Finished+Products


 * [[file:Group44ESH452AssTask#3.doc]]

Description of Classroom cohort** This learning sequence has been developed for a mixed gender, Grade six class with 10 boys, 13 girls and one classroom teacher. During class time twice a week and during weekly rotations, the class has the opportunity to utilise the school's Information Communication Technology (ICT) specialist, who is extremely passionate and current with her knowledge. The students have achieved the National Benchmark for both Mathematics and Literacy and several of the students can be challenged with accelerated learning activities. In addition to this, the class has no special needs issues and works extremely well in all classroom management situations including whole class, individual and group work activities.

Along with their Mathematics and Literacy skills students are competent with their ICT skills due to additional lessons of one and a half hours per week and student access to classroom resources such as five desktop computers, an interactive Smartboard and laptops during weekly rotation sessions. In addition to this students have a familiarity with programs such as Kahootz, Inspiration, Microsoft, Photoshop, iPhoto and iDVD. Other ICT experiences also include: accessing the internet for research and email; using safety protocols; the ability to use hyperlinks; and using a variety of programs to create; publish; and present tasks. The students have recently been introduced to the concept of Blogs and Wikis and are in the process of generating and contributing to a unit of work on ‘Behind the Scenes’ which links to their schools production. The students are storing image files and collating advertising, scripts, stage and prop requirements to assist in the schools’ preparation for the production on a weekly basis to their Wiki and Blogs.

The learning sequence was develop ed to fulfill a need for education in the area of healthy eating, nutrition and personal health in the senior area of the school. This will be achieved based on the understandings and learning outcomes issued in the Victorian Essential Learning Standards. Host domains include: Health, Drama, Science and Civics and Citezenship. The sequence also incorporates cross curricula links to: Information Communications Technology (ICT), Interpersonal, the Arts, Thinking, English and Maths.


 * Question:** Why are healthy food choices important for our bodies?


 * Lesson Sequence:**


 * Lesson 1** : **__INTRODUCTION__**
 * __Whole class activity:__** Using the Smartboard students manipulate a series of images onto a blank Food pyramid, dictating if they are healthy or unhealthy.in unhealthy or healthy bundles. Images will include fruit, vegetables, junk food and fast food.
 * __Whole Class activity:__** Play the game [|Energy balance] to further assess students understanding of what constitutes a healthy diet
 * __Partner Activity:__** Mind Map using Inspiration. The Mind Maps are printed and added to a whole class display with the Inquiry question.
 * __Small group:__** email and invite guest speaker

Formulate interview questions for known professionals in the local and school community, including doctors, pharmacists or the school canteen? Q uestions to inspire conversation: ‘As a school community, are we a healthy eating community? What evidence tells us this? How can we make better choices? Whose responsibility is it? Students to type interview script using Word. I could inform people about healthy eating by... I can be a good role model by... It is important to be a good role model to my peers because... The impact that healthy eating has on my body are... What health professionals could provide appropriate health advice ......
 * Lesson 2:**
 * Introduction : Interactive Food Pyramid site [] **
 * Guest speaker:** 20minutes
 * Grp 1:** F ormulate survey questions to ask the school and local community about their eating habits using [|Survey Monkey].
 * Grp 2:** Which local community members could we interview to find out how to make better eating choices ?
 * Grp 3:** Create a collage from materials, magazine pictures, etc of the Healthy Pyramid to be used as a backdrop for future role play
 * Grp 4:** Writing activity: //Finish the Questions~//
 * Lesson Three:**
 * Whole class:** KWL display on Smartbarod students add their findings based on previous lessons understanding
 * Group 1:** create a pictograph based on findings from survey or use [|Online chart tool] (not sure here)
 * Group 2:** interview health professionals
 * Group 3:** Role Play (the teacher provided/created scenario) a scenario from a scenario teacher has created: ‘The preps are bringing in unhealthy lunch boxes and need some assistance with why and how to make better choices’
 * Group 4:** Video and take images of Role Play

Preps are presented with DVD Using De Bonos 6 thinking hats class in divide into 6 groups and complete the activity using jigsaw strategy. Using thinkers keys students reflect on their understandings from the sequence.?(not sure which one to use Computers, laptops and desktops movie maker iPhoto video camera, cameras magazines art equipment Voice recording device Internet access: teacher tube, Email access websites: energybouce [] [] Inspiration software Wikispaces DVD burning software and blank DVDs Microsoft package Movie editing software Interactive White Board Blog Healthy food pyramid wall-chart
 * Lesson 4:**
 * Whole class contribute to a Plus Minus Iinteresting based on the statment ‘What if I did not eat health?’**
 * Group 1:** Writing: Personal pledge considering one thing they would do in their life as a result of what they learnt from the sequence
 * Group 2:** Using the information gathered from the interviews and the Food Pyramids recommendations, create an advertisement to promote a ‘Healthy Lunch Box’ day and post on the Wiki and Blog and print out to place around the school grounds.
 * Group 3:** Write a letter to the local newspaper to inform local community about the findings based on the sequence.
 * Group:4** create DVD from movie role play to present to the preps
 * Final reflection: whole class contribution using **
 * Resources:**
 * []**

__Tuning in__ on the first lesson using an interactive game; __Finding out__: students are required to decide who the best people are to find out about healthy eating and the best way to find this information out; __Sorting out__: students use the information that they have gathered to find answers to some of their questions, and finally; __Making conclusions and taking action__: where students publish their findings, showing their understanding of the subject via role play, graphs and reports. **
 * ENHANCING STUDENT LEARNING**
 * To enhance students’ learning, it is important to understand what motivates and interests the students’ within the classroom. It is also important to develop teaching and learning that applies to their personal lives allowing them to make connections. In this particular sequence of lessons a selection of on-line games, videos and new and interesting programs have been utilised. These resources are aimed at developing a series of lessons that incorporate relevance and new learning with enjoyment. We have based our lessons on an Inquiry framework, whereby students will benefit from the framework’s phases:

The developed sequence of lessons targets the interests of the year six students’ such as: T.V, interactive and visually stimulating games via the computer and art. Rich learning tasks allow students to develop understandings about the topic that is relevant to their life experiences based on the building of their local and school community relationships which result in an active involvement and produces an authentic learning opportunity. Connecting students’ learning to their buddies health and wellbeing as well as the wider school community gives the sequence a purpose, allowing students to experience a sense of leadership and importance within their schools community, enhancing their learning experience.


 * REFLECTION ON RESOURCES**

Choosing an alternative resource was required during our planning stage therefore, we did not rely on a resources from assignment two to contribute to our learning sequence. T his decision was based on the evaluation of each group members resources that determined an inablilty to meet our particular needs. Our decision to utilise [|Energy Bounce.] was based on its ability to effectively meet our learning sequence criteria: an interactive game, played on a Smartboard or computer, is reflective and provides feedback. We believed this resource would allow us to gain insight into students’ understandings at an early stage of this unit, whilst engaging students in the inquiry question. The resource is visually stimulating, engaging, interavitve and age appropriate and also provides graphs to scaffold the development of students understandings.

Included in our sequence is a variety of resources that we considered to be from reputable sites and programs which would support the research, creativity and learning objectives. The utilised sites are interactive and can be enhanced when used on the classroom Smartboard. Survey Monkey and Online Chart Tool make developing surveys and graphs easy for the reasons that they include: simple instructions, visually stimulating graphics, a wide variety of choices, the capabilities to design graphs and surveys which allow students to work individually as well as collaboratively. Teacher tube, Wikispaces, Blogger and Audacity were also utilised along with the Microsoft package. This allows students to engage in their findings based on their learning from the Inquiry strategies in an active, fun and independent forum while having autonomy from teachers.

To use these programs in our sequence is imperative that we have experience and the knowledge of how they work, what functions the program has and any issues students might encounter within the program that would interfere with the completion of a set task. This could be accomplished simply by using the software to test the tasks before giving it to students.


 * IMPLICATIONS FOR OUR CLASSROOM PRACTICE**

Implications for our classroom practice vary amongst our group members. Suggestions include the necessity to be conscious of the relevant curriculum education documents, such as Victorian Essential Learning Standards and the associated progression points. It is also important to be able to use the technology that we are promoting in the lessons. This means having a working knowledge of the internet, e-mail, school intranet and polices in regards to web access and any program. This information can be accessed via in-school professional development, external school professional development, demonstration from a work colleagues or accessing the computer consultant within the schools region.

It is also important that our classroom management reflects an effective teaching strategy. The implications for this are knowing the students, who they work well with their ability to make good choices in regards to who they work with. Being aware of potential problems between students when allocating groups is vital to avoid behavior issues. Another contributing factor to ensure classroom management remains positive is having resources organised for every lesson. This could include having a back up activity or lesson for student. Ensuring the technology tools such as: computer labs, lap tops, cameras or any other hardware is functional will ensure time is not wasted and lessons run smoothly.

Having an understanding about what is healthy and unhealthy is essential (the main issue the implications) for our teaching and learning practice, including implications such as: having knowledge and understanding in regards to the healthy food pyramid, calorie and kilojoules. As teachers this knowledge can be gained by accessing colleagues who have taught a similar unit, the internet-educational sites, school and public library, health professionals, and school nurse.

My only concern is the correct activities and strategies which will be changed formt he sequence need to corresponded with this section of the task. Can someone ensure this corresponds once I have computer the tasks. I have used kath M book to tweak the elements of her framework and will make sure this is correct once I have finished the sequence we need to make sure this is full proof…DO WE NEED TO ADD THE LIST OF RESOURCES? IF NOT DO WE NEED TO ADD MORE OF THESE TO THE REFELCTION OF RESOURCES jobs to be done: check red comments, make sure it is in order JUST DID THAT IT IS, upload to word correctly formatted and attached with cover sheet, proof read, sorry I hope I do nto sound bossy...over it...very proud of it but over it.......:) I WOULD LOVE TO ADD A COMMENT ABOUT HOW WELL WE WORK TOGETHER, SHE SAID WE COULD...WE DID IT RESPECTFULLY, EFFECTVELY ETC...USED OUR VAIRED SKILLS TO ENHANCE OUR OUR LEARNING...WHAT DO YOU THINK?Cheryl