LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: Date: 19/05/2017 Students Prior Knowledge:

Learning Area: Health

Strand/Topic from the Australian Curriculum The benefits of healthy eating and regular physical
activity on health and wellbeing. Strategies and
Actions in daily routines that promote health, safety
behaviours that promote health and wellbeing.
and wellbeing: healthy eating, appropriate levels of physical
activity (ACPPS036) Choices and behaviours conveyed in
health information and messages (ACPPS039)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Categorise foods as healthy and unhealthy.
Explain reasons that people eat healthy/unhealthy food.
Discuss ideas about how health messages affect our food choices.

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Whats on my plate worksheet Verbal and visual presentation of lesson to engage
Brainstorm worksheet visual learners. Roles for student participation also
Super Food Bowl Powerpoint include opportunities for success for students who
Interactive whiteboard projector. prefer to draw rather than write.
Blackboard.
Students work in teacher chosen pairs to allow some
students who might struggle to be partnered with a
mentor.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Students could categorise healthy (milk, veges, fruit, rice) and unhealthy (fast food, cake and sugary foods, meat
some confusion with meat) foods.
Answers showed some understanding of why healthy eating was important (good for you, fights disease, helps you
learn, energy, life expectancy, fat, reference made to eat your colours) and why junk food is yummy but bad for you.
Weakness: limited understanding of why people make choices they know are bad for them (yummy, convenient,
available, cheap), one student identified that his mother chose to feed him KFC when busy as it was quick, no dishes
and allowed him to get to basketball training on time. No mention of advertising could have included in the lesson or
use as a follow up lesson.
Improvement: With an older class reflection on why the activity is set up for Super food to win? Why then do people
choose to eat foods they know are not good for them? What factors influence that choice?
This lesson was an engaging activity to gauge prior knowledge and promote interest with the topic but should be

followed up with some additional information, or possibly a research activity.

Teacher self-reflection and self-evaluation:

Powerpoint presentation and challenge style with timers, scroes for immediate visual feedback worked very well.
Emphasising the incentive for working quietly in pairs so that other pairs didnt hear ideas gave a drastic reduction in
noise level and out of seat behaviour.
On screen timers and consistent direction Hands on heads, eyes on me + wait, used for group alerting strategies
with good results. Improvement: Timer per task could be reduced to 7 minutes.
Improvement: consider how to justify to Team Junk Food why they were set up for failure in terms of the final score.
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
1. Students seated at desks, group alerting strategy hands on heads,
stand up centre and ground wait for focus.
2. Start powerpoint. Welcome to the Super Food Bowl 2017! [explain
Powerpoint
Super Bowl is one of the biggest sporting events in USA, or chose a
student to explain in one sentence].
3. Read out the introduction to the teams from slides 2 and 3. Arrange Worksheets
students into pairs, assign roles to each pair artist and scribe, give
out worksheet.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

4. Show powerpoint slide 4 for pair brainstorm. What types of foods are Brainstorm page
healthy/unhealthy and why do people make their food choices?
Prompt motivation this strategy may help you with your game
strategy so think carefully. Prompt teamwork two heads are better
than one so make sure both people in your pair have an opportunity
to contribute. Prompt quiet work if the other team hears your plan of
attack they will be able to prepare their defence so I would suggest
you keep it secret.
5. Show powerpoint slide 5 and 6 with information from two athletes to
set the scene. Wow, I think this is going to be a tough game for Team
Junk Food but they do have a few important factors on their side.
6. Show powerpoint slide 7 introduce Whats on your plate worksheet. Whats on your plate
Teams have 8 minutes to complete. Look at your brainstorm for ideas page
of food types and for what motivates people to chose certain foods.
Remember presentation is important. Artists draw, scribes can label. Screen timer
Start timer
7. Show powerpoint slide 8 video gives background behind the
Myplate design from USA National Health Service. Who thinks there
plate looks something like this at dinner time? Whose lunchbox has

most of those food groups?

8. Show powerpoint slide 9 1 pair at a time from Team Super Food Blackboard, chalk
and Team Junk Food to present their plate. Must speak to persuade
their audience. Teacher keeps score on blackboard give a point for
each team but interrupt with facts/statistics about junk food/health
food that add points or give penalties so that Super Food wins.

9. Transition seats to mat Show slide 10, ask team super food to bring
their work and assemble on the mat. Team Junk Food to join on mat.
Show slide 11 post game conference. Ask a volunteer from each
team to take a seat in front of the class ask reflection questions,
allow students to question or comment.

Lesson Closure:(Review lesson objectives with students)

10. Students are assembled on mat, collect work, show Super Food Bowl
video

Transition: (What needs to happen prior to the next lesson?)

11. Work collected and students assembled on mat.

Assessment: (Were the lesson objectives met? How will these be judged?)

Work samples: Did students categorise their ideas appropriately as

healthy/unhealthy? Could Students identify a good range of options? Did
students demonstrate understanding of factors influencing food choices?

Observations: Did students work collaboratively? Could students present their

ideas persuasively and justify their decisions? Did students need additional
prompts in discussion and/or individual work?

References:

Teach Starter Pty Ltd. (2017). Whats On Your Plate Worksheet. Retrieved from:
https://www.teachstarter.com/teaching-resource/whats-plate-worksheet/