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Appendix 1

Year Level: 2 Time: 1:50-2:20pm Date: 21/5/18 Students’ Prior Knowledge:
12pm-12:30pm 22/5/18
 Have been learning about oral hygiene and
Learning Area: Health other areas of healthy living
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

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:

 Distinguish the difference between healthy and unhealthy food
 Provide examples of healthy and unhealthy food

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

- Paper plates
- Laminated healthy and unhealthy food
- Blue tac
- Load videos
- PowerPoint

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
 Lesson objectives were easily met by all students as they distinguished the difference between healthy and
unhealthy foods during our whole class activity on the board, and they provided examples of healthy and
unhealthy foods during the paper plate activity.
 Using the students’ paper plates (hung in classroom) I can assess the lesson objectives.
 The objectives could be improved by linking them to a form of assessment that is more specific than general


Teacher self-reflection and self-evaluation:

 In this lesson I felt more relaxed in front of the class and eager to teach them about the importance of
distinguishing the difference between healthy and unhealthy food and reasons why we eat more of some and
less of others. I tried to prompt different students to answer questions rather than just those who constantly
raise their hands and are willing to give their answers/opinions. When I asked other students, they were able
to give me a sufficient answer which tells me that they are listening just choose not to raise their hand to offer
suggestions for answers to questions.
 From this lesson onwards, I will work on improving my approach to behaviour management to get students to
keep their noise level down or to gain their attention. Instead of just saying “shh” or “listen up” etc. I will use
the clapping and “stop, look and listen” technique.
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Motivation and Introduction:
1:50pm  WALT: Sort foods as healthy and unhealthy
 Begin by asking students, “Who has something healthy in their lunch
box today?” Invite a few answers.
 Next ask, “Who has something unhealthy in their lunchbox for a
treat?”. Explain that junk food is okay in moderation but should not
take up the majority of our lunch box/meal plate.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

 Mark the whiteboard with “Healthy ” on the left side “Unhealthy ”
on the right side. Whiteboard and marker
 In a basket will be a mix of laminated unhealthy and healthy food
cards. Have students come up one by one to decide whether they
Basket + Laminated
think the piece of food (card) is healthy or unhealthy. Ask them then to
food pictures + Blue tac
stick their food choice on the healthy or unhealthy side of the
 As each student comes up to the board, ask them to explain their
reason for placing it in either column.
 Once all of the foods are posted on the whiteboard, explain to
students that an important word to keep in mind when they are
considering a healthy lifestyle is “BALANCE”. While the list of
unhealthy foods will not be the best option to eat in every meal, if we
eat a balanced diet we can still be healthy.
2:05pm  Every student will be given a paper plate and on it they will draw their Paper plate for each
favourite foods. Prompt students to be honest about this even if their student and myself
favourite foods are not the healthiest.
 Call the students back to the mat and ask a few students to tell the
2:35pm class what their favourite foods are. Ask three volunteers to stick their


Blue tac
plates on the board for the class to decide which of their favourite
foods are healthy and which should be eaten in moderation.
Lesson Closure:(Review lesson objectives with students)
 To review the lesson objectives, bring students attention back to the
list of healthy and unhealthy foods. Go over them and then ask if
students would like to add any other foods to the list. Ask students
what the important word is to describe the ratio of healthy to
unhealthy food that they eat (Balance).
Load videos
 If time allows, show students the “Balanced Diet video however if
there are only a few minutes left, show students the “Healthy vs
Unhealthy Foods” video.

2:50pm Transition: (What needs to happen prior to the next lesson?)

 Pack away the equipment they used and wait patiently on the front
mat for instructions for the next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)
Keep mental and written notes on student’s understanding of the WALT and
their participation in class discussion.

 The same students participated in class discussion frequently raising

their hands to give answers (Cohen, Carla, Chloe, Lawrence, Casey,
 All present students completed a paper plate and while some needed
the food cards as a reference for foods they might like to add, each
student understood the WALT and tried to include as many healthy
foods as they could on their paper plate.