Learning lab

Title: Fruity Friday

Lesson plan: Fruity Friday

Date of lesson: 2013
Year range: grades 4-5
Number of learners: 20
Duration of lesson: 60 mins
Lesson number: 1
Unit: Healthy Eating
Teachers and other facilitators of lesson: Lisa Fazio and can include peer teacher
This lesson plan prepared by: Lisa Fazio on 17 January 2013

Lesson objectives

The vision for this lesson is: for learners to develop self-regulated knowledge, skills and behaviours when making food choices.

The objectives of this lesson are:

  • identify a range of fruits
  • compare and contrast the features between a range of fruits
  • research the agricultural practices and nutritional features of various fruits
  • translate the nutritional benefits of fruit for human consumption and health
  • to be able to choose fruit for meeting nutritional requirements
  • develop a capacity to question to consider how to respond to different scenarios about their health when eating with others learn about influences on their choices and actions related to health and how they promote feelings of self worth for themselves and in others

  • construct a graph using percentages
  • measure and explain three dimensions of an object

Learners prior knowledge and exeperiences

The learner's prior knowledge, learning and experience is:
  • awareness of food and its nutritional benefits
  • developing research skills
  • compare and contrasting skills
  • understanding of percentages and interpreting graphical representations
  • increasing attention span, recognition of aspects of the world outside themselves and continuing intellectual curiosity to be more reflective and able to set their experiences within the broader family and community context.

Each learner's knowledge and experience will be applied in this lesson by:
  • scaffolding each of the above in the context of researching the agricultural practices and nutritional components of various fruits in order to deepen each learners knowledge, skills and behaviours in their eating practice
  • facilitating their self-regulated learning and motivation to relate the production of food in relation to their eating choicesi

The learning environment

The layout and design of the learning environment is:
  • Set up the classroom like a commercial kitchen with PCs and or tablets available for research component
  • have an outside space allocated for a fruit salad picnic

The actions to prepare the learning environment are:
  • arrange for each learner to bring in a piece of fruit or two
  • arrange for the above materials to make a fruit platter and fruit salad and share as a class picnic
  • Prepare resources to use in the lesson: ie graph software or paper, research sites for agricultural production and nutritional components of fruit
  • Show a fruity video and read a fruity poem or play fruity music
  • reflection materials for learners

Lesson resources. OH&S, administration and people to facilitate learning

The people who will be involved in the lesson are:

  • Teacher and or peer teacher to team teach by combining the lesson with the classes of years 4 and 5 for peer learning and share teaching

The resources required for the lesson are:

  • ITC: PCs or tablets
  • music player
  • video player
  • whiteboard
  • picnic blankets, paper cups and water, cutting board, knives, forks, paper plate, paper towels, serving platter, bowl of fruits: apple, banana orange, pear, strawberries and a few other in season fruits. Food preparation and cleaning materials ie disinfectant wipes
  • resources and or materials for graphing and measuring dimensions
  • materials for food journaling
  • mind map resources
  • spreadsheet resources

OH&S, compliance and administration actions are:

  • Letter to parents about each person bringing a piece of fruit to school on Friday for a nutrition lesson
  • Safe use with knives and or safety knives

Details of research, references and resources list

Lesson introduction and motivation

Time: 10mins as a whole class

The lesson transition, tone and motivation for learning is:

The learner's will engage learning by:

  • listening to the videos and thinking about the differences between them

The links to scaffold prior experience and knowledge is established by:
  • guiding questions how what they see and think when watching the two videos

Lesson motivation map

Action 1: Time: 5-10 mins whole class

  • Teacher to explain the activity, the objectives, why and assessment practices

Activity 1: Research and present Time: 15-20 mins in pairs

  • Each person has a piece of fruit and in pairs they are to complete a mind map for each piece of fruit with facts about the fruit that they can come up with
  • Then they are to complete a spreadsheet which compares and contrasts their two pieces of fruit
  • Present their mind map and spreadsheet to the class

Activity 2: Individual mathematics and fruit Time: 10-15mins

  • Each person is to look up the nutiritional content of the fruit and produce a graph which represents the percentage value of the fruit
  • They also measure the dimensions of the fruit
  • Create a food journal to record this information

Activity 3: Fruity picnic Time: 20 mins Whole class

  • As a class prepare one fruit platter of sliced fruit and a bowl of fruit salad using all the fruit (wash it first)
  • Make a picnic outside and everyone samples the platter and fruit salad
  • use guiding questions, reflection to, peer questions and feedback strategies to foster deep learning in knowledge, skills and attitudes when eating fruit as a group. For example; what are the smells of the fruit, texture, appearance, thoughts and feelings when eating.
  • What are the social practice when eating as a group

Teaching strategies, areas for guided questions, motivation and issues to consider are:
  • Research to focus on the sources of information and their credibility and perspective of information
  • Mind map content to explore: the features of the fruit, the growing of the fruit, the history of the fruit, the uses of the fruit, the learners perceptions about the fruit
  • Students explore a range of contexts, both within and beyond school, in which individuals are required to work effectively as part of a team. They discuss appropriate knowledge, skills and behaviours in these contexts and the importance of developing these
  • Students consider what it means to be healthy. They explore their own and others’ views about health and suggest what it might mean for certain groups of people; for example, the elderly. They discuss and develop strategies for improving their personal health.
  • They discuss and evaluate strategies to minimise harm and protect their own and others’ health.
  • They increasingly identify with groups and communities outside the family, which provides a context for studying the range of peers and social influences on their health-related behaviours, learning about establishing and maintaining relationships and considering views of what is right/wrong, good/bad, acceptable/unacceptable. They begin to see themselves as members of larger communities and to consider factors that affect their own and others’ ability to access and use health information, products and services within their local area.
  • Students regularly engage with new subject matter; for example, discovering the range of influences on food and the importance of nutritional requirements for growth and activity at different stages of life. Accordingly, they learn how to set nutritional goals using food-selection models.
  • As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task.
  • Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and inclusion.
  • Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.
  • Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.
  • They learn to make links between ideas and use food journals to reflect on how their ideas and beliefs change over time. In structured activities, they practise transferring their knowledge to new contexts.

Learning and teaching adjustments: (who form why and how):
  • establish mentor peer-to-peer learning to facilitate understanding

Learning extensions (who for and whole class if learners are complete in the lesson actions):
  • establish mentor peer-to-peer learning to facilitate deeper knowledge

Assessment and feedback

Assessment actions in relation to each objective are:
  • formative assessment: observation on research abilitites, responses to questions and question asking skills
  • summative assessment: presentation in pairs, food journal and mind map, spreadsheet and graph results

Feedback initiatives for learning and well-being are:
  • use objective feedback specific to learning goals and objectives to foster deep learning
  • ensure each learner received regular feedback throughout the activity
  • ensure each learner has feedback at the end of in regard to their food journal and presentation
  • apply peer-to-peer feedback in group discussion through questions to each other during the presentation and picnic

Assessment recording practices for learners portfolio and teacher file:
  • teacher to complete a critical reflection and evaluation of each learner and record this using a detailed format and filing for record keeping
  • each learner to store their knowledge in a food journal for their learning portfolio

Lesson conclusion

Drawing ideas and objectives together:

Follow-up actions based on status of learners ie time runs out:
  • 30 mins of home completion
  • to be reviewed and incorporated in the the following related activity

Question and presentation time for learners:
  • Questions to summarise learning using the lesson objectives as the focus
  • Learners to provide discussion and questions about the learning of knowledge, skills and behaviours from the activities

Provide the food journal as a resource to scaffold knowledge about healthy eating practices in a self-regulated strategy. Arrange time to give feedback to each learner in regard to their research and mathematics application as the focus.

Critical reflection and evaluation of lesson

Teacher and peer teacher to complete and discuss using a critical reflection and evaluation model ie to determine:
  • The extent that learning was achieved
  • What were the factors contributing to learning and distracting learning
  • What changes to learning are considered
  • Learning SWOT analysis
  • Teaching CDP reflection
  • Learner observations
  • Improvements and future plans and actions
  • Linking the next lesson and actions required

Learner and lesson actions and activities

  • What are the follow ups from this lesson: reveiw food journals
  • What plans follow from this lesson: to scaffold learning within a unit of healthy eating to develop a food journal with nutritional information as a reference resrouce created by the learners
  • What are the learner follow ups to this lesson: to east a piece of fruit every day
  • How can they deepen learning and experience in the future: tba

Teacher notes