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Assignment 2: Lesson Plan Analysis, Revision & Justification

Contents
Original Lesson Plan .................................................................................................................. 2
Lesson Plan Analysis .................................................................................................................. 5
Modified Lesson Plan ................................................................................................................ 8
Academic Justification............................................................................................................. 11
References............................................................................................................................... 13
Learning Portfolio Web Link.................................................................................................... 13

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Original Lesson Plan

02.00 pm-3.20 pm 0
NAME: TIME: DATE:
Nutrition and Sports
ACTIVITY: CLASS / YEAR Yr 10

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

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SPECIFIC LEARNING OUTCOMES
Engage in a class sharing
activity about their holidays
Introduction
Students will:
 Understand how much
Development
energy they require on
a daily bases
 Understand the role of
CHO, Fat and protein
 Food servings in the
food pyramid
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Focus Shape
ACTIVITY (& Methods) TEACHING POINTS CLASS ORGANIZATION TIME
Introduction:
Take the class role Students to recap what they Take sure students fill
have learnt last week 5
in the first three rows mins
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 take notes as the teacher goes
through the content of the lesson
o How much energy do we need on
a daily basis to keep healthy
 BMR
 Thermic affect
 Activity level Move around the class area and 30
ask students questions mins
o The role of CHO
 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
 Saturated fat, mono
unsaturated, poly
unsaturated and trans
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Closure
 Reflect on their daily intake
of food
 Engage in answering
questions by participating
in the closure session
Source: This lesson plan was sourced from the Australian Curriculum Lessons web page (Bayani, 2015).
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fatty
o The role of Protein
 Protein supplements
o Healthy eating pyramid
 Daily servings of each food
type.
Move around the class to help
students with the activity 10
Activity mins
 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: 5
 Revise that they have covered for today When do we mainly use CHO as mins
session a source of fuel?
 Provide constructive feedback to students When do we use fat as a source
about their level of engagement of energy?
 If activity sheet is not completed during
class it must be completed by the Great effort from everyone
following lesson.
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Lesson Plan Analysis

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly
addressed in Designing Teaching & Learning that are relevant to this assignment have been included. However, this does not
mean the other standards are irrelevant to lesson planning and evaluation more generally.

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: The lesson plan states and provides boxes under equity perspectives which includes
Aboriginal and Torres Strait Islander, multicultural, gender, socio economic, disabilities, rural and
isolated however there is no specific mention throughout the lesson or guidance instructions.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: Mentioned in equity perspectives however there is no specific instruction.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: After revision of content students are provided with an activity sheet to fill in and
complete by the following lesson. However this may not be applicable or challenging enough for
capable advanced students.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: As above it is only mentioned in the ‘equity perspectives’ however not specifically with
instructions. There is scope to include this.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments: Overview of the content is provided in the ‘key idea’ and ‘learning outcomes’. Within
the ‘teaching points’ section there is instruction to recap last week’s content, however, there
needs to be more detail.
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments: A closure session with open ended questions (from the teacher) and an activity sheet
in provided recapping content. This is an example of informal diagnostic assessment and interim
assessment and links to curriculum, assessment and reporting.
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments: The majority of the lesson is paper and pen based (no mention of content being taught
on projected screen either).
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4–5 Comments: There are three clear goals which are outlined in the ‘learning outcomes’ section of the
lesson plan. These goals are achievable however, as mentioned above, advanced students may find
the task easy.
3.2 Plan, structure and sequence learning programs
1–2–3–4–5 Comments: There is a clear plan and structure however the description is too brief as to when
transition should occur in the lesson. The sequence of the lesson plan works efficiently with
content taught first followed by an activity task/ ‘activity sheet’.
3.3 Use teaching strategies
1–2–3–4–5 Comments: Only a few good teaching strategies are mentioned such as ‘make sure students fill in
first three rows of seats’. Comments including ‘encouraging student input into the answering’ are
repeated and are still too basic.
3.4 Select and use resources
1–2–3–4–5 Comments: Very limited resources are used (pen and paper). There are opportunities to utilise
other resources such as projector, computer PowerPoint presentation with video and audio.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4–5 Comments: One of the teaching goals is to ‘ Make it a fun and exciting learning environment
allowing all students to be actively engaged’ which is a very encouraging goal. Students are also

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given the opportunity to work in pairs at the start of the lesson which may increase participation
but also may cause distractions.
4.2 Manage classroom activities
1–2–3–4–5 Comments: The lesson plan flows where teacher first pairs students and then brings class together
and finally allows students to work alone on activity task. The classroom activities and content are
clearly displayed and mostly driven by the teacher.
4.3 Manage challenging behaviour
1–2–3–4–5 Comments: No specific mention of challenging behaviour.
4.4 Maintain student safety
1–2–3–4–5 Comments: Due to the nature on the lesson plan (pen and paper, no specialised equipment) there
is no need for safety points.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: There has been no mention of ICT being used in the lesson so this is not applicable.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: A closure session with open ended questions (from the teacher) and an activity sheet
in provided recapping content. This is an example of informal diagnostic assessment and interim
assessment and links to curriculum, assessment and reporting.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: A teaching point in the lesson plan: “provide constructive feedback to students about
their level of engagement” emphasises the need and presence of feedback, however, specific
questions should be added.

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 – 5 Comments: Lesson clearly states key ideas and learning outcomes which are relevant to the topic
and syllabus. Overall part of the unit focuses on nutrition. The tasks focus on a small number of key
concepts.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: It is clear that students will be undertaking an activity task, however, it is not clear as
to whether the students are required to demonstrate ‘deep’ rather than ‘superficial’ understanding
of what they are learning.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Open ended questions are asked for students individually and as a class discussion
which offers multiple perspectives, however, the lesson plan has a direct result in that the teacher
teaches content to students directly.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: There is no evidence to suggest that students complete the full range of thinking that
requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and
information.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: BMR, thermic affect, activity level, low and high G.I are all examples of metalanguage
which is clearly displayed in this lesson plan.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Communication is present in the majority of the lesson between students and teacher
through open ended questions. 30 minutes of the lesson the teacher explains content, this may not
be classified as substantive communication as it is not a conversation (conversation is a two way
process).

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Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: A very broad statement is provided which gives an expectation in regards to the
assessment given (‘If activity sheet is not completed during class it must be completed by the
following lesson’) however; there is no specific mention of criteria.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Most of the lesson appears engaging with checking, questioning and feedback from the
teacher. There is potential for disengagement during the activity sheet for advanced students (if
they finish early).
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: No mention of the expectations on students.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Paired work and class discussion/teacher asking open ended questions provides a
scope for social support. Within the teaching points section of the lesson plan there are many cues
for the teacher to provide positive feedback and encouragement.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: The first activity of the lesson gives students the opportunity to self-regulate. This may
be difficult to observe as students can become distracted but may look on task.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: Students have no choice or opportunity to direct or select their own activity. The
teacher facilitates every activity.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Lesson builds from previous background knowledge as a recap of class content from
the last lesson is provided. The lesson outcomes and key idea mentions the goals for the overall
unit.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: No reference to cultural knowledge because this may not be applicable to the lesson,
however, there may be some opportunity for this to be included.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: There is no mention of other subjects and key learning areas however the
technological and applied studies (TAS) subject of food technology can be incorporated into this
lesson plan (possibly through practical).
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: There are clear statements underlying the importance of inclusivity in the lesson plan:
‘successfully participate in the lesson’ and ‘allowing all students to be actively engaged’.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Two of the activities mentioned in the lesson plan connect classroom content with
outside audiences and experiences.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: Even though there is an activity sheet handed out it is not clear whether this is a
narrative or closed questions.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.4 Strategies for teaching Aboriginal and Torres Strait 2) 2.6 Information and Communication Technology (ICT)
Islander students
QT model
1) 3.6 Narrative 2) 2.6 Student direction

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Modified Lesson Plan

Topic area: Nutrition and Stage of Learner: Stage 5 Syllabus Pages:

Sports (PD/H/PE) Page 50 (LS.12 and LS.13)
Date: Location Booked: Lesson Number: 2/4
5/5/17 PDHPE Rooms
Time: 60 minutes Total Number of students: Printing/preparation:
24 Student hand out sheet and worksheet
Prepare the laptop and projector/interactive whiteboard

Outcomes Assessment Students learn about Students learn to

Syllabus Outcomes: Lesson assessment: Informal
LS.12 A student makes formative assessment via
healthy nutritional worksheet. Questioning
choices. throughout the lesson to
LS.13 A student ensure students engaged and
demonstrates on track. Extension
appropriate behaviours questioning during the
associated with eating practical component of
and drinking. students who are ahead of
schedule. Examples; “When do
we mainly use CHO as a source
of fuel?” and “When do we use
fat as a source of energy?”
Understand how much
energy they require on a
daily bases. Understand the
role of CHO, fat and protein.
Food servings in the food
pyramid. Syllabus: foods
that promote good health, a
nutritious and balanced
diet, eating and drinking
appropriately.
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.
Syllabus: recognise and name the
properties of foods that
contribute to personal health.
Recognise foods in the different
groups that they should eat most,
moderately and least in the
context of their
Lifestyle. Demonstrate healthy
choices when selecting foods in a
range of situations. Recognise
nutritional levels of food from
labels and packaging.

Cross Curriculum themes & General capabilities:
Aboriginal and Torres Strait Islander histories and cultures
(worksheet in addition to original worksheet being
handed out).
General capabilities
ICT Capability – PowerPoint presentation with YouTube
clips.
Literacy – Two worksheets.
Critical, creative thinking, personal and social capability –
class discussions, pair work and individual discussions
between student to student and teacher to student.
Explicit subject specific concepts and skills: Students take notes
as the teacher goes through the content of the lesson.
 How much energy do we need on a daily basis to keep healthy:
BMR, thermic affect and activity level?
 The role of CHO: simple and complex CHO, what level of
activity are CHO used for fuel.
 Glycaemic Index (G.I.): low G.I. and high G.I. foods.
 The role of fat: saturated fat, mono unsaturated, poly
unsaturated and trans fatty.
 The role of Protein: protein supplements.
 Healthy eating pyramid: daily servings of each food type.

Time Teaching and learning actions Organisation Centred

Intro Get students to share with a partner
5 mins what they ate for lunch and which
macronutrient it fits under.
Provide examples of what you had so
they know what to do.
T/S
Teacher: Take the class role. Set up first activity sheet Student
on projector (recap sheet).
Student: Students share with a partner what they ate
for lunch and which macronutrient it fits under.
Resources: Class role, activity sheets and
projector/interactive whiteboard if available.

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5 mins Recap of previous lesson with multiple
choice (MC) question sheet and
corresponding sheet presented at the
front of the class on a projector or work
in groups to brain storm previous
lessons material through a mind map
shared by the whole group (this gives
students more choice). Students may
also be given the choice to work alone.
Body 30 Students take notes as the teacher goes
mins through the content of the lesson:
How much energy do we need on a daily
basis to keep healthy:
 BMR
 Thermic affect
 Activity level
The role of CHO:
 Simple and complex CHO
 What level of activity are CHO used
for fuel
Glycaemic Index (G.I.):
 Low G.I. and High G.I. foods
Role of fat:
 Saturated fat, mono unsaturated,
poly unsaturated and trans fatty
The role of Protein:
 Protein supplements
Healthy eating pyramid:
 Daily servings of each food type.
10 mins Activity:
 Provide each student with an
activity sheet
 Two activity sheets are provided to
choose from. One called indigenous
food “bush tucker”’ which discusses
protein, carbohydrates, vitamins
and minerals in certain plants and
animals (Teach this…..worksheet,
n.d.). The other activity sheet is
titled ‘food pyramid’.
 Students work individually to
answer the work sheet.
 Students given the option to play a
food knowledge card/board game.
Conclusion Closure:
10 - 15 mins  If activity sheet is not completed
during class it must be completed
by the following lesson.
 Provide a narrative for the students
(to start if there is time or finish as
homework) where they have to
write about the foods they ate
today and using todays class
knowledge write about what they
would change and why.
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Teacher: Teacher asks students if they need more Teacher
time to complete the recap MC questions otherwise
start to go through the answers with class by asking
questions.
Student: Complete MC sheet and then draw attention
to the projector/whiteboard to check off answers with
teacher.
Resources: MC activity sheet and projector/
interactive whiteboard if available.
Teacher: Move around the class area and ask students Teacher
questions. Teacher uses interactive
whiteboard/projector to teach specific content to
students. After first three headings are covered by
PowerPoint material.
Teacher then utilises two YouTube videos discussing
the role of CHO, fat protein and glycaemic index.
Student: Notes down important information from the
PowerPoint slides and key information discussed in
the videos.
Resources: Two YouTube videos
 Role of CHO, fat and protein -
https://www.youtube.com/watch?v=jqrVl4V5ttQ
 Glycaemic index -
https://www.youtube.com/watch?v=JhEZFIzja-s
Teacher: Ask students what activity they would prefer Student
and then divide up class into halves so that students
can choose between activities.
Student: Sits in either half of the class depending on
what activity they would like to do.
Resources: Worksheet and food knowledge board
game.
Teacher: Provide constructive feedback to students Student
about their level of engagement. Provide instructions
on narrative task. Give specific instructions (Explicit
quality criteria) about the technicality and high
expected standard of the lesson. For example the
narrative has to be essay format with introduction and
conclusion. High order thinking essays will give
reasoning and comparisons when changing one food
for another.
Student: Revise what they have covered for today’s
session. If time permits students will start or plan a
road map for narrative task.
Resources: Narrative criteria.
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

The original lesson plan had many limitations however the most appropriate adaptations I made were
based on teaching and learning Aboriginal and Torres Strait Islander students, and the use of Information
and Communication Technology. Due to the nature and content being taught in this lesson it was slightly
harder to incorporate Aboriginal culture. The use of ICT was easy to incorporate as the original lesson
plan did not state the way in which the teacher should teach the content: “Students take notes as the
teacher goes through the content of the lesson”. Instead teachers should “use interactive whiteboard/
projector to teach specific content to students. After first three headings are covered by PowerPoint
material the teacher then utilises two YouTube videos discussing the role of CHO, fat protein and
glycaemic index”.

The other two factors (narrative and student direction) where much easier to incorporate as the original
lesson plan gave little choice for the students in regards to activities. By providing students with options
they can become more engaged in the class material because of the responsibility they’ve been given.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

(recap activity) Diagnostic assessment (previous knowledge)
LS.12 Informal formative assessment by observation and questioning during first activity
(worksheet/board game)
LS.13 Formative assessment task (narrative)

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using
your syllabus and support documents as well as other WHS policy – outline the key WHS considerations
that are to be applied in this lesson?

Due to the nature of the lesson there are no immediate threats or major health and safety concerns
(that would normally be associated with science or TAS subject). The one major safety concern would be
the PowerPoint cable running from the laptop to the projector. The teacher will address this concern
before the class commences to avoid any injuries and will cover the cable with a rubber floor cable
protector or tape (masking tape or bright electrical tape) the cables to the floor so they are not a trip
hazard.

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Academic Justification
The original lesson plan from the Australian Curriculum Lessons web page (Bayani, 2015) had a wide
range of limitations and strengths when evaluating and comparing the lesson plan according to the NSW
Quality Teaching model elements (Ladwig & Gore, 2003) and Australian Professional Standards for
Teachers (AITSL, 2016). While grading and comparing all elements of the lesson plan, there were some
that had an assessment of one (out of five). These included strategies for teaching Aboriginal and Torres
Strait Islander students (1.4), use of Information and Communication Technology (ICT) (2.6), including
narrative based assessment (3.6) and creating student direction (2.6).

The inclusion of the ‘indigenous food “bush tucker”’ work sheet which discusses protein, carbohydrates,
vitamins and minerals in certain plants and animals’ (Teach this worksheet, n.d.) gives students the
opportunity to learn histories of Aboriginal and Torres Strait Islander students. By doing this the teacher
accomplishes a proficient level of understanding when implementing the 1.4 Australian Professional
Teaching Standard. This activity sheet and the group participation task are aimed at successfully
accomplishing this standard. Group work was included because according to Korff (2017), Aboriginal
students are more willing to work as a collective group to achieve a common goal rather than focusing on
individual achievement as found in their family settings: families work for the common group
(community) and individuals work collectively in their families.

The second standard (AITSL, 2016) contains ICT which is implemented by using a PowerPoint presentation
via projector or interactive whiteboard to conduct the first and second part of the lesson (recap activity
and content description). This element is utilised not only to reach the goal of standard 2.6 but also ties in
with 1.4 as Hattie (2009) comments on the importance of visual aids as well as Korff (2017) who discussed
that indigenous students would rather have visual aids, and are less likely to answer questions, as
traditionally, culture has been passed through families by rock paintings and storytelling. Teachers must
be aware, however, not to overuse or misuse PowerPoint presentations as “PowerPoint should be used
as a presentation enhancement, not a replacement for effective communication” (PowerPoint in the
Classroom, 2004). To extend the use of ICT, two YouTube videos have been implemented into the lesson
plans as well.

The modified lesson plan gives provision for the students to create two narratives. One at the beginning
of the lesson (through story) as they are discussing with a partner what they ate for lunch and the second

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is a written assessment towards the end of the lesson where students must critique what they have
learnt by replacing certain foods in their diet with healthier foods. In this case the term ‘narrative’ differs
from the text type and instead “refers broadly to the use of stories to help bring alive the substance of
the lesson” (Ladwig & Gore, 2003). These two narrative elements are closely related to the content of the
lesson which ultimately enhances the significance of the substance of the lesson (utilising the content
such as knowing what high GI foods are and replacing these foods with healthier alternatives).

Student direction can be categorised according to a student’s responsibility in exercising control over
either the criteria to be assessed on, time spent on activities, pace of the lesson and choice of activities.
This modified lesson plan focusses on the choice of activities students are allowed to perform. In some
cases the students are allowed to choose from three activities. This can be easily monitored by the
teacher if the class is split into the corresponding groups. Choice of time spent on activities can also be
easily implemented with teacher cues and questioning students with “do you need more time to
complete this activity?” This element is important to add into a classroom environment as Scott (2010)
states that when students choose topics, themes and activities it enables new knowledge, understandings
and skills to be visualised as well as creating a sense of ownership over their work. Sternberg and Williams
(2002) emphasise that allowing choice creates intrinsic motivation to set and facilitate goals. This is
important for effectively achieving student outcomes in the classroom.

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References

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

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

Bayani, M. (2015). Nutrition and sport – 4 weeks of lesson plans for yr 10. Australian Curriculum Lessons.
Retrieved from http://www.australiancurriculumlessons.com.au/2015/01/13/nutrition-and-sport-
4-weeks-of-lesson-plans-for-yr-10/

Bayani, M. (2015). Nutrition lesson 2 – worksheet (food pyramid). Australian Curriculum Lessons.
Retrieved from http://www.australiancurriculumlessons.com.au/2015/01/13/nutrition-and-sport-
4-weeks-of-lesson-plans-for-yr-10/

Board of Studies NSW. (2001). Personal development, health and physical education years 7–10 syllabus.
Retrieved May 5, 2017, from http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/pdhpe-
7-10-syllabus.pdf

Canaan, M. (2014, January 24). Hunger and the glycemic index [video file]. Retrieved from
https://www.youtube.com/watch?v=JhEZFIzja-s

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London,
UK: Routledge.

Korff, J. (2017). Ways of teaching and engaging Aboriginal students. Creative Spirits. Retrieved from
https://www.creativespirits.info/aboriginalculture/education/teachingaboriginal-students#toc1

Ladwig, J., & Gore, J. (2003). Quality teaching in NSW public schools: A classroom practice guide.
Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Literacy, H. (2012, December 15). Nutrition 1 – carbohydrates, proteins and fats [Video file]. Retrieved
from https://www.youtube.com/watch?v=jqrVl4V5ttQ

PowerPoint in the Classroom. (2004). Cell Biology Education, 3(3), 155–161.

Scott, T. (2010). ‘Classes are communities of learning’. Professional Educator, 9 (3), 14–16.

Teach This Worksheet. (n.d.). Indigenous food “bush tucker”. Retrieved from
http://www.teachthisworksheet.com/static-worksheets/indigenous-food-bush-tucker-4-pg

Learning Portfolio Web Link

http://nbgardiner.weebly.com/

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