Category Archives: 2.2 Education Systems & Prof. Responsibilities

Health and Wellbeing Lesson Planning

Lesson 1/3

Class/Group:2^nd Level Lesson: Food and Health Date:01/02/19

Previous Experience
Working towards outcomes of a Curriculum for Excellence By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a
Responsibility of all – Literacy/Numeracy/ICT/HWB (where appropriate): Health and Wellbeing, Art
*Learning Intentions*		*Success Criteria*
To understand what contributes to a healthy diet. Identify positive impacts of healthy eating. Identify the negatives of unhealthy eating.		I can successfully plan a healthy meal. I can use my knowledge of healthy eating and explain how it effects my body.
Resources	white board – pens, computer, paper plate, pencils, coloured pencils, rubbers and printed images of healthy food.
Timing			*Assessment methods*
10 minutes 15 minutes 15 minutes	Setting the context/Beginning the lesson (Introduction) Introduce learning intentions and success criteria. Class discussion first of all introducing what they think they already know about healthy eating. Make a list on the board in two categories of healthy and unhealthy food options. Teaching the learning intentions (Development) Introducing the healthy food wheel which shows different categories of food and how much of them should be in our day to day diet. Then show the children images of negative effects that can happen if they do not have a healthy diet. After learning about foods which are healthy and not so healthy the pupils will collect a paper plate and draw their idea of a healthy meal. They can choose breakfast, lunch or tea time. Have images of healthy food out for those who may struggle with creating an idea. Then once finished they will turn to their learning partner where they will explain why they chose certain food. Ending the lesson (Plenary) Pupils come up with an interesting fact the learnt from the lesson and to tell the class. Ask the children what they might do differently after learning all about healthy eating. Go over any questions they may have.		Discussion Peer Assessment

Lesson 2/3

Class/Group: 2^nd level Lesson: Food and health (active) Date: 01/02/19

Previous Experience
Working towards outcomes of a Curriculum for Excellence I can understand how advertising and the media are used to influence consumers. HWB 2-37a
Responsibility of all – Literacy/Numeracy/ICT/HWB (where appropriate):
*Learning Intentions*		*Success Criteria*
To identify different types of advertising techniques. To understand what promotional offers are.		I can successfully state ways in which food can be advertised.
Resources	Numeracy – thinking of a suitable price Literacy – creating a poster Health and wellbeing – healthy snack Art- presenting it nicely using different colours and packaging for the food
Timing			*Assessment methods*
10 minutes 10 minutes 20 minutes 10 minutes	Setting the context/Beginning the lesson (Introduction) Show the pupils the same product with different packaging – ask them which one they prefer and why. After this discussion explain the impact of how brands package their items to attract the attention of the customer. Teaching the learning intentions (Development) Show different types of adverts for example, videos, newspapers, magazines and billboards. Explain how and why these are used. Then in groups they are going to create their own healthy snack which they well then advertise to the class. Before they begin, they will come up with examples of snacks in class discussion. Roughly 5 in each group they will come up with the idea of the product, what it will look like, the price and where you could buy it. Create a poster with all their information. All groups will present to the class Ending the lesson (Plenary) Ask the children to evaluate their learning against the success criteria.

Lesson 3/3

Class/Group: 2^nd Level Lesson: Health and Hygiene Date: 01/02/19

Previous Experience
Working towards outcomes of a Curriculum for Excellence Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. HWB 2-33a
Responsibility of all – Literacy/Numeracy/ICT/HWB (where appropriate):
*Learning Intentions*		*Success Criteria*
To learn how to have good hygiene. To learn why we must maintain self-hygiene.		I can successfully identify ways in which I can keep myself clean. I have learned the importance of being hygienic.
Resources	Access to a computer, paper, pencils, soap and a sink.
Timing			*Assessment methods*
	Setting the context/Beginning the lesson (Introduction) First, identify in a class discussion how you ensure you have good hygiene. Show a clip of what may happen if you don’t have good hygiene and how you are meant to effectively wash your hands to get rid of any bad bacteria. Teaching the learning intentions (Development) Create a mind-map with everything they have learned. With different headings such as – how to be hygienic, then the negatives of not being hygienic. While they are completing their mind maps in different stages groups will go and practice washing their hands using the strategy they have just learned. Ending the lesson (Plenary) Have a discussion on what they have learnt and any questions they may have.

P.E and Dancing

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I really enjoyed the dance work shop, as it showed how dance does not have to be taught in a way of creating specific routines. Individually we tried out different ways to travel across the room without walking. This was very enjoyable and allowed you to let loose and have fun as well as being active. We then got into groups where we all shared our moves and incorporated them into a snippet dance scene. This was a very valuable lesson to be used with children as it allows children to learn moves without it necessarily being a dance lesson.

At the beginning we were shown different styles of dancing for example the famous dance group diversity, 1000 hands dance and ballet. This introduced how there are many different types of dancing and how we could influence different styles in lessons. Dancing is not for everyone, some may not feel as confident or comfortable when taking part in a dance lesson. Therefore, a lesson such as this is very inclusive as it allows the children to take part no matter what their prior experience is. Also, children can work at their own level/ability with moves they have created. Niki told us the sillier the moves the better as it will also allow the children to express themselves without feeling embarrassed, creating different moves. Physical learning can also bring in other elements of curriculum for excellence such as maths or language. For example, with dancing the can interpret maths by creating different shapes ,understanding how they can place themselves to create them. Active learning can ensure more engagement rather than textbook work. Children may also remember the aspects of the lesson more rather than sitting at a table therefore, attainment in the classroom will be higher- may be more willing to take part.

Personally, when I was in primary, I really enjoyed taking part in dance lessons. I remember learning Scottish country dancing and which I found great pleasure taking part in. However, I did not enjoy p.e that much therefore, taking part in an active dance lesson was great fun for me.