Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 11am-12pm. Date: 5th June 2018 Students’ Prior Knowledge:
 Students can distinguish between good and
Learning Area: Health bad (healthy and unhealthy) foods
 Students recognise the food pyramid and the
five food groups
Strand/Topic from the Australian Curriculum
Strategies and behaviours that promote health
and wellbeing:
- personal hygiene practices
- healthy eating
- sufficient sleep
- staying hydrated
- regular physical activity
(ACPPS018)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ competence
✓ ✓ competence
✓
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s 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:

 Apply their learnt knowledge to design a healthy menu
 Recognise ways to include all food groups into their daily meal choices

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 PowerPoint  Encourage students that do not often
 Game loaded participate in class discussion to think of an
answer to direct questions
 Work with Ellie to scribe her ideas for the
menu onto paper (to then transfer to iPad)
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Students have displayed, in this lesson and before/after each lesson, that they have a deep understanding of the
different food groups and the importance of the meal choices they make. This is probably one of the topics I have
taught that students interact with most – particularly after the lesson! Since we started the consecutive healthy eating
lessons they are often telling me how they have a really healthy lunch or which food groups their lunch comes under,
which reassures me that they are learning.

Teacher self-reflection and self-evaluation:

To start with the positives, I felt very comfortable teaching the kids this lesson which was a relief and gave me a
chance to let go of my stress and overthinking and instead focus on getting the kids engaged and learning! I also tried
to use some direct questioning to students to bring their attention back to the task. I noticed many aspects of my

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teaching in this lesson however that I could improve on. Firstly, my instructions for the activity could have been
clearer so that each child knew what their task was without having to constantly refer them back to the whiteboard. If I
was doing this lesson again, I would give some examples of menus from restaurants to show the students the format.
I might even (if we had more time) do an example as a class of what a healthy menu might look like. Little things such
as explaining certain words, like entrée, or even using another word that they might understand better. Finally, as I
am still working on differentiating I let it slide in this lesson, but Caitlin instructed some students to instead create a
lunchbox based on our interactive activity – which was a really good idea and I will definitely keep that in mind for
prospective lessons.

[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:

 WALT: Use what we know to design a healthy meal and a menu

11am
 Being the last lesson of the healthy eating topic, begin by reminding
students of what we have learnt in the last three weeks about
healthy/unhealthy foods, food pyramid and the five food groups.

 Key questions to prompt prior knowledge:

1. What are the five food groups?
2. Is the top of the pyramid food we should eat often or least?
3. Examples of healthy food that should make up a large part of our
diets
11:05am
Lesson Steps (Lesson content, structure, strategies & Key Questions):

 Tell students that the first activity we are going to do together as a

class is planning a healthy lunchbox using an Interactive game. Interactive game loaded

 Before we begin the game explain the importance of having a healthy

main part to our lunch box, some healthy snacks and a healthy drink
11:10am to keep us going with the energy we need as active kids!

 One at a time have students drag food into the compartment they
think it belongs (big or small portion).

Go with their options and if they come up with an unhealthy lunchbox

then work together to make a healthier lunch.

Write the lunchbox foods on the board.

 Following the activity, explain to students that while last week we

11:20am
were stepping into the shoes of advertising gurus to create our food Healthy homemade
group posters, this week we are taking on the role of restaurant menu
owners!

We want to create a healthy menu that covers all the food groups and
still gives our customers a variety (because we know that even

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 though we should stick to five food groups, we still have choices from
lots of yummy, healthy food).
11:25am
 On the board, have an A3 piece of paper. As a class (guide
them/model the task) create a quick, healthy menu with some ideas
that include the different food groups.
11:55am
 Back at their desks, students will make a written plan of their healthy
menu for their restaurant, including the restaurant name. Then once
the plan is complete they will copy it into Pic Collage

 Instruct students to save their work to their camera role.

Lesson Closure:(Review lesson objectives with students)

 Back to the mat we will read some students’ menus

12pm  Review what we have learnt in this unit of Health using this healthy
kids activity. https://www.healthyactivekids.com.au/teachers/online-
games/whats-plate-kids/

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

 In groups ask students to make a pile of iPads then come and sit
back on the mat
 Hands on head, shoulders, cross your arms and wait for Mrs C.

Assessment: (Were the lesson objectives met? How will these be judged?)
 Assess student learning/understanding by direct questioning, jot
down notes throughout lesson and check them off through the menu
they create.
✓X
5th May 2018 Design a healthy menu that includes
all of the food groups
Cohen ✓
Taylan ✓
Izzy ✓
Bella ✓
Casey ✓
Lawrence ✓ Turned unhealthy restaurant food
into healthy options
Maya ✓
Skye ✓
Hayley ✓ Made a very detailed menu,
turning unhealthy foods into a
healthy meal
Shiloh ✓ Created a healthy lunch box
Jordi Was getting a little confused with the
healthy aspect and created a regular
menu
Millie ✓Created a healthy lunchbox instead
which worked well for her
Chloe ✓
Carla ✓
Mia ✓
Hunter ✓
Brodie ✓

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 Ellie ✓
Hudson ✓

Extra notes:
Something I have noticed as a recurring theme in our Health lessons is that
all students give each aspect of the lesson their best effort. This is so
refreshing to see as even when students are a little unsure, they go with it and
do what they can. Some students did a simple task which worked very well for
them to be able to meet the objective and create a final product on their
iPads. The positive attitude each student has in lessons is such a nice part of
teaching them.