Inclusion & Diversity 4492650 Jessica Armstrong

Lesson 4: How does religion influence lifestyle choices? Jessicas First Lesson (ICT & Intercultural understanding)
AusVELS:
Health: (ACPPS074) Investigate the benefits of relations & examine their impact on their own & others health & wellbeing
Science Inquiry Skills: (ACSIS145) Summarise data, from students own investigations and secondary sources , and use scientific understanding to identify relationships and draw
conclusions
Science Inquiry Skills: (ACSIS144) Construct & use a range of representations, including graphs, keys & models to represent analyse patterns or relationships, including using digital
technologies as appropriate
ICT Communicating: Present, share & communicate ideas, skills & knowledge
ICT Creating: Safely & securely manage created content
ICT Thinking: Structured thinking processes & strategies that provide development of skills, knowledge & understanding
Asia & Australias engagement with Asia: (OI.1) The peoples & countries of Asia are diverse in ethnic background, traditions, cultures, belief systems & religions
Intercultural Understanding: Consider & develop multiple perspectives
Intercultural Understanding: Explore & compare culture knowledge, beliefs & practices
Intercultural Understanding: Investigate culture & culture identity
Lesson Overview:
In this lesson students will explore how religion influences different cultures choice of diet, through looking at the Asian, African, European and Muslim cultures, thus linking with
Asia & Australias engagement with Asia and Intercultural Understanding priority. In previous lessons, students looked at their own lifestyle choices from diet to physical activity and
develop ideas of how and why their lifestyle is the way it is. They will also have gained insight into what constitutes as a healthy diet through investigating the food pyramid.
Students will be challenged to put food choices into their relevant geographical context by looking at food consumption around the globe. This is done with the aim that students
will investigate a different culture and considers how religion influences diet choice and how it has imprinted on Australias culture.
Aim: To learn, understand and appreciate how different cultures diet choices are influenced by ones religion and how different cultures diets have influenced Australias culture.
Learning Intention: Investigate how religion influences different cultures diet choices
Success Criteria:
- Students are able to identify how religion influence diet choices
- Students are successfully able to research a different culture and develop a sense of understanding/appreciation
- Students are able to make connections between their diet and different cultures diets
Introduction/Warm up:
Warm up: Students to reflect upon previous lesson where they looked at their own lifestyle choices, using THINK, PAIR & SHARE. Students then discuss the question does your
religion influence your diet choices? and How do you think religion affects peoples diet choices? Students will then share their opinions using poll everywhere, followed by a class
discussion.
Student learning activities:
Inclusion & Diversity 4492650 Jessica Armstrong
Digital Resources: Engage students by using video resources to facilitate brainstorming and enhance students understanding.
Imindmap: Students will be divided into small groups and be given a culture to investigate and to use the Imindmap application to create a mind map of their findings. Students will
be given one of the following cultures to explore: Asian, African, European, & Muslim. Students will summarise their findings into a mind map and will then present their findings to
the class. Each group member will be given a role within the group, so that every student contributes (leader, speaker, creators, and researchers).
Jigsaw: Students will delegate one member of each group to present their mind map to the class.
All mind maps will be combined at the end and displayed on the window.
Conclusion:
Reflective log book: Students are required to write what they have learnt today; confused about, ideas they like to explore more on and anything of relevance to this unit.
Strategies:
Each student will be given a role. Students that need a challenge will be given a role that they need improving on or leader, to demonstrate their leadership skills, whilst students
needing assistance will be given a role that challenges their ability and use ICT to provide visual aid. The roles of the group and to make sure everyone in the group is contributing
and helping each other.
Assessment:
Formative: Imindmap & Reflection log book: gauge whether students are achieving the success criteria for the lesson.
See Bottom for Reflection log book questions.
Resources:
Culture and religion dictate food choices ( http://www.youtube.com/watch?v=hcTZGnLiYvk)
Imindmap ( http://thinkbuzan.com/products/imindmap/)
Poll Everywhere (http://www.polleverywhere.com/ )
Lesson Rundown
Introduction (Engage & Explore) (20minutes):
- Once the class is seated, get students to reflect on their previous lesson using THINK, PAIR & SHARE.
- Learning Intention & Success Criteria is then introduced for the lesson
- Start a brainstorm by asking students does your religion influence your diet choices?" & further prompt discussion by asking "how do you think religion affects peoples diet
choices?
- Students are encouraged to share their ideas using poll everywhere, so that everyone can feel safe to suggest ideas
Body (Explain & Elaborate) (40minutes):
- Engage the students further by showing the class the digital resources, to facilitate further exploration & enhance students understanding.
- Introduce the Imindmap program & Buzan's mind mapping technique - the process is of starting out with a central idea, and branching that idea out into various sub areas,
to get complete overview
- Demonstration of what students are required to do, and how to use the Imindmap program, through showing students how to add bubbles, text and pictures.
Inclusion & Diversity 4492650 Jessica Armstrong
- Students are placed into small groups and given one of the 4 cultures to investigate how religion influences diet of each culture.
- While students are researching and creating their mind maps, walk around the room and provide constructive feedback.
- Students will pick one member of their table to present their findings. This is a JIGSAW technique that allows students to demonstrate their knowledge.
Conclusion (Evaluate) (10minutes):
- Students complete their reflection log book, on what they have learnt today. This is their journal to help them track what they believe is health and wellbeing, for their
assignment. This is getting students in the habitat of organization and reflecting on their work.
Higher Order Thinking:
Blooms Taxonomy has been entwined throughout the lesson to promote higher order thinking from students. At the start of the lesson, students demonstrate their understanding
of what they know about religion affecting diet choices and further connect prior knowledge through a video resource. Students are then broken up into groups to research a
particular culture where they will have to analyse a range of information and create an Imindmap. They will then be evaluating the information by comparing it to other cultures and
discussing with their peers. Evaluating is also seen in their reflective log books.
Formative Assessment:
Students are to complete the following questions as their reflection log book. They will be submitted at the end of class and provide me with evidence of how they think they are
going and what they learnt from todays lesson.

What role did you have in your group?
How did you contribute to your groups effort?
How well did your group work together? Please explain
What did you learn about the culture you were given?
What are you confused about?
What did you learn about the other cultures? Provide 2 examples from each culture