1 Conducts brief interviews with peers and adults to obtain information about an issue or topic

Focus area outcomes COS1.1 Communicates appropriately in a variety of ways COS2.1 Uses a variety of ways to communicate within groups INS1.3 Develops positive relationships with peers and other people INS2.3 Makes positive contributions in group activities

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Reflect on how previous learning centre rotation progressed and how sometimes the noise levels of the groups were a little too loud for people to be working productively. Introduce traffic light system CONTENT TIME 10 GUIDED DISCOVERY Explain in more detail the traffic light system of monitoring noise; and exactly how it operates. Prompt students to provide explanations at each step for why certain consequences might occur if people do not pay attention to the traffic noise control. (e.g. if their group is put on a red light for being too noisy they will need to work in total silence for two minutes). Invite a student from each group to provide an explanation of what the activity entails (that they completed in the rotation prior). Students demonstrate and explain what it is that they had to do to scaffold the next groups understanding of the task. EXPLORATION Students work in their groups and progress through two 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 for completion of collaborative task. REFLECTION 5.minutes Invite students from each group to give some examples of the work they produced in the learning centre activities. Watch groups recorded interviews with interview questions with whole class. Group structure /Teacher role Whole class TD ASSESSMENT How: Observation/product analysis (health journals) Learning centre related outcomes RESOURCES Traffic Light App (iPads) Learning Centre resource packs (x5) Student health journals.

60

Small Group

KLA : PDHPE/Math/English/CAPA

Class : S1/2W

Date : 23/7/13

Time : 1:00-20:00pm In this lesson the learners will: Explore the concept of the five food groups through five learning centre based activities. Will also use group roles as a way of effectively engaging in activities in a selfdirected way. Initial set up of group roles and learning centre based activities.

Focus area outcomes COS1.1 Communicates appropriately in a variety of ways COS2.1 Uses a variety of ways to communicate within groups INS1.3 Develops positive relationships with peers and other people INS2.3 Makes positive contributions in group activities

Learning Centre Activity Outcomes PHS1.12 Identifies different foods that can keep them healthy PHS2.12 Discusses food needs for growth and activity ACMNA033 Recognising that sets of objects can be partitioned in different ways to demonstrate fractions WS1.9 Begins so explore less familiar topics as a basis for writing activities VAS1.1 Talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour. TS2.1 Conducts brief interviews with peers and adults to obtain information about an issue or topic

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Explain to students that during their work in the Guide to a healthy kid they will be working in their groups of five to achieve a goal. This means that they will all have a responsibility to know what it is that they have to do, and to work together to 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? CONTENT TIME GUIDED DISCOVERY Introduce five group roles have students make guesses as to what each role might be about by looking at the images that accompany. Note these responses on the smartboard. Reveal each of the group roles and their definition/list of responsibilities. Have students read each statement and paraphrase/summarise. Using a set of scenario cards, invite student responses from each of the groups regarding which group role they think would be the most appropriate for completing the task. EXPLORATION Give each group their learning centre folder for that rotation. Guide them to look through the contents and how they would go about finding their activities, group roles etc. In groups, each person is to reflect REFLECTION 3.minutes Clarifier group members are to report back to the class at the end of the activity about what they had to do in their learning centre; and provide any tips/suggestions for other groups when they go to complete the activity themselves.

Group structure /Teacher role Whole class TD

ASSESSMENT Understanding of group roles in relation to task; collaborative learning How: Observation

RESOURCES Group role smartboard resource Scenario cards Learning Centre resource packs (x5)

Small Group

on their group role for that week, and provide a brief explanation as to what exactly their role would be in relation to their activity. Invite students from different groups to demonstrate/explain what their job would be in relation to their activity. Question students about any of the group roles that are unclear invite other students in class to clarify. Once procedure and group roles have been understood, students can begin working in their groups on the first activity of learning centre rotations.

KLA : PDHPE/Math

Class : S1/2W

Date : 23/7/13

Time :

Syllabus outcome/s and indicator/s: ACMNA033 *Recognising that sets of objects can be partitioned in different ways to demonstrate fractions PHS1.12 Identifies different foods that can keep them healthy PHS2.12 Discusses food needs for growth and activity

In this lesson the learners will: Experiment with the portion sizes of the Australian guide to healthy eating and reflect on their own diet, determining how similar or different their portion sizes are in comparison to the healthy eating model.

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Show students the Australian Guide to Healthy Eating model. Question them as to what the aim of the poster is? What is it telling us to do? CONTENT TIME GUIDED DISCOVERY REFLECTION 3.minutes Invite students to participate in the Make a Balanced Plate interactive game to reflect on the five food groups. Group ASSESSMENT RESOURCES

Introduce five food groups. Talk about each one and the kinds of foods that are included. Questions re: portion sizes Are the portions all the same size? Why do you think some portions are bigger than others? What does this mean about the kinds of foods we should be eating most/least of? Draw students attention to the eatwell plate, and the Australian Guide to Healthy eating. Are they the same/different? Create a table showing similarities and differences between the two models focus on aspects such as size of portions, and the food groups that are included (e.g. sometimes foods are included in the eatwell plate, but left on the side of the Australian guide. Why do you think these foods have been left off the plate completely? EXPLORATION Students use food items from their lunchbox to reflect on the foods they have brought to school today, and what food groups they belong to. Have students (in small groups), sort their foods into the different food group categories, using a different coloured cardboard for each category. Students then create their own eating plate, showing the portions of food groups they have in their diet using movable circle cut outs in different coloured cardboard. They also create a plate based on the healthy eating guide using the same coloured cardboard for each of the five food groups. How does their circle look compared to the one based on the Australian Guide to healthy eating? Are their food group portions similar to the ones on the healthy plate? How are they different/the same? Can glue their own eating plates on to a blank A4 Piece of paper. Label the circle as My eating plate. Label the different food groups on the paper. INDIVIDUALISING Extension Five Food Groups card game (where enough students have finished) Support Food Balance game online - reflect on their own diet and the portions of foods they are eating.

Teacher structure role Whole class TD

What? Partitioning of object (plate) into appropriate portion sizes reflective of the healthy eating model.

How? Product analysis Australian Guide to Healthy Eating Eatwell Plate Whiteboard and markers table

Small groups TM

Food items from student lunchboxes Coloured cardboard (x5 for different food groups; 1 set per group; 5x each colour cardboard Coloured Cardboard Circles x5 (1 set for each student) (e.g. 15x each colour cardboard) Blank A4 paper (x25) Glue Scissors Writing utensils

Small Group Individual

Five Food Groups Card game Food Balance game online Make a Balanced Plate interactive game

KLA : PDHPE/Math/English/CAPA

Class : S1/2W

Date : 6/8/13

Time : 12:15 1:30pm In this lesson the learners will: Explore the concept of the five food groups through five learning centre based activities. Will also use traffic light system as a way of effectively monitoring levels of noise amongst students while working collaboratively.

Learning Centre Activity Outcomes PHS1.12 Identifies different foods that can keep them healthy PHS2.12 Discusses food needs for growth and activity ACMNA033 Recognising that sets of objects can be partitioned in different ways to demonstrate fractions WS1.9 Begins so explore less familiar topics as a basis for writing activities VAS1.1 Talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour. TS2.1 Conducts brief interviews with peers and adults to obtain information about an issue or topic

Focus area outcomes COS1.1 Communicates appropriately in a variety of ways COS2.1 Uses a variety of ways to communicate within groups INS1.3 Develops positive relationships with peers and other people INS2.3 Makes positive contributions in group activities

TEACHING AND LEARNING ACTIONS ORIENTATION 5..minutes Show students Group Role scenarios and have them identify the correct responses (to refresh memory about group roles). REFLECTION 5.minutes Invite students from each group to give some examples of the work they produced in the learning centre activities. Watch groups recorded interviews with interview questions with whole class. Group structure /Teacher role Whole class TD ASSESSMENT How: Observation/product analysis (health journals) Learning centre related outcomes RESOURCES Traffic Light App (iPads) Learning Centre resource packs (x5) Student health journals.

CONTENT

TIME 5

GUIDED DISCOVERY Briefly show some of the interviews that were produced in previous diary of a healthy kid lesson. Have students identify which of the questions they thought were most effective, and why? EXPLORATION Students work in their groups and progress through the 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.

60

Small Group