Kiara Rose Calarco Assessment 2 18041907

102086 Designing teaching and learning

Assignment 2
Lesson plan analysis

Contents

Original Lesson
Plan……………………………………………………………....…...2
Lesson Plan Analysis……………………………………………… ..4
Modified LessonPlan………………………………………..……….7
Academic Justification…………………………………...…….…...13
References…………...……………………………………………...15
Learning Portfolio Web link…………………………………….….16

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 Original Lesson Plan

Lesson Plan (Health & Physical Education)

02.00 pm-3.20
NAME: TIME: pm DATE:
Nutrition and Sports
ACTIVITY: CLASS / YEAR Yr 10
worksheet
EQUIPMENT:

Key Idea
 Students consider the range of influences on their health associated with
increasing freedom of choice, critically examine information available about
those choices, and devise personal and community strategies based on them. [F]
[In] [T] [KC1] [KC6]
Student learning Outcomes for the lesson:
Evidence of learning …. The students will
 Understand how much energy they require on a daily bases
 Understand the role of CHO, Fat and protein
 Food servings in the food pyramid

Essential learnings: Key Competencies Equity Perspectives

 Interdependence KC1: collecting, analysing, organising  Aboriginal & Torres Strait Islander
 Thinking KC2: communicating ideas and info  Multicultural
 Communication KC4: working with others in teams  Gender
KC6: solving problems  Socio economic
 Disabilities
 Rural and Isolated

Teacher Outcomes:
Teacher Will
 Give clear and concise instructions allowing the students to successfully
participate in the lesson.
 Make it a fun and exciting learning environment allowing all students to be
actively engaged.
 Give constructive feedback to students, allowing them to progress at a
particular skill (inform them of what has been done correctly and what needs to
improve).
 Answering any student questions

Lesson Plan Proforma/ Health & Physical Education 2

Kiara Rose Calarco Assessment 2 18041907
Focus Shape
SPECIFIC LEARNING OUTCOMES ACTIVITY (& Methods) TEACHING POINTS CLASS ORGANIZATION TIME

Engage in a class sharing Introduction:

activity about their holidays
Take the class role Students to recap what Take sure students fill
they have learnt last week 5 mins
in the first three rows
Introduction

Get students to share with a partner what of seats

they ate for lunch and which
macronutrient it fits under.
Provide examples of what you
had so they know what to do

Students will: Students take notes as the teacher goes

 Understand how much through the content of the lesson
energy they require on
a daily bases
 Understand the role of
CHO, Fat and protein
 Food servings in the
food pyramid
o How much energy do we
need on a daily basis to keep
healthy
 BMR
 Thermic affect Move around the class
30 mins
 Activity level area and ask students
o The role of CHO questions
 Simple and complex
CHO
 What level of activity
are CHO used for fuel
o Glycemic Index (G.I.)
 Low G.I. and High
G.I. foods
o Role of fat

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Kiara Rose Calarco Assessment 2 18041907
Saturated fat, mono
Development unsaturated, poly
unsaturated and trans
fatty
o The role of Protein
 Protein supplements
o Healthy eating pyramid
 Daily servings of each
food type.

Move around the class to 10 mins

 Reflect on their daily
intake of food
help students with the
Activity activity
 Provide each student with a activity
sheet Provide specific feedback
 Students work individually to answer
the work sheet Encouraging student input
into the answering

 Closure: Revision:
Closure

Engage in answering
 Revise that they have covered for
questions by participating When do we mainly use
in the closure session today session CHO as a source of fuel?
 Provide constructive feedback to When do we use fat as a
students about their level of source of energy?
engagement
 If activity sheet is not completed Great effort from
5 mins
during class it must be completed by everyone
the following lesson.
Reference: found on the Australian curriculum lessons website

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Kiara Rose Calarco Assessment 2 18041907
Nutrition and Sport (2017) Australian Curriculum Lessons. Retrieved 1 May 2017, from
http://www.australiancurriculumlessons.com.au/2015/01/13/nutrition-and-sport-4-weeks-of-lesson-plans-for-yr-10/

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Kiara Rose Calarco Assessment 2 18041907

Lesson Plan Analysis

Section 1: Australian Professional Standards for Teachers

Evaluation score – 1 (poor) to 5 (excellent)
Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4–5 Comments: Only mentions equity perspectives briefly but doesn’t really refer to it in the
actual lesson.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 – 2 – 3 – 4 – 5 Comments: Not discussed, however, the lesson plan allows room for these strategies to be
implemented throughout
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1 – 2 – 3 – 4 – 5 Comments: allows for specific learning needs to be meet but doesn’t show this in the
lesson plan provided
1.6 Strategies to support full participation of students with disability
1 – 2 – 3 – 4 – 5 Comments: not mentioned, however, there is room where teachers can provide this support
through altering of the worksheets
2 Know the content and how to teach it
2.2 Content selection and organisation
1 – 2 – 3 – 4 – 5 Comments: the content of this lesson plan is mentioned and is clear in outlining what
students will be learning as well as a recap of the previous lesson.
2.3 Curriculum, assessment and reporting
1 – 2 – 3 – 4 – 5 Comments: the lesson concludes with revision questions and recaps what the lesson
entailed to assess and report on content knowledge possessed by students
2.6 Information and Communication Technology (ICT)
1 – 2 – 3 – 4 – 5 Comments: the lesson plan revolves around worksheets. No ICT is used but however could
be implemented when doing group work
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 – 2 – 3 – 4 – 5 Comments: 3 learning goals are mentioned in the learning outcomes for students which
may need to be carried over in the next lesson due to time constraints
3.2 Plan, structure and sequence learning programs
1 – 2 – 3 – 4 – 5 Comments: the structure of the lesson provides clear and categorized information that
flows well to enhance student learning
3.3 Use teaching strategies
1 – 2 – 3 – 4 – 5 Comments: the structure of the lesson is split between teacher led and self-taught with the
note takings and worksheets provided to students
3.4 Select and use resources
1 – 2 – 3 – 4 – 5 Comments: no use of ICT, only pen and paper for worksheets and note taking are
incorporated into the lesson
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 – 2 – 3 – 4 – 5 Comments: group work and individual work are both implemented throughout the lesson
to help students stay engaged by allowing variety in the lesson.
4.2 Manage classroom activities
1 – 2 – 3 – 4 – 5 Comments: provides a range of activities varying from worksheets to group discussions
involving recapping and revision
4.3 Manage challenging behaviour
1 – 2 – 3 – 4 – 5 Comments: not mentioned, however, constant movement from the teacher around the
classroom can help manage challenging behavior from students
4.4 Maintain student safety
1 – 2 – 3 – 4 – 5 Comments: not mentioned, however, not necessarily needed with the activity given to
students.
4.5 Use ICT safely, responsibly and ethically

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Kiara Rose Calarco Assessment 2 18041907

1–2–3–4–5 Comments: not mentioned throughout lesson but would be helpful when implementing
ICT in the classroom
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 – 2 – 3 – 4 – 5 Comments: informal assessment at the beginning is used to test students’ knowledge of
the previous lesson as well as recapping the current lesson at the end.
5.2 Provide feedback to students on their learning
1 – 2 – 3 – 4 – 5 Comments: feedback is presented to students in the form of questions, answers and
revision testing to assess engagement

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: revision relating to previous lesson is shown as well as recapping as the
5 conclusion of the lesson. The focus was on nutrition and the food pyramid
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: this lesson plan is teacher centered, however, there are opportunities for students
5 to show understanding through question and answer based activities and worksheets
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: the structure of the lesson plan is task orientated where students work to achieve
5 a result, however, some question based activities may allow openness to multiple
perspectives
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: the lesson plan is mainly structured for lower-order thinking, though some areas
5 of the lesson where students do group work and discussions, show high-order thinking
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: BMR, CHO and Glycemic Index (G.I.) are examples of high use of
5 metalanguage used throughout the lesson
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: the lesson itself is designed to involve constant communication between teachers
5 and students when necessary. Students could find it more helpful to receive extra work when
finishing early
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: students are not provided with a criteria based on quality of their work. Only
5 technical and procedural criteria has been clearly provided
2.2 Engagement
1 – 2 – 3 – 4 – Comments: the lesson plan appears to be engaging through the use of group work at the
5 beginning and with constant checking of work by the teacher, however, disengagement could
occur during individual work on the worksheet with fast finishers or easily distracted/social
students
2.3 High expectations
1 – 2 – 3 – 4 – Comments: Most students are shown to participate in challenging work throughout the
5 lesson, they are also encouraged to try their best and input in the activity
2.4 Social support
1 – 2 – 3 – 4 – Comments: partnering up and group work is part of the lesson plan where it is encouraged to
5 show supportive behavior and comments
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: there isn’t any mention of self-regulation in the lesson plan. This leaves room
5 for students to show initiative in regulating their own behavior
2.6 Student direction

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Kiara Rose Calarco Assessment 2 18041907

1 – 2 – 3 – 4 – Comments: Some extent to which students conduct their group work, however, their control
5 is minimal overall
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: students background knowledge is not mentioned and therefore doesn’t insinuate
5 whether it connects to the substance of the lesson
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: no reference to other cultures in the lesson, but, using food when referring to
5 different cultures can be discussed
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: there is potential for these areas in the lesson plan to be cross-curricular focused
5
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: not mentioned, however, implied that all students are given the same opportunity
5 to engage and learn in all activities
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: the teacher attempts to connect what is being leaned to the world beyond the
5 classroom with the introduction activity, but the connection is weak through the lesson plan
3.6 Narrative
1 – 2 – 3 – 4 – Comments: no mention of any stories, case studies or literary texts addressed in the lesson
5 plan

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.5 Differentiate teaching to meet the specific 2) 2.6 Information and Communication Technology
learning needs of students across the full range of (ICT)
abilities
QT model
1) 2.6 Student direction 2) 3.2 Cultural knowledge

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Kiara Rose Calarco Assessment 2 18041907

Modified Lesson Plan

Topic area: Nutrition and Stage of Learner: Syllabus Pages:

Sports Stage 5 [F] [In] [T] [KC1] [KC6]

Date: Location Booked: Classroom Lesson Number: 3/4

20/5/17
Time: 45 minutes Total Number of students: Printing/preparation
24 - Food pyramid worksheet
- Student nutrition handout
Sheet
- Discussion question sheet

Outcomes Assessment Students learn about Students learn to

[F] [In] [T] [KC1] [KC6]
Students consider the range of
influences on their health
associated with increasing
freedom of choice, critically
examine information available
about those choices, and
devise personal and
community strategies based on
them
Lesson assessment 4.6 defining healthy Understand how
food habits – nutritional much energy they
Informal requirements – the require on a daily
assessment via the relationship of food bases
Healthy eating quiz habits to health – Understand the role of
cultural and social
CHO, Fat and protein
Questioning and meanings of food –
Food servings in the
feedback relationship between
throughout lesson diet, physical activity food pyramid
to test students’ and health
knowledge and
engagement

Extra worksheet
provided to
students who finish
an activity early
and require more
work
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Differentiate teaching to meet the specific learning
needs of students across the full range of abilities
(extension activities for those who are advanced)
General Capabilities
ICT: YouTube videos on the food pyramid
Cultural knowledge and background on each food
group
Students are applying their knowledge on health and
nutrition to apply the food pyramid to a range of
influences associated with increasing freedom of choice
as well as creating personal and community strategies
based on these influences.

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Kiara Rose Calarco
Time Teaching and learning actions
Intro Taking the role and getting
students to share what they did
5 minutes in the holidays
Body Sharing activity:
Get students to share with a
5 minutes
partner what they ate for lunch
and which macronutrient it fits
under. This will hopefully bring
up different types of cultural
foods from different student
backgrounds which will bring
awareness and enhance cultural
knowledge
YouTube Video:
Students will watch a quick
5 minutes
video demonstrating how the
food chain works and how it is
divided into categories to help
with visualization
Calorie Counter activity
Students get allocated to a
5 minutes
computer or smart device to
calculate their calorie intake per
day with the foods they would
regularly eat during the week
Assessment 2 18041907
Organisation Centred
T/S
Teacher: mark the role whilst asking students about Student
their favorite holiday activity that they did
Student: sharing with the class one favorite holiday
activity
Resources: the role with student’s names on it
Teacher: ask for a student volunteer and show, as an Student
example, how to perform the activity. Pair those
students who are more advanced with those who
aren’t to make for a better classroom environment
where full participating is reached. Also, if students
haven’t brought up didn’t cultural foods, then refer to
and mention them to the students briefly
Student: students pair up and share their food choices
Resources: Food pyramid diagram
Teacher: sets up the YouTube clip and plays it with Teacher
some pauses to explain some concepts. Get students
to point out everyday foods to place them in their
categories on the food pyramid
Student: watch YouTube video and ask questions when
struggling
Resources:
https://www.youtube.com/watch?v=nyk11ZxNp3A
Teacher: Shows students how to access the online Student
calorie counter on their smart devices or computers and
demonstrates, using an example, how to use it.
Student: students work individually to count their
calorie intake per week using the online website and
then come together as a group to share
Resources: Count my calories calculator website
https://www.fitwatch.com/caloriecounter
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Kiara Rose Calarco
15 minutes Healthy eating quiz
This quiz is designed to help rate
how healthy the students eating
habits and food choices are. The
quiz will identify areas for
improvement as well as general
feedback and suggestions on how
to adjust and increase foods in
their diet
Revision Revision Questions:
5 minutes
When do we mainly use CHO as a
source of fuel?
When do we use fat as a source of
energy?
What is the role of protein?
Students to complete these
questions if they finish previous
activities early, otherwise, this
could be set as homework
Assessment 2 18041907
Teacher: assigns students to a computer each to Student
complete the quiz and monitor progress as well as
addressing any questions or concerns along the way
Student: participate in the online activity to gain
knowledge on their current eating habits as well as
taking on board provided suggestions and feedback after
the quiz.
Resources: http://healthyeatingquiz.com.au/
Teacher
Teacher: Lead the discussion and make sure all students
have an opportunity to answer and address any unsure
questions
Student: Class revision and recapping what was learnt in
the lesson to encourage feedback
Resources: Discussion question sheets
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Kiara Rose Calarco Assessment 2 18041907

Reflection

In modifying this lesson plan, I have established a need to integrate information and
communication technology (ICT) as well as Aboriginal culture to extend knowledge in these
areas amongst the students. ICT is an important aspect in learning and education in the
classroom, so integrating it into a lesson plan is rewarding. Using ICT, found to be useful
when students had direction in the lesson. This is seen when students are allocated 15
minutes to complete a healthy eating quiz, allowing them to assess their own eating habits.
These activities manage to cater for all differing abilities amongst the students as there is
always help and feedback provided by the teacher and excelling students.

As the original lesson plan didn’t allow for enough student direction or use of ICT, it was a
lot easier to implement these into the modified lesson where students are able to
experience learning interactivity through a computer or device instead of taking basic notes.
This caters for all learning abilities, whether its group work or computer work, as well as
making sure that all needs are met.

Overall, I found this assignment surprisingly useful in providing me with the basic knowledge
to complete or alter a lesson plan in the future. I have concluded that there is a lot of
thought, time and dedication allocated to a lesson plan for it to meet necessary needs of the
students. This has therefore allowed me to gain a deeper understanding of what is involved
in becoming a quality teacher.

Learning Outcome Method of measurement and recording

KC1 Informal assessment during discussion of quiz results
KC6 Informal assessment through constant monitoring and
questioning throughout online quiz and calorie calcultor

WHS

The major key issue shown in the lesson plan that needs to be either reduced or eliminated
is the trip hazard of bags around the classroom. It is essential that all bags are moved to one
side of the room to allow the teacher to move around freely to each student and allows
safety to other students also. Through the implementation of ICT, it is also a potential risk as
trip hazards, such as a charger cord, may be present and need to be tapped to the floor to
avoid injury. Also, all cords must be plugged in correctly to the wall to avoid electrocution.

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Kiara Rose Calarco Assessment 2 18041907

Academic Justification

Although the original lesson plan presented was inclusive, there were areas that needed
improving in relation to the Australian Professional Standards for Teachers (AITSL, 2016).
These were aspects of ICT and differentiation of teaching for altering learning abilities.

Standards 1.5 and 2.6 are both shown in the modified lesson plan as YouTube videos and
online quizzes as well as pairing students up during group work based on learning abilities.
Research by Schumm and Vaughn (1995) showed that teachers didn’t respond to this form of
action in their classroom as they felt as if it was not their job to draw attention to differences
amongst the students. However, it is the teacher’s role to encourage a student into an area
where they can receive maximal development in their learning as well as success in activities
that are viewed as slightly more challenging (Tomlinson, et al., 2003). When differentiating
teaching practices at the classroom level, as I have done in my lesson plan, it is important not
to come across as targeting or excluding a student due to their learning abilities. The
modifications made to this lesson plan involve paring students up where they can help one
another learn as well as providing extra activities to those students who like the challenge.
These modifications also help with ICT in the classroom as students can engage in online
activities which allows them to work at their own pace to achieve their goal. Many
researchers have concluded that through the use of ICT and specifically computers, students
are becoming more knowledgeable. Thus, diminishing the concept of direct instruction by
teachers as well as allowing these teachers a chance to support those students with particular
learning needs. (Iding, Crosby, & Speitel, 2002; Shamatha, Peressini, & Meymaris 2004;
Romeo, 2006).

ICT in the original lesson plan wasn’t integrated and therefore needed to be addressed in the
modification of the lesson. This was achieved through the use of a Youtube video outlining
the significance and process of the food pyramid. This is used as an introduction to the
pyramid as students may have never heard of it before. It provides an interactive form of
learning for the students where they can absorb knowledge easier (Duffy, 2008). ICT has its
benefits in teaching students new and exciting ways to learn as well as still learning the class
content. The healthy eating quiz as well as the calorie counter are both other forms of ICT
that are being used in the lesson.

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Kiara Rose Calarco Assessment 2 18041907

Within the NSW Quality Teaching Model (Ludwig & Gore, 2003), beneficial modifications
were made in terms of cultural knowledge as well as student direction. The original lesson
plan was mainly teacher centred activities where students didn’t have much direction. The
activities either involved note taking or individual worksheet work where students would be
restricted to choice in the lesson. This issue was managed through the use of the healthy
eating quiz as well as the calorie counter calculator. These activities allow students to work at
their own pace and have a choice in what food they decide to put in the calculator or what
questions they think best suits their eating habits in the quiz. Research shows that pedagogies
directed at enriching student’s contribution to their learning has seen to be beneficial in
student engagement and behaviour (Smith, Sheppard, Johnson, & Johnson, 2005).

Through giving students a choice in their classrooms during activities has led to the last
modification of cultural knowledge. It is important that students understand and learn about
different cultures and their background. In the modified lesson plan, the implementation of a
discussion based on what cultural foods the students ate over the holidays brings in a
different aspect to the lesson that students may not know of. Research by Hefflin, (2002)
showed that when teachers adopted teaching practices based on cultural knowledge, they
were able to view pedagogy through the lives of their students. This further enhances
relationships between students and teachers to form strong and trusting environments.
Teachers who care about their culturally diverse students, also show an understanding to
culture as a significant aspect to the lives of their students. Hefflin (2002) also states that a
teachers goal to have a cultural pedagogy teaching practice is to increase students successful
development through the use of such materials where students are encouraged to utilise what
they know to gain further knowledge and skills.

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Kiara Rose Calarco Assessment 2 18041907

References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list

Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and

learning environments: A Review of the Literature. Journal of Mathematics, Science and
Technology, 5(3), 235-245. DOI: 10.12973/eurasia.2009.00146a

Duffy, P. (2008). Engaging the YouTube Google-eyed generation: strategies for Using Web
2.0 in Teaching and Learning. The Electronic Journal of e-Learning 6(2), 119-130.

Hefflin, B.(2002). Learning to develop culturally relevant pedagogy: A Lesson About

Cornrowed Lives. The Urban Review, 34(3), 231‐248. DOI: 10.1023/A:1020603323594

Iding, M., Crosby, M., & Speitel, T. (2002). Teachers and technology: Beliefs and practices.
International Journal of Instructional Media, 29 (2), 153-171.

Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom
practice guide Retrieved from
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-
Quality_Teaching_Guide.pdf

Romeo, G. I. (2006). Engage, empower, enable: Developing a shared vision for technology in
education. Engaged learning and Emerging Technologies. The Netherlands: Springer
Science.

Schumm, J., & Vaughn, S. (1995). Getting ready for inclusion: Is the stage set? Learning
Disabilities Research & Practice, 10, 169–179.

Shamatha, J. H., Peressini, D., & Meymaris, K. (2004). Technology-supported mathematics

activities situated within an effective learning environment theoretical framework.
Contemporary Issues in Technology and Teacher Education, 3(4), 362-381.

Smith, K., Sheppard, S., Johnson, D., & Johnson, R. (2005). Pedagogies of Engagement:
Classroom-Based Practices. Journal Of Engineering Education, 94(1), 87-101.
http://dx.doi.org/10.1002/j.2168-9830.2005.tb00831.x

Tomlinson, C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., & Brimijoin, K. et al.
(2003). Differentiating Instruction in Response to Student Readiness, Interest, and
Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal
For The Education Of The Gifted, 27(2-3), 119-145.
http://dx.doi.org/10.1177/016235320302700203

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Kiara Rose Calarco Assessment 2 18041907

Learning Portfolio Web Link

http://krcalarco.weebly.com/

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