Template for Assignment 1: Tiered Lesson

Name & Student Number: James King 2153917

Curriculum (Learning) Area of Lesson: Design and Technology
Specific Topic of Lesson: Nutrition / Health Promotion
Year Level/s: 1 & 2
Lesson: Lesson 2 out of 6

Lesson Context (1 paragraph)

The unit plan would consist of 6 lessons that cover a variety of topics that involve health,
food groups, healthy practise and educating students on what nutrients are wholesome for
the body in addition to those ingredients that have potential to be harmful. Furthermore,
basic hygiene and an introduction to kitchen utensils used will be consciously present
throughout the unit. Students will have the opportunity to display learning through
numerous activities such as creating a class poster, completing interactive educational
games, reinforced learning through worksheet activities, making their individual food mat
for eating time and finally, class discussion and reflection throughout the unit. Prior to the
commencement of the 2nd lesson which is detailed in this plan, students would have had
an introduction to basic labelling and categorising of food (food groups) and deciphering
what is perceived as ‘good’ and ‘bad’, achieved through examining the ‘Australian Guide
to Healthy Eating Poster’ ("Australian Guide to Healthy Eating | Eat For Health", 2018).

Learning Objectives

As a result of engaging with the lesson, students will:

contribute to the engagement and target topic codes ACTDEP008 and ACTDEP009 as
specified below:
“Use personal preferences to evaluate the success of design ideas, processes and
solutions including their care for environment (ACTDEP008) “(ACARA, 2018)
“Sequence steps for making designed solutions and working collaboratively
(ACTDEP009)” (Australian Curriculum, 2018)
In relation to the achievement strand students will be working towards completion of
capabilities in areas of “identifying needs, opportunities or problems and describing them”
(Australian Curriculum, 2018). Additionally, they will “collect, sort and display
familiar data from a range of sources and recognise patterns in data” (Australian
Curriculum, 2018). As a part of the lesson, students will furthermore work towards
“recording design ideas using techniques including labelled drawings and sequenced
instructions.” (Australian Curriculum, 2018).

understand that (Concepts, principles, “big ideas”. No more than 1 or 2 for a single
lesson. Make sure your objectives are statements that work in the form, Students
will understand that…)

• Students will understand that there are variety of foods that can keep them
healthy and assist in their growth

know (e.g. facts, vocabulary, information) be able to (do) (skills, processes)

• Identify and successfully recognise • Categorize foods into groups

healthy and non-healthy food Create a sequenced and labelled healthy
• Successfully recall names of meal
specific fruits and vegetables (Apple,
banana, orange, pear, grapes, berries,
broccoli, spinach, potatoes, onions, corn)
Essential Questions (1-3 only; these should help students engage with the “big ideas” or
understandings)

What’s one food you love so much you think you can’t live without it?
How can you tell if it’s actually good or bad for you?
What differences do you think there is between these foods and how would you sort
them?

Pre-assessment of Individual Student Readiness

As outlined previously, prior to the commencement of the 2nd lesson, students would have
had an introduction to basic labelling and categorising of food (food groups) and
deciphering what is perceived as ‘good’ and ‘bad’, achieved through examining the
‘Australian Guide to Healthy Eating Poster’ ("Australian Guide to Healthy Eating | Eat For
Health", 2018). This poster will be available for viewing within the appendix list (Appendix
1).

Students would have been engaged in an initial class discussion to introduce the
upcoming unit of nutrition and health promotion. The teacher would begin by having a set
list of questions including: Who thinks they have healthy food today? What are healthy
foods? Why do we believe they are healthy foods? At this stage students would be asked
to return to their desks and the teacher would hand out food brochures. The task would be
for the students to cut out foods they believe they clearly categorise into good and bad
foods (See appendix 4). This individual task would be done independently with the teacher
acting as a guidance role using a reflective toss pedagogy with the students. This entails
putting their question back on them so as to encourage critical thinking and to not give
them the answer. At the completion of this task students would regroup at the gathering
space to compare and contrast their work. From the success of the tasks, tiers/groups
would have the potential to be formed.

Tier 1 (Apples group): Students who struggled with the task and had no clear direction
with what they selected and had an element of random selection and lack of conceptual
understanding. These students will require appropriate scaffolding and tasks to promote a
growth mind set and deeper comprehension which is integral for this group (Dweck,
2010).
Tier 2 (Oranges group): Students who completed the task with some difficulty but the
majority of their work was correct and showed some conceptual understanding. Some
students may require additional scaffolding or tasks but should be capable of achieving
the standard of work set.

Tier 3 (Bananas Group) Those who excelled with the task with minimal errors and
potentially additional categorisation, labelling or other signs of going ‘above and beyond’
would be grouped. This tier would be provided more challenging tasks additionally in
conjunction with some tasks from the ‘Oranges group’.

These tiers/groups are named not by their readiness i.e. low group but by fruit so as not to
dishearten or discourage those who may be affected by labelling in that manner.
Lesson Plan
Lesson Sequence Explanatory Notes

1:55pm: Students will return from lunch play Teacher must have made students aware of
and will sit in the gathering space for the upcoming lesson prior to lunch play so
instruction that they will come somewhat prepared to
learn and think of the previous teachings.
2:00pm: Lesson introduction: (Whole class)
Teacher will start a class discussion on the Resources must be ready before children
topic of health promotion and nutrition. return. This includes:
Revisit the key/big ideas from the first
lesson to initiate revision on the topic as a -Australian guide to healthy eating poster
whole. -Worksheets for all tiers
-What did we go over last health lesson, -Health workbooks in a pile to be handed
who remembers? out by groups
- By the show of the finger system (1 finger -List of newly formed groups and table
for unsure, 2 fingers for somewhat sure & 3 arrangements to accommodate for such
fingers for confident) how do you feel about
this topic going forward?
-What challenged you last lesson?
-What would you like to know more about?

Use essential questions:

How do we identify good from bad foods?
What foods do you think might be included - Ask individual students where on the
in a healthy lunch? chart are grains, vegetables,
meats/fish, fruit and
What differences do you think there are milks/yogurts/cheese
between these foods and how would you - Proceed to ask for examples from
sort them (fruit/vegetables/nuts/fats/protein) each area, covering the poster in its
entirety

Again, reinforce the learnings from last

lesson

2:15pm- Whole class sorting activity with

the Australian guide to healthy eating
poster.

2:25pm: Introduce the notion of grouping

without devising who is with who. Show and
explain the worksheets used within the
lesson.

Tier 1 (Apples group): Students who

2:30pm: Groups announced and asked to struggled with the task and had no clear
go to their allocated tables and commence direction with what they selected and has
task. an element of random selection and lack of
conceptual understanding. These students
Apples Group: Worksheet that asks will require appropriate scaffolding and
students to label the foods into their tasks to complete the task and develop
appropriate group. Provide examples of deeper comprehension which is integral for
foods in each of the 5 groups. this group

Oranges Group: Worksheet that requires

students to build their healthy lunch with
labelling and drawing included (appendix 3) Tier 2 (Oranges group): Students who
completed the task with some difficulty but
majority of their work was correct and
 showed some conceptual understanding.
Some students may require additional
Bananas Group: Same worksheet as scaffolding or tasks but should be capable
Oranges group but required to build a of achieving the standard of work set.
healthy breakfast and lunch with drawing
and labelling. If finished earlier can provide Tier 3 (Bananas Group) Those who
support to other groups (appendix 3) excelled with the task with minimal errors
and potentially additional categorisation,
labelling or other signs of going ‘above and
beyond’ would be grouped. This tier would
be provided more challenging tasks
additionally in conjunction with some tasks
from the ‘Oranges group’.
2:50pm: Have the Bananas and Oranges
group compare their meal ideas and see
what each other came up with and
comment on what they have learnt from
observing others work -Patrol through each group to check on
Apples group will be asked to show work to productivity and assist where possible.
teacher and get checked off Check the groups know what are expected
of them and have a time constraint to get
2:55pm: Pack up and sit on the floor for completed. Encourage any creativity or if
final reflection students want to demonstrate further
understanding in any format.
3:00pm: Class discussion till bell goes on
what went well ‘WWW’. This is the
opportunity for students to showcase their
learning from the lesson. Students will stick their work into health
books and return to teacher
3:05pm: Write on exit cards answering 2 of
the following list of questions

How do we identify good from bad foods? Get at least 3 answers of ‘WWW’ from each
What foods do you think might be included group. Build on their answers to reinforce
in a healthy lunch? What differences do you learnings
think there is between these foods and how
would you sort them? Who can name a Use 1,2,3 finger system to gauge how
food group? Who can provide an example everyone went with the lesson. This can
of something within a food group? What is a showcase if the tasks were too easy, too
healthy meal you can have for lunch? What hard or suitable.
is a healthy meal you can have for dinner?

3:10pm: Lesson finished

Lesson Closure/ Check for Understanding

To close the lesson the teacher will conduct a class discussion/reflection through exit
cards. This period will be used to revisit some questions that were asked at the start of the
lesson that maybe students required further clarity on. This time will also be used to go
over the essential questions of the unit to gauge if there is further comprehension and
ideas to answer them through their own interpretation. The teacher should through
observation see how students are coming along through the success of the lesson and
can specify questions aimed towards particular tiers and allow all to have the opportunity
to answer. It is important to go over all tiers work in the lesson so all students are aware of
what is happening in the classroom and have a sense of inclusion with the activities and
may be able to suggest what they may have done or if they feel confident to complete it
themselves in an upcoming lesson. In this lesson key questions would be included into an
exit card: How do we identify good from bad foods? What foods do you think might be
included in a healthy lunch? What differences do you think there is between these foods
and how would you sort them? Who can name a food group? Who can provide an
example of something within a food group? What is a healthy meal you can have for
lunch? What is a healthy meal you can have for dinner?

Based on confidence in answering and number of students willing to participate it will

gauge how the lesson went and if there is a true understanding or some progression from
the previous lesson as well as the answers received on the exit cards.
Explanation:

Within this lesson students are given the opportunity to understand the basics of health
promotion and nutrition. The topic has been introduced with some concepts and terms
used as a way to expose the students to the topic and initial conceptions. This lesson
allows for further engagement through different avenues of learning such as visual,
auditory and kinaesthetic. Through this intention and the tiering within the class this lesson
has been successfully differentiated and catered for by ability and learning types. Tiering
provides students with the opportunity to work with the same content as one another, but
at differing degrees of difficulty, while still providing an appropriate level of challenge
(Sousa & Tomlinson, 2010). The teacher will differentiate students based on their
readiness, which had been analysed through the use of pre-assessment from a previous
lesson (Appendix 1) (Doubet & Hockett, 2017) As supported by Pierce and Adams, the
effects of flexible grouping allows for educators to present the opportunity to teach to
individual needs by the assignment of appropriate tasks previously determined by the pre-
assessment readiness testing (Peirce & Adams, 2004). Furthermore, pre-assessment or
diagnostic assessment can be used as a valuable learning tool that provides greater
insight into where the class and student’s readiness is at and what areas need to be
targeted throughout the upcoming unit of work (Adams & Pierce, 2004). This lesson would
be under the guise of formative assessment with observation being the most powerful tool
during this time with the option to take notes of group/individual success. The task itself is
used to reinforce the teachings form the Australian guide to healthy eating poster on all
forms. As outlined in the lesson closure the reflection period will be used to revisit some
questions that were asked at the start of the lesson that students required further clarity
on. It also allows those who may be unsure to receive confirmation by their peers. This
time will also be used to go over the essential questions of the unit to gauge if there is
further comprehension and ideas to answer them in through their own interpretation.
Using exit cards as a concluding activity is essential to the completion of the lesson as
Exit cards have proven useful in providing teachers with valuable data about what
students do and do not understand about a concept, allowing them to group students
based on their different levels of understanding (Doubet, 2012). Lastly, differentiated
instruction will be exercised which is described as a combination of whole-class, group
and individual instruction (Tomlinson, 2001). This lesson encompasses all three of these
aspects - At the beginning and end of the lesson, the whole class is working together to
discuss concepts and raise conclusions.
Checklist of assignment components:

 checklist of assignment components:

 checklist of assignment components: and individual instruction (Tomlinson,
 checklist step-by-step lesson description, with brief notes explaining how the lesson
represents an example of a tiered lesson to address readiness
 hecklist ostep-by-step lesson description, with brief notes explaining how the lesson
represents an example of a as appropriate)
 hecklist ostep-by-step lesson description, with brief notes explaining how the lesson
rep
 checklist of step-by-step less preassessment task used to assign individual
students to appropriate “tiers”
 task used to assign individual studentsubric or checklist used to guide evaluation of
student work)

References

Adams, C. M., & Pierce, R. L. (2003). Teaching by tiering. Science and Children, 41(3), 30-
34. Retrieved from https://search-proquest-
com.ezproxy.flinders.edu.au/docview/236892597?accountid=10910

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n. d.) The Australian
Curriculum. Design and Technologies. v 8. Retrieved from
http://www.australiancurriculum.edu.au/the-arts/design-and-technolgies/curriculum/f-
10?layout=1#levelfoundation-2

Australian Guide to Healthy Eating | Eat For Health. (2018). Eatforhealth.gov.au. Retrieved
16 March 2018, from https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-
eating

Doubet, K. J. (2012). Formative Assessment Jump-Starts a Middle Grades Differentiation

Initiative. Middle School Journal, 43(3), 32-38. DOI: 10.1080/00940771.2012.11461809

Doubet, K. J., & Hockett, J. A. (2017). Differentiation in Middle and High School: Strategies
to Engage and Equip All Learners. Alexandria, Virginia: ASCD. Retrieved from:
https://ebookcentral-proquest-
com.ezproxy.flinders.edu.au/lib/flinders/reader.action?docID=5107638&ppg=211

Peirce, R. L., & Adams, C. M. (2004). Tiered lessons: one way to differentiate mathematics
instruction. Gifted Child Today, 27(2). Retrieved from
http://go.galegroup.com.ezproxy.flinders.edu.au/ps/i.do?p=EAIM&sw=w&u=flinders&v=2.1&it
=r&id=GALE%7CA115634988&asid=21e0386dc833b612771ae9fce0d720e4

Scootle. (2018). Scootle.edu.au. Retrieved 16 March 2018, from

https://www.scootle.edu.au/ec/p/home

Sousa, D. A., & Tomlinson, C. A. (2010). Differentiation and the Brain: How Neuroscience
Supports the Learner-Friendly Classroom. Bloomington, Indiana: Solution Tree Press.
Retrieved from: https://ebookcentral-proquest-
com.ezproxy.flinders.edu.au/lib/flinders/reader.action?docID=3404836&ppg=98

Teacher Resources | Lunchboxblitz.com. (2018). Lunchboxblitz.com. Retrieved 16 March

2018, from http://www.lunchboxblitz.com/teacher-resources/

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.

Alexandria, Virginia: Association for Supervision and Curriculum Development. Retrieved
from: https://ebookcentral-proquest-
com.ezproxy.flinders.edu.au/lib/flinders/reader.action?docID=3002067&ppg=4

Visual, Auditory, and Kinesthetic Learning Styles (VAK). (2018). Nwlink.com. Retrieved 16
March 2018, from http://www.nwlink.com/~donclark/hrd/styles/vakt.html
APPENDIX 1: POSTER FOR LESSON 1 & 2
APPENDIX 2: TIER 2 & 3 TASK
APPENDIX 3: EXAMPLE OF FINISHED PRODUCT
APPENDIX 4: LESSON 1 PRE ASSESSMENT CUT AND SORT TASK FOR INITIAL
TIERING
APPENDIX 5: CHECKLIST OF QUESTIONS FOR DISCUSSION/REFLECTION