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Stacey

Hilder 3919572
Applying Multimodal Learning to Unit Planning Assignment

Lesson Plan 1 Lesson 10


Year Level: 10 Topic: Making Healthy Lifestyle Choices
Overview and Purpose
Connect exercise and energy together through exploring healthy
lifestyle choices. Reinforce the concepts covered throughout the
unit of genetics, energy and exercise.
Cross Curriculum Priority Area or Second Capability
Second capability
Information and Communication Technology Students utilise
Padlet and an online interactive game to build upon the concept
of making healthier, providing opportunity for students to have
access to information when they are outside of the classroom
environment, to allow them to interpret the concepts and
consolidate their understanding of making healthier lifestyle
choices. Students also utilise the program Kahoot, giving them
the opportunity to reflect of the unit thus far and test their
understandings of the concepts covered in a fun and interactive
way.
Critical and Creative Thinking Students consider the lives of
other people, through the use of online case studies, to apply
their knowledge of healthy lifestyle choices to adapt and make
changes to the people in the cases.

Education Standards Addressed


VELS: Strands, Domain & Foci
Evaluate health information
from a range of sources and
apply to health decisions and
situations (VCHPEP148)

Plan, implement and critique
strategies to enhance the
health, safety and wellbeing of
their communities (VCHPEP149)

The transmission of heritable
characteristics
from
one
generation to the next involves
DNA and genes (ACSSU184)

Use knowledge of scientific
concepts to draw conclusions
that are consistent with
evidence (ACSIS204)

Making Healthy Lifestyle Choices



Learning Objective

Outline ways that healthier choices in lifestyles can be made.
Introduce practical examples of how to make healthier choices.
Establish predetermined ways that we can make better choices in our diet.
Reinforce content from prior lessons (punnet squares, mitosis, meiosis, energy
imbalances)
Outcomes
The student will be able to.
List and explain ways to adapt their own lifestyles to become healthier.
List and explain ways to adapt other peoples lifestyles to become healthier.
Understand how simple it is to choose a healthier option.
Identify unhealthy issues in a lifestyle.
Introduction
Opening Your Lesson
Complete class attendance
Outline how the lesson will be run and the learning intentions

TIME
Total:
50 min

Stacey Hilder 3919572


Applying Multimodal Learning to Unit Planning Assignment

Pre- Assessment
Ask students about what they have covered in the unit thus far.
Ask students to outline the sequential steps in completing a Punnett square,
drawing these on the board as students reflect.
Ask students to explain the purpose of mitosis and meiosis.
Using think-pair-share, ask students to define energy and explain energy
imbalances.
Will refer to prompting questions to help students expand on understanding
Body of Lesson

Activity 1: Making Healthy Choices Padlet Brainstorm: students will each be
provided with an iPad or Laptop to use. On Padlet, students are to add to the
page created.
Students must create a virtual brainstorm of all the ways that they can make
healthier choices.
Students are encouraged to add pictures and quotes to the brainstorm if
relevant.

Activity 2: Adventures of the Food Detective Interactive Game: Students are to
play The incredible adventure of food detective game
http://www.primarygames.com/science/nutrition/
games/amazingfooddetective/
Students should work through the game, applying all of the ideas brainstormed
in the previous activity.
Students should aim to complete all of the cases available.
After solving each case, students should complete the mini games to consolidate
their knowledge on nutrition and exercise.
Each student should choose one printable activity per case, this ensures that
students are completing the tasks.
After the completion of the cases, ask students what strategies they came up
with as a class were applicable to the cases?
Asked students to explain if there was any information that was knew to them?

Activity 3: Kahoot Unit Summary Quiz: Students are to login to the kahoot quiz
by using the relevant code.
Students must work individually to answer the questions on the quiz.
Each student is allowed a working out piece of paper to help them with
calculations.
The quiz will cover all components of the unit thus far and should be attempted
without the use of notes to help them.
Learner Engagement and Participation
Students work in individually to solve the cases.
Discussion of questions amongst students and their table groups about the game
I will continually walk around to monitor progress of students and assist in
approaching challenging questions/tasks
Post Assessment
Formative Assessment

5
Minutes



10
Minutes
Activity
(1)

20
Minutes
Activity
(2)










10
Minute
Activity
(3)

Stacey Hilder 3919572


Applying Multimodal Learning to Unit Planning Assignment

Ability to answer questions on the quiz


Ability to create dialogue amongst students on the questions presented
Ability to accurately interoperate the question presented
Conclusion

Closure
Discuss the questions on the quiz, ask students to discuss if there were any
questions that they struggled with?
Formative Assessment: Traffic Light Assessment Students complete an exit
card after questions from the quiz have been reviewed. Students have three exit
cards to choose from, corresponding to their degree of understanding of the
questions given. Three exit cards available with three distinct colours (green,
yellow and red). The green exit card reflects what students feel most confident
5
in, Yes I can in all aspects of the concept. Yellow card reflects students who
Minutes
understand the concept but are still unsure about a certain aspect of the topic
Getting there and the Red Exit card outlines what students have no
understanding of I still need help with. Students complete one exit card most
appropriate to their understanding of the unit thus far (reflected by how they
went on the quiz). All exit cards are collected with yellow and red exit cards
reviewed. Answers to unreviewed exit cards will be typed up with responses and
provided on the schools portal system.

Classroom Management Strategy
Will continually walk around to see if each student is participating to the group

activity
Will select students at random to speak if not engaged during discussions
Prompting Questions
What is a healthy lifestyle?
How we can make healthier choices in our lives?

Where can we find information about what is in the food we are eating?
Is the packaging on foods always easy to read?
Supporting Resources/ Materials

Exit Cards Traffic Light Assessment
Whiteboard Markers
Laptops/iPads/Computer room
Online Activity:
http://www.primarygames.com/science/nutrition/games/amazingfooddetective
/
Kahoot game pin (available once logged in as teacher) https://kahoot.it/#/
Padlet brainstorm: https://padlet.com/stacey_hilder/6zmpge6lf4gp
Paper
Pens
Attendance Sheet

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