Name: Samah Obeid

Student ID:18523108
Unit Course: Master of Teaching, 1714
Unit Name:102086 Designing Teaching & Learning
Unit Coordinator: DR NATHAN BERGER
Tutorial Group: Monday 3:30 pm, Kelly Ann Parry.

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 102086 Designing Teaching & Learning

Assignment 2 Lesson Plan Analysis

Contents
Original Lesson Plan……………………………………………3
Lesson Plan Analysis……………………………………………9
Modified Lesson Plan…………………………………………13
Academic Justification……………………………………….19
References…………………………………………………………21
Learning Portfolio Web Link………………………………23

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3
Science Behind the Headlines events take a critical look at
topical science issues and how they are presented in the media.
These same topical science issues can be discussed with
students. To help teachers take these issues into the classroom
we have developed Education Packs containing classroom
activities, media resources and footage from the live event
featuring scientists and journalists discussing the topic and its
media coverage. This pack can be used in various ways; as
preparation for yourself to then tackle the topic with your
students or as resources to engage your students; to make them
curious about and begin to understand the science issue and its
portrayal in the media.
Each Education Pack contains tasks focused on developing
students’ understanding of Science as a Human Endeavour and
Ethical Understanding. These Education Packs should be used in
conjunction with resources designed to teach Science
Understanding content. The tasks are to be used in sequence. If
you wish to work through these tasks with younger students we
suggest adapting the tasks to include more scaffolding and focus
on age appropriate Science Understanding content.
Want to shed those Christmas kilos? Miracle pills, celebrity
secrets, detox, raw foods, juice, soup, fasting… Diet and health
advice infiltrate our everyday lives, and we often get caught up
in the latest miracle fads. We’ll look at dieting in the media and
the sometimes blurred line between real lifestyle guidance and
potentially harmful fad propaganda.
The tasks in this pack have students analysing at the myths of
those diets they see in the media and why those diets receive
more media coverage than the scientifically proven healthy
eating and living guidelines such as those supported by the
Australian Government. Students go on to look critically at the
type of media coverage these fad diets receive and how they
can pick experts from non- experts and good science from
propaganda.
The event footage is primarily to help prepare teachers to take
this topic into the classroom. If and where appropriate the
footage can of course be shown to students.
Australian Curriculum Links:
Science
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Year 8
Science Understanding - Biological sciences
Multi-cellular organisms contain systems of organs that carry out
specialised functions that enable them to survive and reproduce
(ACSSU150)
Year 9
Science Understanding - Biological sciences
Multi-cellular organisms rely on coordinated and interdependent
internal systems to respond to changes to their environment
(ACSSU175)
Year 9 & 10
Science as a Human Endeavour - Use and influence of science
People can use scientific knowledge to evaluate whether
they should accept claims, explanations or predictions
(ACSHE160 & ACSHE194)
The values and needs of contemporary society can
influence the focus of scientific research (ACSHE228 &
ACSHE230)
Health and Physical Education
Years 7 & 8
Personal, Social and Community Health - Being healthy, safe and
active
Investigate and select strategies to promote health, safety and
wellbeing (ACPPS073)
Years 9 & 10
Personal, Social and Community Health - Communicating and
interacting for health and wellbeing Evaluate and apply health
information from a range of sources to health decisions and
situations (ACPPS095) Task 1: Diets, dieting and what our body
does naturally – dispelling the myths
Depending on the age and make-up of your students there are a
couple of ways to start this task. You could ask your students
and record on the board: if they have ‘been on a diet’, what sort
of diet it was, what was their experience or the experience of
others. If inappropriate, ask students what diets they have seen
advertised. Then move on to the following questions:
• What did the diet claim to do?
• How did the diet work?
Lose Weight
Fat burning ingredients
Appetite suppressants /
Fasting
healthy-eating .) Of course such healthy eating plans should be
coupled with an active life (eg Make your move – Sit less Be
active for life! 13-17) years
Detox
http://www.health.gov.au/internet/main/publishing.
nsf/Content/F01F92328EDADA5BCA257BF0001E720D
Liquids to cleanse toxins from /$File/brochure%20PA%20Guidelines_A5_13-17yrs.PDF.)
the body
Fasting

• What did the dieter have to do?

• Was it expensive? Was a lot of work/preparation involved?
• What were the effects of the diet? Did it do what it said it
would do?
• How many say to go on the diet and combine it with eating
a well-balanced diet and regular exercise?

As a class you could pick, say, 5 or 6 common diets and ask

students (individually or in small groups) to identify through
research: Task 2: Diets and the media – critical literacy

• What is the active ingredient/action (eg lemon / fasting 2
days each week)
• Whether that ingredient is capable of doing what is claimed
• Whether that action is likely to do what is claimed
• What ‘evidence’ is given to support the claims being made
• What is actually happening to the body on these diets
Students can then report back to the class on what they
have found out. Overall, students should come to see that:
many active ingredients are not capable of doing what they
claim; there is little to no scientific evidence to support the
claims; that in many cases the diet can be harmful to the
body; that our body has its own way of cleansing and that
fasting actually slows down our metabolism.
This blog on the lemon detox diet makes the sort of points that
you want students to discover: Skeptics of the Detox, RiAus blog
http://riaus.org.au/articles/skeptics-of-the-detox/.
Ask students to think for themselves what the scientific evidence
supports as a healthy diet? Here students can research healthy
eating and living (eg Australian Guide to Healthy Eating
http://www.eatforhealth.gov.au/guidelines/australian-guide-
Have students take a look through a selection of news stories,
website side bars, weekend newspaper lift outs, women’s
magazine ads and life-style channel content on TV. What
students will see is the majority of the media coverage is all
about the fad diets, the quick fixes. Ask students to identify the
typical catch phrases used, the typical images used and who
they believe the advertising is aimed at.
Ask student to speculate why the majority of media coverage is
about fad diets and quick fixes and not about the scientifically
supported health eating and active life solutions to our weight
problems. It basically comes down to what makes a good story
and telling what people they want to hear. But when you take a
close look at the media coverage on diets you see that little of it
is news or science based. Much is advertising that is sometimes
made to look like an article.
Here are three examples of media coverage of fad/detox diets
from the RiAus event that you could analyse at with your
students.

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Detox story, The Herald Sun
http://www.heraldsun.com.au/lifestyle/health/week-bikini-
detox-diet/story-fnivsuep-1226730031568
• Look at how the article is categorised at the top of the web
page. Is it obvious to the reader that this is not a
mainstream news article? This is, in fact, a lifestyle editorial
piece which is not subject to the same reporting standards
as a mainstream news article.
• Look at the Body and Soul lift-out from a physical
newspaper (there is one in each state). Is it clearer in the
hard-copy that the ‘article’ is not part of the main news
reporting?
• Pull out the main ‘facts’ from this article? How are they
represented? What expert is being quoted or consulted on
this article? Who wrote the article? Is this a trustworthy
source of information?
The Cookie Diet, Today Tonight
https://www.youtube.com/watch?v=MBJMNOqnB5M
• What experts appear in this story? Are they an impartial
and trustworthy source?
• Do you think it is sufficient to consult a single source for this
story?
• Analyse the language used by the host at the beginning of
the story (“medically proven”). Can anything in science be
‘proven’? What evidence is given to support these medical
claims?
• Look up the cookies and read the ingredients. Do you think
this seems like a healthy meal replacement?
(http://www.cookiediet.com.au/faq-s ).
NOTE: Students can learn about reading food labels here:
http://www.measureup.gov.au/internet/abhi/publishing.nsf/Co
ntent/How+to+read+food+labels-lp
Garcinia Cambogia, Dr Oz show
http://www.doctoroz.com/videos/garcinia-cambogia-newest-
fastest-fat-buster-pt-1
• Listen to Dr Oz’s introduction. What kind of language is
being used? Does it sound like a balanced review of the
product? (“lose weight with no diet or exercise”).
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• Look up the original paper on which these claims are based.
Talk to your science teacher about the sample size used - is
this study sufficiently robust to make these
claims?http://www.ncbi.nlm.nih.gov/ pubmed/15056124
Look at the imagery used in this segment- lab coats, test
tubes. Why do you think these visuals were used (trust,
scientific backing etc). Is this ethical?
• Are the experts impartial? Note that bias doesn’t always
arise from financial incentives. Dr Oz has an interest in
making his show sensationalist for ratings and viewership.
Dr Harry Preuss has an interest in his own research. And
who is Dr Rich? His caption just says ‘research scientist’.
NOTE: There has been a review of all the scientific papers
looking into HCA and weight loss. Highlight the importance of
not taking a single study as gospel, but instead looking at a
body of evidence. This is why it is important to have
independent bodies/organisations that produce health
guidelines. They can review the information and make
informed recommendations. (Section 5-Conclusion is concise
enough for students to understand with the help of their
teacher) http://www.
ncbi.nlm.nih.gov/pmc/articles/PMC3010674/
From this Task and Task 1, ask the students to think about how
to judge an expert and quality reporting using their analysis of
diet reporting as a basis. You can ask the students probing
questions where appropriate. You would expect to create a list
of what to look out for including the following but not limited to
(in no order):
• Bias
• Language used
• Images used
• Type of article/editorial/advert
• Conflict of interest
• Qualifications/credentials
• Product placement
• Where published
• Scientific evidence/study type and sample size Resources
Links footage from the live events
Science Behind The Headlines: Debunking the Detox,
http://riaus.org.au/events/detox/
Media Articles/Papers
Make your move – Sit less Be active for life! 13-17 years
http://www.health.gov.au/internet/main/publishing.nsf/
Content/F01F92328EDADA5BCA257BF0001E720D/$File/
brochure%20PA%20Guidelines_A5_13-17yrs.PDF
Science of dieting: Slim pickings, Nature
http://www.nature.com/nature/journal/v428/n6980/
full/428252a.html
Australian Guide to Healthy Eating
http://www.eatforhealth.gov.au/guidelines/australian-guide-
healthy-eating
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Skeptics of the Detox, RiAus blog
http://riaus.org.au/articles/skeptics-of-the-detox/
Why dieting doesn’t usually work, TED
https://www.ted.com/talks/sandra_aamodt_why_dieting_does
n_t_usually_work
Websites
Dieting and Weight Control News, Science Daily
http://www.sciencedaily.com/news/mind_brain/diet_and_
weight_loss/
Australian Dietary Guidelines http://www.eatforhealth.gov.au
8
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation
more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4– Comments: In the beginning of task, the lesson plan indicates that teachers may guide
5 lesson depending on the age and make up of students.

1.4 Strategies for teaching Islander Aboriginal and Torres Strait students
1–2–3–4– Comments: The whole lesson does not cover any teaching strategies for Aboriginals and
5 Torres Strait students.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: The lesson overview shows that teachers should use different strategies if the
5 students are younger.

1.6 Strategies to support full participation of students with disability

1 – 2 – 3 – 4 – Comments:
5 The whole lesson does not cover any teaching strategies for students with disability.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4– Comments: The lesson plan shows the goals of the lesson. Also, it indicates an organised
5 sequence of tasks that aims to help teachers in their practice, and to achieve the
expectations to students.

2.3 Curriculum, assessment and reporting

1–2–3–4– Comments: The final paragraph shows different strategies that teachers can be used to
5 assess their students : ask the students to think about how to judge an expert and quality
reporting using their analysis of diet reporting as a basis.

2.6 Information and Communication Technology (ICT)

1–2–3–4– Comments: Most of activities are based on research information and reading articles on
5 the internet, and watching videos.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1–2–3–4– Comments: The outline of this lesson shows the goals: how to relate science to the daily
5 lives and the ways of criticise an article.

3.2 Plan, structure and sequence learning programs

1–2–3–4– Comments: The activities are organised in a sequence and aim to achieve the goals. Also,
5 the lesson plan covers additional resources for teachers.

3.3 Use teaching strategies

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 1–2–3–4– Comments: Many teaching strategies are used: discussion, reading articles, watching
5 videos.

3.4 Select and use resources

1–2–3–4– Comments:
5 Students use the internet during their learning. Except in the beginning of task 1, students
will write on the board. The lesson plan includes additional resources.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4– Comments: The word “’ small group’’ are mentioned once. In addition, students are
5 required to search articles, then sharing their funding with their class. Also, students are
able to examine questions in the available time.
4.2 Manage classroom activities
1–2–3–4– Comments: Different tasks are presented in the lesson plan. There is an explanation of
5 each task by demonstrating the aims and the ways of developing discussions between
teachers and their students.

4.3 Manage challenging behaviour

1–2–3–4– Comments: The whole lesson does not cover any teaching strategies for managing
5 challenging behaviour.

4.4 Maintain student safety

1–2–3–4– Comments: There are no experiments will conduct during lesson plan. However, teachers
5 can introduce safety strategies for using internet or technology in general.

4.5 Use ICT safely, responsibly and ethically

1–2–3–4– Comments: One of the aims of lesson is to know the criteria for a scientific article. In other
5 words, and more simply, to not believe everything published in the media.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1–2–3–4– Comments: There is no formal assessment of the previous knowledge in the beginning of
5 the lesson plan. However, there is an assessment on general information, by asking
questions such as: What did the dieter have to do? Was it expensive?
In the end of lesson, the assessment can be by creating a list.

5.2 Provide feedback to students on their learning

1–2–3–4– Comments: The feedback is given in the page 5 of the lesson plan, in the Note paragraph.
5 It is provided during discussion and directed to all students in the class.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: Most of the activities in lesson plan focus on the key ideas and concepts. It
5 includes additional resources to aid teachers in developing the lesson.

1.2 Deep understanding

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1–2–3–4– Comments: Students are able to research and then analyse/ judge the articles and the
5 video. Most students will have the opportunity to express their opinions. The word “ask’’
appears many time in the article.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: there are multiple opinions provided to the students on the topic, given the
5 students the opportunity to analyse and make judgements between different resources.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: One major activity (task 2) requires from students to demonstrate higher-
5 order thinking through the discussion that the teacher initiates.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: the discussion on the articles and the video are all examples of metalanguage.
5 They are presented in a continuous way throughout the lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: the lesson plan opens and ends with discussion. There is a communication
5 between students and teachers, but no clear communication between the students (there
is only one possible discussion group).

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: some criteria are given to assess the students’ understanding of the findings
5 and discussions in both of the tasks.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: the activities provide students a space to engage. However, there is a
5 consideration that the flow and the types of activities may affect the engagement of many
students.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: there are challenging works in many of the activities that provide students the
5 ability to analyse and judge.

2.4 Social support

1 – 2 – 3 – 4 – Comments: There is only one activity is designed to be as group. The lesson plan does not
5 mention the importance of supportive behaviours and comments between students and
teachers.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: The activities have clear goals and provide learning resources. All of these can
5 help to promote self-regulation. However, there is no evidence for encouraging decision-
making opportunities for students.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: The activities are directed by teachers. No evidence for occurring negotiation
5 between students and teachers throughout the lesson.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: In the beginning of task 1, the students have an opportunity to relate the
5 lesson to their previous experiences. However, it tends to be not present in the rest of the
lesson.

3.2 Cultural knowledge

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 1 – 2 – 3 – 4 – Comments: there is no evidence on the incorporation of cultural knowledge.
5
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: there is no explicit mention of how the lesson are links to other subjects.
5 However, the topic is linked to science and physical health education.

3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: the lesson plan does not cover any strategies for promoting inclusivity.
5
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: There is no evidence that students will share their work with an audience
5 outside the school. However, the content is related to the real-world experience.

3.6 Narrative
1–2–3–4– Comments: there is no evidence of use of narrative in the reading and videos. however,
5 the lesson plan (task 1) give students the opportunity to share stories.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) strategies for teaching Aboriginals and Torres 2)Assess student learning
Strait Islander students
QT model
1) cultural knowledge 2) narrative

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 Lesson Plan

Topic area: Science Stage of Learner: Stage 4 Syllabus Pages: WS8c, WS8d,
WS.4

Date: Location Booked: computer rooms Lesson Number: /

10/05/2017
Time: 60 minutes Total Number of students: 25 Printing/preparation: no

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
SC4-1VA
Appreciates the importance of
Science in their lives and the role of
scientific inquiry in increasing
understanding of the world around
them.
(BOSTES, 2016)
Lesson assessment identifies questions and making predictions based on
Informal formative problems that can be scientific knowledge WS4
assessment via 2 tested or researched and Investigate and select
kahoot quiz makes predictions based strategies to promote health,
on scientific knowledge safety and wellbeing
Ask students SC4 4WS (ACPPS073).
questions and check if WS8c using scientific
they are able to knowledge and findings from
analyse through investigations to evaluate
discussion, and ask claims (ACSIS132, ACSIS234).
questions after WS8.d using cause and effect
watching videos relationships to explain ideas
and findings
WS.4 making predictions
based on scientific knowledge

SC4-3VA
demonstrates confidence in Explicit subject specific concepts and skills
making reasoned, evidence-based  Take a critical look at topical science issues
decisions about the current and
and how they are presented in the media.
future use and influence of science
and technology, including ethical
 develop students’ understanding of Science as
considerations. (BOSTES, 2016). a Human Endeavour and Ethical
Cross Curriculum themes & General capabilities Understanding.
 students analysing at the myths of those diets
Aboriginal and Torres Strait Islander histories and cultures they see in the media.
Food cultures of students  Students go on to look critically at the type of
General Capabilities media coverage these fad diets receive and
ICT capability – Kahoot, YouTube clip how they can pick experts from non- experts
Critical and Creative thinking – on the content of videos and and good science from propaganda.
an article  Identify diseases and presenting different
types of food from different cultures

Time Teaching and learning Organisation Centred

actions T/S

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Intro
Organise the students into 5
groups: Each group contains 5
3 min students.
Students predict the topic of the
lesson plan by looking at the image.
Body Identify different types of
traditional and cultural dishes.
5 min
Students indicate if their cultural
food can be used in a healthy diet.
Watching a video and looking into a
6 min newspaper
Inform students of the name of
plants and animals and how they
are used by Aboriginals as food and
medicine.
Time of the video: 2 min and 18 sec
Ask students to organise themselves into five groups. S
While settling themselves, the teacher presents the
image:
http://media.marketwire.com/attachments/201105/6552
7_FD_May.jpg
Ask students to predict the topic individually or with
groups. Ask some of the students to write their answers
on the board.
Student: Settle in a group, write the answers
Resources: Screen, internet, computer and board.
Teacher: S
Ask students to write the name of a popular food in their
culture on the board.
The teachers can set the image of the dish mentioned by
students on the screen to be shown to the class. Ask
students if their dishes can be used in a healthy diet. Ask
students if they have any questions.
Student: Write the name of their favourite cultural dish
on the board, answer if it is healthy or not.
Resources: Board, screen, computer, internet.
Teacher: Puts the link T
http://search.informit.com.au.ezproxy.uws.edu.au/media
;dn=TSM201310260194;res=TVNEWSB;type=mp4.
Name of the video: “Bush knowledge: For generation,
indigenous people have handed down their traditional
knowledge of the land as a source of food and medicine
and for devices like spears and fish nets but elders have
live in the Daly River region south of Darwin are
concerned their knowledge is in danger of being lost.”
After watching the video: The teacher demonstrates the
significance of preserving these plants and animals to
maintain the culture of Aboriginals.
After that, teacher will explain to the students the
medical benefits of a specific type of plant by referring
to the article in the newspaper: “Phenols; Studies from
University of Wollongong Add New Findings in the Area
of Phenols [Aboriginal bush foods: A major
phloroglucinol from Crimson Bottlebrush flowers
(Callistemon citrinus, Myrtaceae) displays strong
antinociceptive and anti-inflammatory ...]”
http://search.proquest.com.ezproxy.uws.edu.au/docview
/1758563670?accountid=36155&rfr_id=info%3Axri%2Fsid
%3Aprimo.
14

2 min Identify diseases related to the gain
or loss of weight.
Introduce disease related to eating
4 min less (anorexia) by watching a video
followed by a discussion with
students.
Time of video: 1 min and 53 sec
Introduce diabetes and how it
affects the Aboriginal and Torres
4 min Strait Islander community by
watching a video followed by a
discussion with students.
Time the video: 1 min and 57 sec
8 min Discussion with students on the
effect of obesity on diabetes and
the effect of media on increasing
anorexia amongst teenage girls
(discussion on the two videos).
The purpose is not to read the whole article. The teacher
highlights from the article the benefits of the plants
used in the diet of Aboriginals in treating diseases.
Ask students to name plants used in their cultures’ diet
or used in treating diseases. They can do research for
this activity if the students do not know types of plants
used in their culture.
Ask students if they have any questions.
Student: Watching video, naming plants, researching,
asking questions.
Resources: Screen, internet, computers. YouTube set up
on screen ready to play video and set up the link of
article.
Teacher: Introduce the topic on the screen: Diet and S
diseases
Ask students if they know diseases because of the gain
or loss of weight.
Student: Students answer: anorexia – diabetes or doing
research to find answers.
Resources: Screen, internet, computer, discussion.
Teacher: Puts the link: T/S
https://www.youtube.com/watch?v=6kJVOVssLxU
Title of the video: “World's Skinniest Woman (Update),
Valeria Levitin, Anorexia, Diet, Eating Disorders.”
Teacher: Ask if they have experienced anorexia or have
heard of anyone in their community who has suffered
from anorexia.
Ask students if they want to re-watch the video
Student: Watching video, share experiences
Resources: YouTube set up on screen ready to play.
Teacher: T/S
https://www.youtube.com/watch?v=Qvi_NE_WjKQ
Title of the video: “Fight diabetes in your community -
Aboriginal and Torres Strait Islander”
Teacher: Ask if they have experienced diabetes or have
heard of anyone in their community who has suffered
from diabetes.
Ask if the students want to re-watch the video
Student: Watch video, share experiences.
Resources: YouTube set up on screen ready to play.
Teacher: Ask students to discuss with groups: On the T/S
significance of body image of teenagers in their culture
and communities.
Teacher notes how:
- The western culture prefers the thin body of
girls and how the media advertises this idea
- This can lead to teenagers suffering from
anorexia.
15

10 min Have students take a look through
a selection of news stories, website
side bars, weekend newspaper lift
outs, women’s magazine ads and
life-style channel content on TV.
What students will see is the
majority of the media coverage is
all about the fad diets, the quick
fixes. Ask students to identify the
typical catch phrases used, the
typical images used and who they
believe the advertising is aimed at.
Ask student to speculate why the
majority of media coverage is
about fad diets and quick fixes and
not about the scientifically
supported health eating and active
life solutions to our weight
problems. It basically comes down
to what makes a good story and
telling what people they want to
hear. But when you take a close
look at the media coverage on
diets you see that little of it is news
or science based. Much is
advertising that is sometimes made
to look like an article.
10 min Video demonstration
• Listen to Dr Oz’s introduction.
What kind of language is being
used? Does it sound like a balanced
review of the product? (“lose
weight with no diet or exercise”).
• Look up the original paper on
which these claims are based. Talk
to your science teacher about the
sample size used - is this study
sufficiently robust to make these
claims?
http://www.ncbi.nlm.nih.gov/
pubmed/15056124 Look at the
imagery used in this segment- lab
coats, test tubes. Why do you think
these visuals were used (trust,
scientific backing etc)? Is this
ethical?
• Are the experts impartial? Note
that bias doesn’t always arise from
financial incentives. Dr Oz has an
- The media advertise for products that can lead
to gain weight or raise of the cases of
teenagers suffering from diabetes.
Teacher listens to the discussion of each group.
Student: Discuss as groups, research for more
information and try to identify the impact of the culture
and media on body image, relating to their own
experiences.
Teacher introduces on the screen: Task 2: Diets and the S
media – critical literacy.
Teachers set the article: Detox story, The Herald Sun
http://www.heraldsun.com.au/lifestyle/health/week-
bikini-detox-diet/story-fnivsuep-1226730031568.
Ask students to search for and read the article and
discuss with their group the following questions:
Look at how the article is categorised at the top of the
web page. Is it obvious to the reader that this is not a
mainstream news article? This is, in fact, a lifestyle
editorial piece which is not subject to the same
reporting standards as a mainstream news article.
• Look at the Body and Soul lift-out from a physical
newspaper (there is one in each state). Is it clearer in the
hard-copy that the ‘article’ is not part of the main news
reporting?
• Pull out the main ‘facts’ from this article? How are
they represented? What expert is being quoted or
consulted on this article? Who wrote the article? Is this a
trustworthy source of information?
Teacher checks if the students find the article
Teacher listens to each group and helps them to find the
answers.
Students: Search the article, discuss as groups, talk to
teacher, answer questions
Resources: Screen, internet, computers.
Teachers: set up the video: Garcinia Cambogia, Dr Oz
show
http://www.doctoroz.com/videos/garcinia-cambogia-
newest-fastest-fat-buster-pt-1.
Ask students to search for and read the article
Teacher should highlight the importance of not taking a
single study as gospel, but instead looking at a body of S
evidence. This is why it is important to have
independent bodies/organizations that
produce health guidelines. They can review the
information and make informed recommendations.
Ask students to work with their groups. Teacher checks
if the students find the article. Teacher listens to each
group and helps them to find the answers.
Students: Search the article, discuss as groups, talk to
teacher, answer questions.
Resources: Screen, internet, computers.
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 interest in making his show
sensationalist for ratings and
viewership. Dr Harry Preuss has an
interest in his own research. And
who is Dr Rich? His caption just
says ‘research scientist’.
Time of the video is 5 min.

Conclusion: Assess students by: Teachers: Set up a game on Kahoot called: Diet and S
Assessment 1. What is another name of diseases (2 min and 10 sec).
4 minutes anorexia?
and 10 sec 2. What are the characteristics of Direct students how to use it and how to access the pin
Plus 2 someone have anorexia? number
minute for 3. Without treatment, can anorexia
setting the lead to death? Set up a game on Kahoot called: Criteria of a scientific
games 4. The "Callistemon citrinus report/video (2 min )
(Myrtaceae), has been used by
which people? Direct students how to access the pin number
5. What is the name of the
organisation that you can join if
you have diabetes?
Another game: Students: do the quizzes
1. What are some of the
characteristics of an author of a Resources: computer, internet
report?
2. If the author or the presenter is
subjective. As a reader, what the
steps that should I do it? . what the
characteristics of a scientific
report?
3. What are the characteristics of a
scientific report?
4. Who should you ask before
trying any product advertising on
media?

I will leave 2 minutes for any classroom or IT disruptions.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

The editing of this lesson plan was a challenge. The goal of this assessment was not only for obtaining good
marks. It indicated to me that I have a huge responsibility towards my students in my future career.
Additionally, it gave me an idea of the importance of the relations between teachers and students, that can
be marked by an effective process of learning. The strategy of any lesson plan should address all students
from different abilities and cultures. In my future career, I should always consider the NSW Quality
Teaching Model and Australian Professional Standards for Teachers in my lesson plan.

17
I totally changed the first task of the original lesson plan. I replaced the original by activities that highlight
the importance of cultural knowledge and strategies for teaching Aboriginals. Cultural knowledge assisted
me in the introduction of the lesson plan, since every culture has its poplar dishes. I tried to link the new
lesson to the life of students by showing the effect of an excessive diet, that may lead to anorexia and the
effect of excessive eating, that may lead to diabetes or obesity. The narrative element through videos
assists me in showing real experiences or real facts that will effect students to act responsibly. The best
part that I enjoyed is doing the quizzes, by using Kahoot. During my life studying overseas at schools and at
university, the books were only the resources that I used. I rarely used the computer and the internet.
When I used Kahoot, I found that assessment through computers or other devices can be helpful.
Therefore, I should always be updated with new applications, new games, technology and read research on
the development of the relation between teachers and students and on the development of learning
strategies.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-1VA Informal formative assessment via two kahoot quizes
SC4-3VA Informal formative assessment via discussion after
watching videos and reading articles.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to
be applied in this lesson?
This lesson plan does not contain any experiment. However, students will use the computer in
most activities. Teachers should be aware of their safety and the safety of their students. Teachers
should maintain: a safe working environment, a safe system of work, and ensure that equipment
used are in safe condition.

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Academic justification
The aim of the original lesson plan was precise and organised. However, the new lesson intends to improve
many areas with respect to the Australian Professional Standards for Teachers (AITSL, 2016) such as strategies
for teaching Aboriginals (standard 1.4) and to assess student learning (standard 5.1.). In addition, there were
improvements to the elements of cultural knowledge and narrative according to NSW Quality Teaching Model
(Ludwig & Gore, 2009).

Most Aboriginals believe that for their children to be productive members of a Western society, the Aboriginal
culture should be incorporated with the Western subjects simultaneously (Perso, 2016). The teacher in the
lesson plan should consider that the ideologies of Aboriginals arise from religious and spiritual beliefs (Perso,
2016). Aboriginal people use the perceptions of their ancestors and the association of their families in the
identification and the interpretation of natural subjects (Perso, 2016). Aboriginal people prefer that the
discussion is always connected to the land, religion and life (Perso, 2016). This has been highlighted in the video
by Middleton et al. (2013) as it shows the significance of the plants in the life of their ancestors and their elder
people. Also, the article by Food Weekly News (2016) identifies a type of plant that has been used in the diet of
Aboriginal people in treating diseases. Diabetes Victoria (2015) has published a video that links the lesson plan
to a problem facing their community- diabetes. Also, the maintenance of a relationship with others and with
people in authority is significant in the practice of Aboriginals (Perso, 2016). The new lesson plan promotes
relationships with other students and with teachers through discussion.

The modified lesson plan creates a culturally responsive environment, where all cultures are welcomed (Purnell
et al., 2007). This has been illustrated through various activities (allowing students to speak about their
traditional food), discussion on how their culture portrays body image, and videos (on the Aboriginal culture).
These stories and activities can aid students to link the lesson to their life experiences, which makes the content
more expressive (Purnell et al., 2007, Scott et al., 2014). Teachers are responsible for removing the borders
between cultures (Aikenhead, 2001). This has been highlighted in the modified lesson plan, as students are given
the opportunity to discuss and discover other cultures (Purnell et al., 2007). And, to participate in various life
experiences that promote a sense of community between different students (Purnell et al., 2007). Finally, the
creation of an environment where the backgrounds of all students are respected, leads to an improvement in
their academic achievement (Scott et al., 2014, Aikenhead, 2001).

The design of an assessment plan should be consistent with the learning outcomes and the materials covered
during the lesson (Sulaiman, Sulaiman & Suan, 2011). If the teacher intends to assess students on the content
given in the lesson, a short quiz is considered as a practical and relevant choice (Sulaiman, Sulaiman & Suan,
2011). The new lesson plan assesses students using two Kahoot quizzes. Each quiz covers the content in each
part of the lesson (Sulaiman, Sulaiman & Suan, 2011). The assessment through games promotes the active
engagement of all students and has a positive effect on their educational results (Vasileva-Stojanovska et al.,
2014). The incorporation of computer games in classrooms intends to promote the learning process and increase
the interest of students (Vasileva-Stojanovska et al., 2014). The games should be consistent with the quality of
learning corresponding to the ability of students to employ the knowledge in the real world (Vasileva-
Stojanovska et al., 2014). The knowledge presented in the two quizzes can be applied by students in their lives.

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The videos in the original lesson plan are not introducing stories about real people or real facts. The new videos
aim to introduce subjects about life by presenting real people (Deepak & Biggs, 2011). The videos on real
evidence motivate learning and develop an authentic environment that promotes students’ engagement with
the real word as both publishers and listeners (Deakin University Australia Worldly, 2014). The students can
access the video outside of the classroom and share it with their friends, for example post the video on Facebook
(Deepak & Biggs, 2011). Also, the teacher is able to pause and replay the videos (University of Deakin, 2014).
The videos can demonstrate significant issues (Deakin University Australia Worldly, 2014), such as anorexia
among teenage girls, diabetes in the Aboriginal community, and the importance of preserving the culture of
Aboriginal people (Middleton at al., 2013). The videos were an effective tool in relating the lesson to a specific
part of Aboriginal history, as one of the cross-curriculum priorities (BOSTES,2016).

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References:
Aikenhead, G. (2001). Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching. Research
in Science Education, 31 (3), 337–355. DOI: 10.1023/A:1013151709605.

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.

BOSTES. (2016). Learning across the curriculum. http://syllabus.nesa.nsw.edu.au/science/science-

k10/learning-across-the-curriculum/.

Deakin University Australia Worldly. (2014). Using audio and video for educational purposes.
http://www.deakin.edu.au/__data/assets/pdf_file/0003/179013/Modules_1-
4_Using_audio_and_video_for_educational_purposes-2014-02-28.pdf.

Deepak, A. C. & Biggs, M. J. G. (2011). Intimate Technology: A Tool for Teaching Anti-Racism in Social Work
Education. Journal Of Ethnic & Cultural Diversity In Social Work, 20(1), 39-56.
doi:10.1080/15313204.2011.545944.

Diabetes Victoria (2015, September 22). Fight diabetes in your community - Aboriginal and Torres Strait
Islander. https://www.youtube.com/watch?v=Qvi_NE_WjKQ.

Ludwig, J. & Gore, J. (2009). Quality Teaching in NSW public schools: A classroom practice guide.
http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf.

Middleton,A. , McTaggart, A.,McTaggart, P.M.& Wightman, G. (2013). Bush knowledge: For generation,
indigenous people have handed down their traditional knowledge of the land as a source of food and
medicine and for devices like spears and fish nets but elders have live in the Daly River region south of
Darwin are concerned their knowledge is in danger of being lost. ABC News NT. RMIT Publishing,
Melbourne (Vic.).

Perso, T. (2016). Closing the gap. Australian Mathematics Teacher, 72(3), 28-32.
<http://search.informit.com.au/documentSummary;dn=351080888672601;res=IELHSS> ISSN: 0045-
0685.

Phenols; Studies from University of Wollongong Add New Findings in the Area of Phenols [Aboriginal bush
foods: A major phloroglucinol from Crimson Bottlebrush flowers (Callistemon citrinus, Myrtaceae)
displays strong antinociceptive and anti-inflammatory ...]. (2016, January 28). Food Weekly News, p.
228.
http://search.proquest.com/docview/1758563670?accountid=36155&rfr_id=info%3Axri%2Fsid%3Apr
imo.

Purnell, P.G., Ali, P., Begum, N. & Carter, M. (2007). Windows, Bridges and Mirrors: Building Culturally
Responsive Early Childhood Classrooms through the Integration of Literacy and the Arts. Early
Childhood Education Journal, 34(6), 419-424. DOI: 10.1007/s10643-007-0159-6.

Scootle. (2017). Science Behind the Headlines: Debunking the Detox. http://education.australiascience.tv/wp-
content/uploads/2017/04/SBTH_Debunking-the-Detox.pdf.

Scott, L.A., Alexander, Q., Fritton,S. & Thoma, C. (2014). An Evaluation of Culturally Responsive Practices in
Special Education Program for Preservice Educators. Journal of Curriculum and Teaching, 3 (2),79-93.
doi:10.5430/jct.v3n2p79.

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Sulaiman, T., Sulaiman, S., & Suan, W.H. (2011). Integrating Multiple Intelligences and Technology into
Classroom Instruction to Transform Instructional Practice in Malaysia. Journal of Language Teaching
and Research, 2(5), 1146-1155. doi:10.4304/jltr.2.5.1146-1155.

Vasileva-Stojanovska, T., Vasileva, M., Malinovski, T. & Trajkovik, V. (2014). The Educational Prospects of
Traditional Games as Learning Activities of Modern Students. Proceedings Of The European
Conference On Games Based Learning, 2,749-756.
http://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=99225021&S=R&D=ehh&EbscoCont
ent=dGJyMNHX8kSeprQ4y9f3OLCmr0%2BeqLBSsKa4S6%2BWxWXS&ContentCustomer=dGJyMPGqtk
%2B3rLNQuePfgeyx44Dt6fIA.

World's Skinniest Woman (Update), Valeria Levitin, Anorexia, Diet, Eating Disorders (2016, October 18).
https://www.youtube.com/watch?v=6kJVOVssLxU.

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Learning Portfolio Web Link

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