Healthy parents make healthy children – Project Preparation

Unit 2: Exercise and Sport

School:

Date:

Teacher's name:

Grade:

Number present:

absent:

The topic of the lesson:

Healthy parents make healthy children – Project Preparation (RH)

Learning objectives(s) that this lesson is contributing to

9.1.3.1 respect differing points of view

9.1.6.1 organise and present information clearly to others

9.3.2.1 ask complex questions to get information on a range of general and curricular topics

9.3.3.1 explain and justify their own point of view on a range of general and curricular topics

Lesson objectives

• explain and justify their own point of view

• interact with their group asking complex questions

• organise information on a famous sports family

Assessment criteria

Students achieve the learning objectives if they are able to:

• explain and justify their own point of view

• interact with their group asking complex questions

• organise information on a famous sports family

Value links

The students work in collaboration in groups and respect each other’s opinions and views.

Cross curricular links

Biology

ICT skills

Active Board, Digital Resources to check meaning

Previous learning

Healthy parents make healthy children - Introduction

Plan

Planned lesson stages

Planned activities

Resources

Beginning

5 min

Middle

5 min

10 min

10 min

10 min

Warming up

Students discuss on the text from the previous lesson “The impact of parents’ obesity on the future posterity” pointing some facts about the researches

Step 1 (Grouping)

Teacher divides students in groups of 3 where:

Student 1 – High-abled student. Roles: Timekeeper, Leader

Student 2 – Middle ability student. Roles: Grammar Master, Ideas Producer

Student 3 – Low-abled student. Roles: Designer, Vocabulary Master

NOTE:

1. The draft list of groups should be ready before the class

2. The roles can be changed, deleted or added

Step 2 (Searching for information)

(G) Students have to choose and find information about possible activities for the future parents to prevent the obesity. Student are free to use the Internet.

Step 3 (Presentation Criteria)

(W) Students with teacher identify the Assessment Criteria for their Presentations. Possible Criteria:

1. 3-5 Slides

2. No Long Texts (Key Points ONLY)

3. Visible font and size

4. Contrasting background

Step 4 (Creating a Presentation)

(G) Students prepare their presentations according to the Assessment Criteria

Power Point Slide

Power Point Slide

Power Point Slide

Power Point Slide

Power Point Slide

The end of the lesson

5 min

Students reflect on what they have done and what should be done till the next lesson

Power Point Slide

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Differentiation

By task - Grouping

Student 1 – High-abled student. Roles: Timekeeper, Leader

Student 2 – Middle ability student. Roles: Grammar Master, Ideas Producer

Student 3 – Low-abled student. Roles: Designer, Vocabulary Master

Assessment

Informal FA – Speaking (Working in Groups)

Health and safety check links. Teacher controls the students to keep safety instructions while working with laptops and running dictation.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

What two things would have improved the lesson (consider both teaching and learning)?

1:

What have I learned from the lesson about the class or individuals that will inform my next lesson?