Learning+Sequence

__**Learning sequence**__


 * **Inquiry sequence**
 * Five Es** || **Blooms taxonomy** || **Student engagement with ICT** || **Activities** || **Resources** || **Assessment** ||
 * Tune in || Remembering || * Whole class group bubbl.us
 * smart board
 * Computer lab
 * class wikispace
 * Wordle || * Pose questions with thinking time, ask children to think pair share. Q1 - Are there rules about how to eat healthily? Q2- How could we find out about eating well? Q3. Why do people choose foods that are not 'healthy foods to eat?


 * Introduce the lesson with a book that has a theme of food or healthy eating.


 * Feed forward to the class that we will be learning more about making healthy eating choices this term.


 * Introduce the idea that we are going to think about what we already know about food and making healthy choices using class discussion.


 * Use a range of 'pretend play food' and ask children if they can think about which foods might be the healthier options, what sort of words will we use to talk about healthy foods and less healthy options? (Eat mostly, eat moderately and eat sometimes foods)


 * use wordle to create an interesting word picture and link this to beginning a word wall.


 * In a whole group discuss the topic of eating healthy.


 * Record children's ideas - using the smart board create a concept map to record what we know about Healthy eating. Demonstrate/model the use of the concept mapping software using think aloud language.


 * Begin individual learning logs to keep a record of our learning. These include one prior learning example and one question or idea about what the student would like to know more about. These will accompany most lessons in this learning journey, as a tool for individual reflection at the end of the lesson. Differentiate the learning logs using pictures/ labels/ more complex sentences.


 * Teacher created class wiki space used to record learning and demonstrate the use of wikispaces.


 * Conclude phase by making links to finding information to help us answer our beginning questions about healthy eating in the next lessons.Introduce the idea of the final assessment task by asking learners to consider how we will share what we learn about healthy eating.

**Individual** - learning log entry. || @http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/healthy_eating_for_kids
 * In computer lab time - Ask learners to make a concept map of their own ideas about what they know, what they want to know and how they would like to share their learning - differentiate students by using small groups/pairs/individual. || * book/learning object with food/nutrition theme
 * internet access and bubbl.us website
 * computer lab time
 * Play food
 * || //Diagnostic assessment// **whole class**- concept map.
 * Explore || Understanding || * Digital cameras
 * digital video cameras
 * voice recording hardware and software
 * Glogster
 * computer lab time
 * Healthy kids website
 * Continued use of the wikispace as an online record of learning and to gather and collect understandings and information in one place. || * Questions - How do we as a class feel about healthy eating? What do we think of our own eating choices?


 * In this phase of learning students will learn how to use Glogster in computer lab time. This will be modeled to the whole group and then scaffolded using simple instructions and hands on practice.


 * In small groups - Use learner's lunchboxes to collect information on the types of foods we eat.
 * Record this information using a digital camera. Students use learning logs to record their lunchbox contents.


 * Consider favourite foods. Learners create a collage using food pictures to group foods into like to eat and don't like to eat. You see, think, wonder to consider food choices. Use sentence stems to write about food choices.
 * Make links to design choices for collage to planning for Glogster/persuasive multimodal text.


 * Consider a range of food advertising. Use different perspectives to analyse how and why the ads are effective. ask - Which ads are effective in making you want to buy or eat the food? Create a list using the smartboard of students ideas on why the ads do or don't work.
 * add to learning log.


 * Use a diagram of a food pyramid to consider which foods we eat most of and which we eat less of. From a word bank Select food words to build a food pyramid. Use rainbow writing, or other interesting presentation and illustrate. How else could you present the information - Make links to persuasive elements. Differentiate by experimenting with presentation - use voice recorders, or digital videa cameras


 * Small groups - Use this website to answer questions about eat most foods, eat moderately foods, eat sometimes foods. Create a list under these headings by adding to the class wikispace page with your own ideas of most moderate and sometimes foods.
 * Discuss whether this website seems like a valid information source, ask how could we tell?


 * Whole class checks the list to see what is similar about the food types we have categorised/classified - Does this help us define which foods are in each group? can we decide on charecteristics with which we could continue to classify other foods into our groups?


 * Whole class lesson to demonstrate glogster. Use uploaded photos of students own lunch foods.

individual group work activities
 * In computer lab time use Glogster individually or in pairs to create a digital poster of foods. Ask learners to use the poster to demonstrate eat most, eat moderately, eat sometimes. || * computer lab time
 * Learner's lunch boxes and/or other food products
 * digital camera
 * teacher aide time/parent helpers for group work
 * smartboard access
 * magazines and collage materials
 * Healthy eating information including diagrams of food pyramids
 * Internet access for websites
 * digital cameras
 * learning logs ( exercise books)
 * prepared worksheets to scaffold the use of the internet sites to find information.
 * blackboard or white board space for word wall. || Formative

self evaluation through use of learning logs

Formative individual Glogster ||
 * Look || Applying || * Youtube food stylist @http://www.youtube.com/watch?v=xA14pAGW4UA&feature=related
 * boolify >
 * Bubbl.us || * Questions - investigate further why sometimes people make different foods choices that are less healthy. Why and how do people make food choices?


 * Use tuckshop menu and tuckshop order form and ask learners to write their own 'pretend' order for lunch. scaffold by asking students to think about why they are choosing those foods.


 * decide on a sorting criteria to work out if the lunches are healthy or less healthy. How do we know ( use lists previously constructed of eat most, moderately and sometimes?
 * Look at youtube Food stylist.


 * Use Boolify to search key words advertising/food/reality - look at photos of ads versus reality.
 * links to prior knowledge - When using boolify how do we know the websites are valid sources?


 * Discuss food advertising, use examples and the four resources model, particularly audience and purpose.


 * create concept map to demonstrate the types of persuasive elements used in advertising for food. embed this into our wiki to record our learning.
 * Model a simple persuasive text using one or two elements in hard copy format
 * Co construct in groups a similar persuasive text using two elements ( pictures and Labels/words).


 * Collect food wrappers, and advertisements. || * Tuckshop menus and order forms
 * collected food ads, multimodal/multimedia ads
 * materials for practicing creating persuasive texts using pictures and print.
 * food packaging. ||  ||
 * Sort || Analysing || * Use wikispace to classify information within a table. || * How will we sort these food wrappers and advertising?


 * Using the collected wrappers and ads do they equally represent the 3 groups of eat most, eat moderately eat sometimes?

@http://nces.ed.gov/nceskids/createagraph/ || * What have we found out about advertising of food? How does food advertising influence us in regards to food choices?
 * Whole class - Decide on how we will assign the ads and wrappers to each group. ( use previous lists of what defines/types of food is in each group)Use a table in our class wiki to classify the ads, and the food packaging. || * food packaging and ads
 * Class wikispace access
 * smartboard access ||  ||
 * Test || Evaluating || * create-a- graph


 * use a graph to measure the amount of advertising for each of the food groups ( most, moderate, sometimes) embed this into our wiki.


 * Using our knowledge of the reality of food versus the advertising of food what sort of conclusions can we draw? Is there enough advertising of the eat most food options? is there too much advertising that is misleading for the sometimes options?


 * How do we feel about food advertising now? Use different perspectives to consider this - how would we feel about it if we owned macdonalds? how would we feel if we owned a salad bar? if we were ourselves? or our parents?
 * Reflect on earlier persuasive texts we co constructed - compare them to other advertising we have found. ask learners if there are any new ideas we can record to help us in our creation of a persuasive multi modal text.

individual learning log entries. ||
 * record ideas in learning logs.
 * Add a page to class wikispace to illustrate our growing awareness of the persuasive power of ads. || * Use online graph website.
 * previous collected information.
 * Class wikispace. || Formative observations of student involvement in the tasks.
 * Act || Creating || * Glogster || * Whole class, review our learning using the sentence starter " what I have learned about food choices..."


 * Revisit ideas about presenting what we have learned.


 * Suggest that since we have learnt about advertising and making food choices that we design our own advertisements for a food from our tuckshop.


 * Students choose which food. -
 * Use a concept map to plan advertisement by brainstorming how you will appeal to your audience.
 * whole class design feedback form to 'check' how successful our ads are.

Glogster ||
 * create Ads in computer lab time using Glogster. || * Computer lab time
 * Glogster
 * Previous learning on features of a persuasive multimodal text. These include the concept maps on the class wiki and the word wall. || Summative task - Individual
 * Reflect || Synthesising || * Present Glogsters || * Share ads with buddy class, and use feedback form.

Feedback sheets. ||
 * Use learning log to reflect on learning. Ask learners to share, and construct class reflection to add to wikispace. || * Access to smartboard to display ads, and calss time to present ads with buddy class. Ideally in two groups in both classrooms.
 * Feedback sheets. || Reflective personal assessment