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Semester*: One Unit Code*: ETP410 Assignment Title*: Assessment Two Lecturers Name*: Lorraine Connell Students Full Name*: Merridy Crook Students Email: * s199121 Student No*: S199121 Students Phone No: 0412206487 Unit Name*: Teaching and Learning 1 Date Due*: 11th May 2012 Submission Date*:

I declare that all material in this assessment is my own work except where there is a clear acknowledgement and reference to the work of others. I have read the Universitys Academic and Scientific Misconduct Policy and understand its implications.* http://www.cdu.edu.au/governance/documents/3.3academicandscientificmisconduct.pdf I agree I do not agree

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CROOK, Merridy ETP410 Semester One 2012 Assignment Two 1

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Submit one lesson plan to be reviewed and assessed

Lesson Plan: Renmark Primary School, Year 6/7
Unit/Topic: Numeracy/Health Date: throughout term 2 Key Learning Area: Numeracy/Health Year Level: 6/7 Outcomes: greater understandings of the food choices that students make. Consolidation of times tables and basic division First the teacher needs to establish what the students already know about this topic

LESSON OUTCOME:
Students will be able to understand label reading on everyday products available from their supermarket. They will gain greater knowledge on ingredients, preservatives, sugar and sodium. Students will be able to share their knowledge with their families, thus educating beyond the classroom. The lesson will run beyond one lesson, instead it will run over many weeks. Relevant Australian curriculum: Using units of measure, problem solving, real numbers and food choices. (Appendix one) LESSON STRUCTURE: Time Introduction (Set): The

Class Pantry

Teaching Approaches
The empty pantry needs to be set up ready in the classroom for when the students start school in term 2. This will create curiosity about why it is there and get the students excited about the up and coming activities for the term.

45-60 mins

The class Pantry is a theme for the term. From the pantry there will be several exercises and activities for the students to engage in. A note needs to be sent home to parents and carers on day 1 of term 2 to ask if parents and carers can please save empty boxes/cans/drinks/foods for their child to bring to the classroom to establish a class pantry. (Appendix two) Once the pantry is well stocked (hopefully within a week) the activities can commence. While you are waiting for the pantry to be stocked, students will be introduced to the pantry and the labels on the foods. On the smart board an example of a label will be put up and the students will be able to see what it looks like. The focus initially will be on the sugar content of

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CROOK, Merridy ETP410 Semester One 2012 Assignment Two 2

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each item. And working out how many teaspoons of sugar are in pantry items. Students will be allocated into groups of varying levels by the teacher. Students will be given a formula on the board and in their groups will need to discuss what various ways they can work out the sugar contents. 5 grams = 1 teaspoon (Appendix three)
(This is using Robert Sieglers model of strategy choice to assist in students cognition) Expected responses will be: divide the number by 5, weigh out the sugar, use units and lay out on the table in groups of 5.

Have the sugar and teaspoons out the front of the class so the students have a visual aid to help them.

Students will then be asked if they have an answer. As a class we can lay the teaspoons out and have a look and how much sugar is in the drink and discuss whether this is good or bad in relation to the food pyramid.

Time

Main Content: During 2 computer lessons the students will be researching the items on the labels.

Teaching Approaches Computer rooms needs to booked. Students may need worksheets to write on with prompts on what they should be googling.

2 x 45 mins

Week 2

By this stage the pantry should be well stocked. Students will need to go the pantry and select an item that they would like to know how much sugar is in it. They will spend the lesson working out how much sugar is in the item(s). Some students will take longer than others. They can round or down if they wish. Students who need advancing are encouraged to leave the decimal in place when dividing. Those students who need prompting may need to use the tens and units first to help them visualise the division.

Students need to be encouraged to use visual aids and various methods to work it out teaspoons.

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CROOK, Merridy ETP410 Semester One 2012 Assignment Two 3

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Students are also encouraged to play with the teaspoons and the sugar when they have worked out the sugar content again to help them visualise the amount of sugar. The students need to show their working out in their maths books.

To establish where the students maths/division ability is, The students will undertake a formative assessment to gauge where they division ability is at.

Time

Conclusion: Students then need display their working out on a board so other students at the school can see what they have found. This lesson is able to educate the whole school, community and beyond.

Teaching Approaches This needs to be a fun art activity for the students to be encouraged to display their work for the school to see. It could also be presented to the school at an assembly.

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The lesson can be taken in various directions from here. It will involve reflection from the teacher to assess if the students have had enough and need change or if they worked through it quickly and need more. Potentially using the pantry, you can also look at sodium and fats using the same formula. The teacher could set up the pantry with prices and the students could work out the price per kilogram of items and what is better value. This activity could end with an excursion to a supermarket where students have a worksheet to get through. The class pantry activities could be endless! Have Fun

The ideas are endless, good luck

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Resources (Include equipment required for class and/or for teacher preparation) An area in the classroom dedicated to the pantry storage Access to computers Bags of sugar Teaspoons Label as an example on the power point Worksheets for computer research Large cardboard for display

Safety Considerations
Religious beliefs in relation to foods (eg: pork) Students with allergies (sugar and salt)

Assessment
Students work will be written in their work books for assessment. Computer research of ingredients will be in their computing books All maths calculations of sugar content of foods will be transcribed into their maths workbooks for assessments. The final assessment will be an art display of the food/drink with the teaspoons of sugar which can be presented at an assembly or displayed for the whole school to see. Students will be assessed on: Participation Formative and summative division test (before and after) (appendix four) Small maths assessments along the journey Final poster and presentation Students will also use the 2 stars and a wish concept to assess each others posters

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CROOK, Merridy ETP410 Semester One 2012 Assignment Two 6

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Teacher Reflection While this sequence of lesson plans is still running, I have to say that I have been disappointed with the students enthusiasm towards to pantry. On day one, term 2 I had set the pantry up in the corner so they would see it as soon as they walked in and was hoping to engage them, and while they did see it, they were really not interested. I was hoping to have more discussions going on and I thought they would go up and look at it, but it just didnt happen. The note that was sent home to the parents was also really not successful. After over 2 weeks and many reminders the students had bought in minimal products for the pantry. The pantry was basically stocked with products from myself and the mentors pantry. On reflection of this, this is a category 3 school and many of the children come from complicated homes and it may have been a lot to expect from them. I have also reflected on the age group and perhaps they were too old for this type of the activity. When I gave the students the formative division test to ascertain that they would be capable of doing the division activity for the lesson plan, it was very surprising. Out of a class of 27 year 6/7s most of the class struggled with it. This made both myself and the mentor teacher surprised. We then added in an extra lesson of revision division and the students also struggled with this. We have now gone back to basics and started with times tables again. We conducted a formative test on times tables and this also surprised us at the fact the students really did not have a comprehension of this. When the students were put into groups and did the posters (refer to photo gallery), there was lots of enthusiasm! I WANTED THIS FROM THE START!. Then I thought maybe I should have done this first. This would have been the hook, then we could have taken the maths and health lessons from there........The students created a video blurb and took their posters around the school (I cant wait to see the final product!) Overall the lesson plan and sequence of lessons needs lots of fine tuning, spending more time with the students prior to undertaking this lesson plan is essential. A teacher who knows his/her students well would have more success. I still believe that the class pantry has a lot of potential and is still a great lesson idea. I feel that perhaps the sequencing was not as good as it should have been. Although we did meet the lesson outcome, I feel that it was a bumpy road to get there.

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CROOK, Merridy ETP410 Semester One 2012 Assignment Two 7

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Appendix One

Link to Curriculum Standards

ACARA (The Australian Curriculum) Mathematics Year 6 Achievement standards students should be able to interpret times tables Divide decimals where the result is a rational

Content description Division by non-zero whole numbers where the results are terminating decimals, with and without digital technologies

Year 7 Achievement standards They compare the cost of items to make financial decisions Formulating and solving authentic problems using numbers

Content description Round decimals to a specific number of decimal places SACSA Health Standard 4 Shows an understanding of at least one food selection model (Australian healthy eating guide) Standard 2 2.8 Evaluates and reports about their diet and considers influences on their choice of foods for an active and healthy life. [T] [C] [KC1] [KC2]

assesses information about effects that different foods have on the body [T] [KC1] analyses the food they can eat and the sources of that food, and suggests changes to improve their diet [T] [KC1] investigates the effects of the media, advertising and electronic sources of information on their selection of foods [C] [KC1] identifies who and what influences the food they eat [C] [KC1] extends skills of preparing a variety of foods for themselves. [Id] [C]
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Appendix Two: Example of the letter sent home with the students

Dear Parents/Caregivers This term we are building a Class Pantry, from the pantry we will be looking closely at food labels and what ingredients are in the foods we eat. The pantry will be used for maths, health, computing and English. Can you please save and bring in empty boxes/drinks/cans/packaging so we can stock our pantry ready for the activities to start. Thanks in anticipation Mrs Alice Pankhurst and Mrs Merridy Crook

Appendix Three:

In groups the students will discuss ways they can work out how many teaspoons of sugar are in the item.

My drink has 24.6g of sugar in it. I know that there are 5 grams of sugar in 1 teaspoon, so how many teaspoons of sugar are in my drink?

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CROOK, Merridy ETP410 Semester One 2012 Assignment Two 9

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Appendix Four 1. Joey has 28 marbles. He puts them into 4 bags. He puts the same number of marbles in each bag. How many marbles are in each bag? Answer: ______________ 2. Wendy has 36 books. She has a bookshelf with 6 shelves on it. If Wendy puts the same number of books on each shelf, how will be on each shelf? Answer:______________ ___ 3. 5 )25 ___ 4. 3 )36 5. 48 8 = 6. 36 4 = 7. 25 5 = ___ 8. 4 )24 ___ 9. 5 )45 10. Darren has 21 pencils and seven bags. If he puts the same number of pencils in each bag, how many pencils will be in each bag? Answer: ______________ Work Space

BONUS QUESTION ___ 5 )27

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RUBRIC

Assignment 2 Assessment criteria/CDU Assessment Ratings Submit one lesson plan to be reviewed and assessed. Pass Ungraded Fail

This lesson indicated the curriculum being used, the outcomes being addressed, a sequence,and the assessment used.

The overall presentation is clear, ideas are organised coherently and English expression is of a professional standard. Correct referencing where relevant.

The overall presentation is clear, ideas are organised coherently and English expression is of a professional standard. Correct referencing was used where appropriate.

The lesson plan was not presented or did not include either the curriculum being used, the outcomes being addressed, a sequence,and the assessment used. The overall presentation is not at all clear, ideas are disorganised and English expression is not of a professional standard. Correct referencing was not followed.

Comments:

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CROOK, Merridy ETP410 Semester One 2012 Assignment Two 11