Unit/Lesson Title - Lesson duration: 1 hr When: 16/3 – P3 Stage 5 Year 9/10 Class S5FT

Rationale Syllabus Outcomes Syllabus Content

Students will learn about influencing › describes the relationship between food - describe nutritional requirements for each stage of
factors that effect food choices. consumption, the nutritional value of foods and the the life cycle
health of individuals and communities FT5-6

Prior Knowledge Risk Assessment Resources

New subject Potential risks Stages of Development

- Slips and trips https://www.youtube.com/watch?

v=7646b5Ee7BE
- Electrocution/ faulty appliances
Nutrition Tips: Pregnancy and Nutrition
- Covid 19
https://www.youtube.com/watch?
Minimise and manage risk
v=IWBF60kQcuk
- Direct supervision of class
top 10 Foods to avoid while pregnant
- No running in the classroom
https://www.youtube.com/watch?
- Removal or control of trip hazards v=0V1Vl_ThiDU

- Electrical appliances tested and tagged Activity sheets

- No food sharing Smart board

- Sanitising work surfaces

- Handwashing for a minimum of 20sec

Learning Outcomes Time Content/Learning Experience Teaching Class Assessment
Guide Strategies Organisation Techniques

Fix Laptop
Introduction (Engagement)
screen share –
Explicit direction
Teacher will meet students at the Door. Teacher will explicitly see Luke
5 min outline expected behaviour and what students will be doing
HDMI cord
over the course of the lesson.
Discussion/
Print off
Roll and Quick discussion: Of the unit – influences that impact presentation
5 mins booklets
food choices Using Padlet and student laptops students post
what they think impacts food choices. Review answers on Smart Book laptops
board Comprehension
(aimed to settle
Activity sheets are handed out. Delete
10 students and to get
mins Have students fill in the missing passages. – Project onto smart them to take
board. Using smart board discuss and fill in spaces as a class information in)
5 mins
Watch Youtube: Stage Development Visual stimulus/
https://www.youtube.com/watch?v=7646b5Ee7BE leaping off point

Discuss life stages and the dietary needs of each life stage
10 Today we’ll look closer at Pregnancy and birth Summarise/
mins comprehension
Fill in the missing passage/ or summarise Delete Observation,
Watch Youtube: Nutritional tips check ins,
5 mins https://www.youtube.com/watch?v=IWBF60kQcuk Video verbal
understandin
5 mins Watch Youtube: top 10 Foods to avoid while pregnant g (T, J)
https://www.youtube.com/watch?v=0V1Vl_ThiDU Short and long
answer questions
In small groups discuss and record key points from you tubes
 5 mins and presentation using explain everything

As a class compare findings, add any missed points to Mind

Maps. Send completed maps to teachers drive.

Answer questions on activity sheet pg 5 Delete

Read Information on Dietary Fibre and Protein requirements

and answer questions

Lactation – Read passage and answer questions Write own

questions and post to class padlet, then answer someone elses
question.

Differentiation

Regular check ins with J, T, H, D. Encourage J & T to use

Dictation function on explain everything if needed

Conclusion (Presentation/Reflection)

Return work booklets, recap lesson

EVALUATIONS

Specific Teaching Targets for this lesson

INTENDED TEACHING OUTCOMES Determine these before the lesson ASSESSMENT OF TEACHING OUTCOMES Write these after the lesson

Behaviour management Fairly rowdy class need to come up with some more behaviour
management strategies. They all completed most of the work
Engaging content
though. I was able to read the room and realise the students weren’t
describes the relationship between food consumption, the nutritional value of engaged in the last 15 mins and change tact by doing a Kahoot using
foods and the health of individuals and communities their phones and the smart board. Re-engaged them and gave Ty
and Joe an opportunity to show their understanding of concepts

Lesson Evaluation
OUTCOMES
Were they experienced/achieved/
developed?
Why/Why not?
How do you know?
Students successfully completed all
work on the birth and pregnancy stage.
Some content was engaging
Behaviour management needs some
work – need a phone jail
Follow-up
RESOURCES/ENVIRONMENT
Were they appropriate/utilised?
Why/Why not?
How do you know?
Classroom worked well, was able to
move around the room effectively
verbally
PRESENTATION/STRATEGIES
Were these appropriate?
Why/Why not?
How do you know?
Seemed to engage more with
comprehension and copying notes
activities. Short videos – need to be
engaging.
INTERACTION &
COMMUNICATION
Was this appropriate?
Why/Why not?
How do you know?
Repore slowly building,
best lesson Ive had with
them. Usually, the boys are
very combative. Maybe
need to look into varying
teaching strategies to
allow Ty to actively show
his understanding and
blow off some steam/
prevent interruptions.
Positioning was effective
with Connor, Ty and Joe in
particular.
I kept my cool throughout.
How is this evaluation going to impact in Vary activities, engaging activities. Continue working on
future learning experiences for your developing repore. Timely
pupils? and positive feedback also
seemed to make a
Need a phone jail.
difference with the boys.
Vary content

How will I adjust my teaching…………...?

Come up with some new behaviour management strategies. Get a phone jail as a deterrent. Scaffolded work sheets worked well. Continue to Split the
lesson into mini lessons. Need to be louder when using my voice to get attention/ bring students back on task, use more pausing.

Specific teaching targets (should be written into next lesson plan)

Behaviour management. Work on using my voice more.

Associate Teacher’s Signature…………………………………………………… Date………………………NB. This must be signed before the lesson is taught