Domains

Students should develop knowledge, skills and abilities in the following areas:

Cognitive:

·        Organising information.

·        Problem solving.

·        Critical thinking.

·        Evaluation.

·        Comprehension by correctly identifying and classifying foods according to food groups.

Language:

·        Speaking and listening.

·        Literacy

Physical:

·        Awareness and knowledge of healthy eating in relation to growth and development.

·        Refinement and further development of fine motor skills through the manipulation of the mouse to answer questions and complete tasks.

Creative:

·        Creative thought.

·        Creative expression.

·        Using Integrated Computer Technologies (ICT) competently and creatively to demonstrate a clear understanding of topic.

Social / Emotional:

·        Participation and co-operation individually and in group activities.

·        Interacting and communicating with peers.

·        Developing self -confidence.

Time Allocated

Objectives:

Comparing & Contrasting

Making Choices

Predicting & Inferring

·        Students will identify which foods belong to which group and why we need to eat more of some food group and less of others.

·        Students will display that they are able to make healthy food choices by creating a balanced daily meal planner.

·        Select and identify healthy food choices.

·        Work collaboratively to evaluate and reflect on own groups choice and the choices of other students.

Prior Knowledge:

·        Students are familiar with different food types and different ingredients that make up the meals they eat on a  daily basis.

·        Basic computer knowledge – operating a mouse and using clip art, drag and dropping, or cut and pasting.

Preparation/Resources:

·        Set up of ‘Mouse Mischief’ program using the designed Power Point presentation and students wireless mouses.

·        Ensure the ‘My Digital Classroom’ website is loaded so that students can view the set video as a starter to the lesson.

·        Briefly explain the operations of ‘Mouse Mischief’ for those students that are unfamiliar with how it works, and what you would like them to do as you work through the presentation.

·        Props –yoghurt tub, slice of cheese, small carton of milk and small carton of chocolate milk.

10 Minutes

Introduction:

Students will watch the Disney (1945) animation ‘Planning for good Eating’ to introduce the idea of the bodies’ need for different types of foods in order for humans to live and grow properly. Explain to your students that this animation was created over 66 years ago, and that then it was believed that there were only 3 major foods groups. Also, explain that it is, now known that there are more than three essential food groups, and ask if anyone can guess how many food groups there are?

10 Minutes

Activity:

·        Present the ‘Food Pyramid’ slide and explain the five different areas of the Pyramid. Use the pointer in the Power Point Presentation to physical point out different foods and their groups. Make sure you clearly describe its similarities and differences from the idea of the three major food groups in the animation they have just viewed.

·        Further, reinforce the idea of the Healthy Food Pyramid and explain the importance of daily servings. Use the props (yoghurt, cheese, and milk) to provide the students with concrete examples of the 2-3 servings needed daily. Then replace the milk with the chocolate milk and ask them “Is this still the same?” Explain that because the chocolate milk contains lots of sugar, they are actually having a serving from the top of the Food Pyramid, in the Fats, Oils, and Sweets Group as well.

·        Using the Mouse Mischief presentation get the students to identify and match the correct daily serving recommendations with the correct food groups using the drawing function.

·        On the next slide, have them identify which food belongs to which group.

·        Move on to the next slide and have the  students ‘dissect’, observe and identify real life examples of which food group different ingredients of a meal come from.

·        The next slide is a collage of foods, have the student observe and identify the healthy food choices by using the drawing function on the presentation.

·        You have just finished the second last presentation slide for todays lesson, instruct your students to work independently on their ‘Learning Journeys’ and explain that once they have complete this task that they will be required to form small groups of three students (based on their current seating arrangements) to complete the last task.

·        These individual tasks will be guided closely by the teacher, to monitor understanding of the lesson.

·        The last slide in todays Microsoft ‘Mouse Mischief’ lesson will have students working collaboratively in small groups of either two or three to create a balanced daily menu. They will do this by inserting the relevant clip art pictures in the given table. Groups are asked to identify their completion by selecting the ‘Yes’ option on the slide.

·        When all groups have finished each group will be asked to explain and identify two reasons why these foods are good choices and share these ideas with another group.

45 mins

Formative Assessment:

·        Select the ‘Show results’ tab on completion of each activity involving the Mouse Mischief slide to monitor participation and understanding of the task.

·        Questioning during the lesson, about the tasks.

·        Observations of how well students participate in group work.

Summative Assessment:

·        Observing the competence displayed in identifying why and if changes need to be made to their menu planner, when students are sharing, evaluating, and reflecting on the choices they make in the group activities.

·        Checking and monitoring progress and correctness of individual work on ‘Learning Journeys’.

Debrief and Transition:

Finish the lesson by verbally checking for understanding and  enjoyment, ask:

 “Did everyone enjoy what we did today?”

“Were there any problems?” and Explain that tomorrows lesson will pick up where we finished today. “We will be discussing exactly why we eat… Think about what you might think the answer is for tomorrow’s lesson”.

5 Minutes

Reflection & Evaluation:

·        Did the students enjoy the lesson?

·        Did the students work well in groups?

·        Is modification of the structure of the group, needed to cater for students varying abilities and for better results next time?

·        Was enough time allocated for the students to complete tasks and to work through the lesson effectively?

·        Do any areas of the lesson  need to be repeated for

better understanding?

·        Did the students work productively and effectively with the given resources?

Domains

Students should develop knowledge, skills and abilities in the following areas:

Cognitive:

·        Organising information.

·        Problem solving.

·        Comprehension.

·        Critical thinking.

Language:

·        Speaking and listening.

·        Literacy

Physical:

·        Awareness and knowledge of healthy eating in relation to growth and development.

·        Refinement and further development of fine motor skills, through the manipulation of the mouse to answer questions and complete tasks.

Creative:

·        Creative thought.

·        Creative expression.

·        Using Integrated Computer technologies competently and creatively to demonstrate an understanding of topic.

Social / Emotional:

·        Participation and co-operation individually and in group activities.

·        Interacting and communicating with peers.

·        Developing self -confidence.

Time Allocated

Objectives:

 Comparing & Contrasting

Making Choices

Predicting & Inferring

·        Students will identify which foods belong to which group and why we need to eat more of some food group and less of others.

·        Students will display that they are able to make healthy food choices by creating a balanced daily meal planner.

·        Select and identify healthy food choices.

·        Work collaboratively to evaluate and reflect on own groups choice and the choices of other students.

Prior Knowledge:

·        Students are familiar with different food types and different ingredients that make up the meals we eat daily on a basis.

·        Basic computer knowledge– operating a mouse and using clip art, drag and dropping, or cut and pasting.

Preparation/Resources:

·        Set up of ‘Mouse Mischief’ program in the designed Power Point presentation and students wireless mouses.

·        Ensure the slide is in the correct position to pick up from where you left the lesson yesterday.

·        Briefly explain the operations of ‘Mouse Mischief’ for students that were not present in class yesterday and as revision for those students who were. Explain how it works, and what you would like them to do as you work through the presentation.

12 -15 Minutes

Introduction:

Remind students that you asked them a very important question about food at the end of yesterday lesson. Ask “Can anyone remember what that question was?” Explain that there is a very important reason why we eat, furthermore that we get all our energy from the food we eat, so it is important that we give it the right type of energy or fuel. Clarify that they will be completing 

The questions and activities just like they did yesterday however, today they will be working in teams or pairs. This time they will only have one mouse to share to submit the correct answers. Ask, “has anyone got any questions before we begin?”

5 Minutes

Activity:

·        Start the first slide, a collage of foods, as a revision exercise of the work covered yesterday. Ask them to identify the unhealthy food options, by utilising the drawing function.

·        Ask students to identify the odd-one-out, the food item that does not belong in the same food group, by responding to the multiple-choice question.

·        Using a multiple-choice question ask students to identify which group a particular food belongs to.

·        Furthermore, ask students to examine the real life example of a meal to identify the food groups that different parts of the meal come from.

·        Give details about the relationship of food as an energy source and fuel for the body. Also, explain the consequences of eating the wrong unhealthy food choices and ask them to think hypothetically about “what would happen if a car was given the wrong fuel?” Provide example Car + Sand (instead of Petrol) =. “What do you think would happen to the car….?”

·        Ask them to show their understanding of what would happen to that car by select the multiple-choice question that best represents the correct answer. The answer is of course, a very sick, unhealthy car. Explain that this also applies to our bodies and that we need a balanced diet for our engines to run correctly.

·        Allow the students to display their understanding by selecting certain groups to choose a word from the slide that answers the question “If were give our bodies unhealthy foods all the time we are more likely to be…?”

       Finally, if time permits the last slide is a fun activity for small groups or pairs to work collaboratively together. The group who completes the task most effectively or displays the best behaviour will be rewarded with their choice of either free time to read either a book or a play the healthy food game from the website.

35 mins

Formative Assessment:

·        Select the ‘Show results’ tab on completion of each activity involving the Mouse Mischief slide to monitor participation and understanding of the task.

·        Questioning during the lesson, about the tasks.

·        Observations of how well students participate in group work.

Summative Assessment:

        Checking and monitoring progress and correctness of individual work on ‘Learning Journeys’.

Debrief and Transition:

Congratulate your students for completing the tasks and express your gratitude, letting them know how pleased you are with their knowledge about healthy eating habits and food choices. State “I look forward to seeing all the healthy choices you all make in your lunch boxes from now on!”

Reflect:

·        Did the students enjoy the lesson?

·        Did the students work well in groups?

·        Is modification of the structure of the group, needed to cater for students varying abilities and for better results next time?

·        Was enough time allocated for the students to complete tasks and to work through the lesson effectively?

·        Do any areas of the lesson need to be repeated for better understanding?

·        Did the students work productively and effectively with the given resources?