Individual Lesson Plan Format (Primary)
Class/Group: 2nd level Lesson: Cultural foods Date: 25-01-19
| Previous Experience
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| Working towards outcomes of a Curriculum for Excellence
HWB 2-30a Identifies, prepares and selects foods for a range of situations, for example social, cultural, religious events. |
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| Responsibility of all – Literacy/Numeracy/ICT/HWB (where appropriate):
Literacy – doing a range of research to prepare a meal plan for different social and cultural backgrounds. Being able to read and understand recipes for basic cultural dishes. Numeracy – being able to measure ingredients to follow recipes. ICT – Using ICT sources to research other cultures and their meals. HWB – Identifying the other cultures foods dishes
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| Learning Intentions | Success Criteria | ||
| We can understand the different cultural dishes from other religions and societies.
We can appreciate the importance of food within our own culture and others. |
I can successfully use ICT resources to produce accurate information about other cultural foods.
I can plan a recipe to fully understand another country’s culture. I can use different materials to portray the breakfast I have chosen. I can create a poster that includes a recipe, a model breakfast meal and additional information about food in other countries. |
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| Resources | Introduction video – https://www.youtube.com/watch?v=ry1E1uzPSU0
ICT resources for kids Recipe ingredients Coloured paper Pens Scissors Glue
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| Timing | Assessment methods | ||
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3 mins
5 mins
5 mins
5 mins
2 mins 30 minutes
30 minutes
5 mins
15 mins
15 mins
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Setting the context/Beginning the lesson (Introduction)
– Introduce the idea of other cultures having different foods for breakfast, with a video. – Explain the task of researching different breakfasts and creating a poster with a recipe Teaching the learning intentions (Development) – Have a talk about what the kids have for breakfast – discussion partners beforehand – and a plate of food made from paper. – Go through the SC and ask if there are any words that we don’t understand. – Split class into groups – Allow the children to use ICT to gain knowledge and facts.
NEW LESSON/ DAY
– Allow children time to create posters
Ending the lesson (Plenary) – Ask the pupils to present their posters on their tables – Get the pupils to go around the room and talk to one another about the foods – Bring the children back in and ask for each child to share something that they learned from another group.
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-being able to identify how their breakfast will differ to around the world.
-facts/knowledge in written form
-posters will be available
-posters will be available -photos of the kids interacting?
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Individual Lesson Plan Format (Primary)
Class/Group: Level 1/2 Lesson: Vegetable Adverts Date: 25-01-19
| Previous Experience
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| Working towards outcomes of a Curriculum for Excellence
I am discovering the different ways that advertising and the media can affect my choices. HWB 1-37a
I can understand how advertising and the media are used to influence consumers. HWB 2-37a
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| Responsibility of all – Literacy/Numeracy/ICT/HWB (where appropriate):
Literacy – Using appropriate persuasive language to make a compelling advert.
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| Learning Intentions | Success Criteria | ||
| We can use persuasive language to persuade an audience.
We can identify how advertising can affect our choices. We can identify how media has power over what we buy. |
I can use my knowledge of vegetables and their benefits.
I can use my presentation skills to present my advert in a persuasive way. I can use language to make my advert more appealing.
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| Resources | Pens
Paper Glue Scissors Different food adverts A list of vegetables to advertise
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| Timing | Assessment methods | ||
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5 mins
5 mins
5 mins 5 mins 2 mins 2 mins
30 mins
2 mins 5 mins
10 mins |
Setting the context/Beginning the lesson (Introduction)
– Explain the task of creating an advert for a vegetable. – Explore the SC and ask if any questions.
Teaching the learning intentions (Development) – Ask for examples of media – Explore different adverts for food – RN – Separate the children into groups – Allow the children to choose a vegetable from a list – RN – Allow the children to begin their groupwork
Ending the lesson (Plenary) – Gather the children with their adverts – Discuss with the class what makes each poster influential – Ask children for something they have learned about how advertising and media can influence what you buy.
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-photos of the adverts -2 stars and a wish |
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Individual Lesson Plan Format (Primary)
Class/Group: 1st/2nd Level Lesson: Hygiene Books Date: 25-01-19
| Previous Experience
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| Working towards outcomes of a Curriculum for Excellence
I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a / HWB 1-33a
Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 2-33
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| Responsibility of all – Literacy/Numeracy/ICT/HWB (where appropriate):
Literacy – the use of language to create a formal book on hygiene and it’s importance.
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| Learning Intentions | Success Criteria | ||
| – We can identify the areas in which hygiene is important.
– We can identify the areas in our everyday lives in which hygiene is important. – We can identify how bad hygiene can influence our health. |
– I can use formal language to present my ideas on hygiene.
– I can produce work which helps others to identify good and bad hygiene. – I can work effectively in a team to produce one product.
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| Resources | Paper
Pencils Pens
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| Timing | Assessment methods | ||
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5 mins 5 mins
5 mins
10 mins 5 mins
25 mins
10 mins
5 mins |
Setting the context/Beginning the lesson (Introduction)
– Explain the task – Discuss the SC and ask if any questions
Teaching the learning intentions (Development) – Discuss the difference between good and bad hygiene, ask the children for examples. – Discuss how bad hygiene can affect our health – Give examples of good hygiene in everyday life. E.g. brushing teeth, washing hands, not mixing raw meat and veg. – Separate the children into 2’s – Ask them to come up with and illustrate a leaflet 3 good/bad hygiene processes we do in everyday life and how they affect our health. – Give them a time limit – 25 mins
Ending the lesson (Plenary) – Bring the children back in – Ask each pair to share one of their processes and how it affects our health – Ask the children to put big green, orange or red dots next to the SC that they feel they succeeded in today on the back of their leaflets.
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-Leaflets are available as photos
-photos of the dots with their leaflets |
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