Rationale for 5 minute lesson plan PDF

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Summary

Rationale for the 5min lesson plan...

Description

TLD 1003 The ‘5 minute lesson plan’ rationale You may use this table as a ‘cue card’ for your presentation, but you must include references and a reference list at the end. This needs to be submitted with your ‘5-minute lesson plan’ Parts of the plan

What should go in the Rationale?

Style of writing

An academic style, include references (Approximately 10) where appropriate. You may use sub headings to divide the rationale up into each part of the plan

The Big Picture

The book I have chosen is called ‘How did that get in my lunchbox?’ by Chris Butterworth. The book is about different types of food and where the food has come from and how it is made, it then is followed by an eat well plate to show children what a balanced diet should look like. I have chosen this book because I believe it is important for children to understand why it is important to have a balanced diet from a young age and how it can affect them – learning wise and their body. Gustafson (2014), believed that ‘children at a young age can develop many habits which are likely to continue in adulthood’. Therefore, it is important that children acquire knowledge about appropriate and balanced nutrition, but also develop good eating habits. In placement, healthy eating is used every day as the school encourages and introduces different fruits for the children each day as well as having different lunch menus every week. Schools in England are also required to provide children healthy balanced diet for school meals. The school food standards (2017) states that ‘Food served in some schools in England must meet the school food standards so that children have healthy, balanced diets’. (Gov.uk, 2017). I have chosen these objectives as it states in the national curriculum that children in key stages 1 should be able to ‘describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene’ (DFE, 2015). Therefore, “The learning objective needs to relate to what you want the children to learn and not what activity you’re asking them to do.” (outstandingteaching.com, 2017). For children to meet the objectives, the teacher needs to ensure that the lesson is engaging, as it will ‘increase children’s attention and motivate them to practice higher-level critical thinking skills and promotes meaningful learning experiences’ (Washington.edu, 2017). Therefore, the engagement is going to be the teacher introducing real life food items such as fruits, crisp, and sandwiches to the children. The teacher will then ask the children questions such as what can they see, what their likes and dislikes are, what their favourite food is, and what type of food do they think is healthy and not healthy. The teacher will then explain what the activity is, which is for the children to choose five items to make a healthy balanced diet lunchbox. Here the teacher will see whether the children have understood the importance of having a balanced diet. This will be engaging as children will have hands on experience on choosing a variety of food items for their lunchbox. Moyses (2012), has stated that ‘hands-on learning is a great way to teach new skills that build on what children already know and that children are more likely to develop skills when they are having fun.’

Objective

Engagement

Stickability

Differentiation

Key Words

AFL

Learning Episodes

1.

The engagement of the lesson will help the children to leave the classroom with knowledge of what is heathy and what is bad for their body. They should have the understanding of how to make a balanced diet by this they will be physically creating their own balanced lunchbox, after they have created their lunchbox, they will write about what they have in their lunchbox and why they have chosen that particular item and whether their lunchbox is a balanced diet. Those children who are ahead will be encouraged to expand on their work by writing about why they think having a healthy diet is important and what they think would happen if a balanced diet was not involved in their everyday life. Therefore, the teacher will know whether the children have understood the importance. Those children who are struggling to pick their five items to make a balanced diet can look back at the book and get ideas. The children will still get praised even though they are still struggling. Griffith and Burns (2012), stated that ‘children who hide their mistakes can prevent progress.’ Therefore, the teacher should encourage the children to take risks. I have chosen these keywords, as these words will be used throughout the lesson and is important that the children understand what the words mean as they will be using the words throughout the lesson and when they are writing. For assessment for learning, the teacher will be asking children questions, stating how long each child will share and provide think time and then the children will then be discussing the questions in pairs (Kagan, 2009). Kagan (2000), believed ‘having whole class question-answer violates basic principles and is inefficient in reaching core learning subjects as it lacks individual accountability and does little to promote student achievement’ . Therefore, Kagan structures ‘Time pair shared’. The children working in pairs is a good benefit as they will be sharing each other’s knowledge as well as learning something new and will be inclusive as all children will be sharing their opinions. For the first episode, the teacher will have a class discussion about what they already know, the children will be gaining more knowledge based on what they know and what their peers have contributed. The teacher may discuss why do they think eating heathy is important and whether they know anything about a balanced diet and what types of food they think is good and bad for them, in this episode the teacher will be teaching them based on what they already know, expanding their knowledge by asking questions such as what types of food do they think is needed to make a balanced diet. For the second episode, the teacher will be introducing the book to the children, where the teacher will be reading the book to them and asking questions at the same time. The children will be learning more about keeping fit and how to make a balanced diet, the teacher will be assessing the children’s learning by asking the children questions such as what can they see, what their likes and dislikes are with reasons and what type of food are there on the eat well plate, what does each nutrient have. For the third episode, the children will be collecting five items each to create their balanced lunchbox, where the teacher and teacher’s assistant will be involved and helping the children. The teacher will be assessing on what they have chosen – have they picked the five items that make a balanced diet or have they just chosen their

Plenary

favorite food items. This will show the teacher whether the children have understood the five nutrients that are needed to make a balanced diet. For the last episode, the children will be writing about what they chosen and why? The teacher and teacher’s assistant will be helping around the classroom. The teacher will be assessing the children on what they have written, whether the children can explain how their lunchbox makes a balanced diet and can they name the nutrients. Overall this activity has been chosen to help children understand the importance of having a balanced diet every day, as it can affect their body which then can lead to their education. It is important for the children to understand what the right and wrong food are which will then help them to grow and develop which then leads to the children being more energised and motivated, supporting their ability to learn. Therefore, educating the children on healthy eating during childhood will also help them make healthier choices as they become adults. (Nutritionistresource.org.uk, 2017).

Reference List: DEPARTMENT OF EDUCATION. (2015). National curriculum in England: science programmes of study - GOV.UK. [online] Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-inengland-science-programmes-of-study [Accessed 28 Feb. 2017]. GOV.UK. (2017). School meals - healthy eating standards - GOV.UK. [online] Available at: https://www.gov.uk/school-meals-healthyeating-standards [Accessed 27 Feb. 2017]. GRIFFITH, A. and BURNS, M. (2012). Outstanding Teaching: Engaging Learners. Carmarthen: Crown House Publishing, p.433. GUSTAFSON, T. (2014). Nutrition Can Greatly Impact Your Child’s Learning Ability - Food and Health with Timi Gustafson R.D. [online] Food and Health with Timi Gustafson R.D. Available at: http://www.timigustafson.com/2012/nutrition-can-greatly-impact-your-childslearning-ability/ [Accessed 1 Mar. 2017]. KAGAN, D. (2000). Kagan's FREE Articles - Articles by Dr. Spencer Kagan - Kagan Structures - Not One More Program. A Better Way to Teach Any Program. [online] Kaganonline.com. Available at: https://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK10.php [Accessed 28 Feb. 2017]. KAGAN, S. (2009). Cooperative Learning. San Clement, CA: Kagan Publishing, p.478. MOYSES, K. (2012). Hands-on learning for young children. [online] MSU Extension. Available at: http://msue.anr.msu.edu/news/handson_learning_for_young_children [Accessed 28 Feb. 2017].

NUTRITIONIST-RESOURCE.ORG.UK. (2017). Healthy Eating for Kids - Nutritionist Resource. [online] Available at: http://www.nutritionist-resource.org.uk/content/healthy-eating-for-kids.html [Accessed 28 Feb. 2017]. OUTSTANDIINGTEACHING.COM. (2017). Top 10 Outstanding Teaching Ideas. [online] Available at: http://outstandingteaching.com/top-10-outstanding-teaching-ideas/ [Accessed 1 Mar. 2017]. WASHINGTON.EDU. (2017). Engaging students in learning | Center for Teaching and Learning. [online] Available at: http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/ [Accessed 2 Mar. 2017]....