Essay

Lesson Year Level:

Learning Area: 

Australian Curriculum content Descriptors to be covered in the lesson:

 Historical Knowledge and Understanding

Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063)

Historical skills: (please complete)

Skill one: Ability to understand the history of Australia_______________________________________________________________________

Skill two: Match each celebration with the day_______________________________________________________________________

Optional: Define the role of each Holiday________________________________________________________________________

Lesson sequence

Activities, resources and experiences 

(use dot points) approx. 400 words

Justification for choices made

(include reference to academic readings) approx. 600 words

Introduction

How will you gain the students attention, engage the interest of the students?

• Provoke them by making a statement on the relevancy of religious festivals, this will help the learners to start a discussion that would open their mind
• Pose a question that would provide a situation that can make students to have a discussion by disagreeing amongst themselves, this will also ensure that as they argue, then each of them can develop a point
• Provide a map that shows region with the religious holiday that are celebrated in those regions, these will help the students to make comparisons on the various believe among the people of Australia. The map will also make student to start asking their own religious believers and possibly justify these believes.
• Taking the students on a historical journey I important for the course hence the need for the teacher to ask them their own understanding of  history and the transformation of the various believes  as influenced by modern life and education.

• Provoking learner by asking them questions is good because it provides unlimited thinking for them because there are usually not given guidelines that imposes limits on how and what they should think about. The fact that students argue among themselves means that they become more creative for lack of fear (Jonathan, 2009)
• The learners will be able to look at how the change in culture has influenced the way some of  the ways in which these ceremonies have transformed themselves ,this will also direct learner to understand the various aspects of culture that have changed and which have not.
• The map showing different locations and the religious festival will  help students to start questioning the various believe that are held in those areas in relation to countries. It is also important to note that in order to understand history of a people, then one must relate  this to geography because of the need to understand migration patterns and the spread of culture. When discussing religious events, it is also good for the learners to understand the origin of the same for the sake of history because essentially, history is the  study of the past.
• The movement of people from one location to another could have been a factor as far as cultural issues are meant to spread from one point to another. There is defiantly an influence of cultures and one another ,which mean that as far as the maps are concerned, there are many ways  looking at the various religious celebrations.
• History of the pat events is important because it can help in defining the present. The maps would also indicate the date when some religious festivals started and how the celebrations have also evolved. The maps will be key in making sure that the students can question such dates and relate to the changes that the religious ceremonies have gone through ever since they started.

Body of the lesson

Describe each activity and the order in which they will be undertaken.

• Ask a question that is  open to various approaches
• Make a statement which is tactically provocative
• Point out major parts of the country

• Asking question not only helps in evaluating the level of understanding but also ensures that the people who have been taught are given an opportunity for feedback. The learners are also not limited to just one line of thinking because each is allowed to give their world view on the subject
• Provoking students by making statement is good because it jogs the brains of the student to think about the situation from different perspective.

Conclusion

How will you draw the lesson ideas together so that the students can evaluate what they have learnt?

If this lesson is positioned at the beginning or the middle of a learning sequence, you would need to include how you will prepare the students for the next lesson.

• Going through what the  syllabus  requires and then making comparisons between the various argument and theories for the students.
• Throw conclusions based on the discussion Among students and the objective of the lesson. The discussions should be able to bring in focus what learners had in mind during their discussions. Having an understanding of this is good because one can easly understand the reason for argument.
• Ask the learners what they learned in the course of the class. The class should always end by the teacher doing a review of the various thing which students had been taught. In order to have the correct picture learner need to be asked some questions that relate to their learning.

• Understanding the curriculum and the class discussions provide  a fair ground of making sure that the objectives are well understood. The comparisons can also ensure that the people who were targeted actually understand the content by internalizing them. While the curriculum does not change , the content of historical event normally remains the same unless new ones are written.
• Conclusions are based on how the work was covered and also how the learners were able to understand, this is important because it is a way of evaluating the work.
• Asking learners their ability to understand motivates them to ask questions.

Lesson sequence

Activities, resources and experiences 

(use dot points) approx. 400 words

Justification for choices made

(include reference to academic readings) approx. 600 words

Introduction

How will you gain the students attention, engage the interest of the students?

Include approximate allotted time for Intro

• Ask the class why they think that nutrition is an important part of the human health and if they believe that what they eat is what makes them.
• Make some negative comment about what you perceive the favourite dish for most students
• Suggest the various modes way through which people can get good nutrition and then let the learner debate
• Provoke students by making a statement which is  likely to evoke emotions
• Encourage students to name the various cultures which are represented in the class and ask them how much they know about each culture.
• The learner should also be asked to mention the different types of nutrition for those cultures
• www.medicalnewstoday.com/articles/160774.php

• Food and nutrition are key into the life of human being because they are the major determinants of  the state of health for the same. Asking the class to define nutrition is the first step toward helping them to be in a position of knowing what they are expected to learn and perform a part of the class activities. The aspect of the food that they and it role would also be crucial in helping the students to start a conversation at individual basis.
• The making of negative comments concerning food makes the learners to start a debate on the health issues for class understanding. The negative comments on what the learners eat would start creative thinking because each.

 one of the learners will be able to develop a mind of defending their decisions to eat something. The understanding that learners would believe that their judgement i sober on what they eat is a good way of providing information for the teacher to built his or her lesson.

• It is important that the students be able to make a clear distinction between their own cultures and those that are represented in the class. The understanding of those culture would be a motivation to developing interests for the nutritional components of cultures. Having knowledge about other cultures would make learners to appreciate the roles played by other culture when it come to nutrition.
• Choosing to help student understand that there are many culture is good enough for them to know that each of the cultures have something to offer in class and this will eliminate the concept of cultural prejudice.

Body of the lesson

Describe each activity and the order in which they will be undertaken.

Include approximate allotted time

• Ask the class why they think that nutrition is an important part of the human health and if they believe that what they eat is what makes them: This will be introduced by listing the foods which are perceived to be bad and good. The learners would then identify some of the food to be what they perceive to be good, when this has been done, then a discussion can be initiated and this can take 30 to 35 minute.
• Make some negative comment about what you perceive the favourite dish for most students:

The teacher can make a general statement which can be true or non true, depending on the emotion a serious debate would start with each  of the learners trying to defend their own potions. This will take about 25 minute.

• Suggest the various modes way through which people can get good nutrition and then let the learner debate: The teacher can then list what i the recommended good nutrition for the learners to respond. This will take about 25 to 30 minute
• Provoke students by making a statement which is likely to evoke emotions: The teacher will walk in and make a statement with some prejudice for students to react, this will take approximately 10 minutes.
• Encourage students to name the various cultures which are represented in the class and ask them how much they know about each culture: The teacher can start off by asking if the  learners actually know the various cultures which are represented by in the class. The allocated time for this activity will be 10 minute This will be started off by the teacher asking The learner should also be asked to mention the different types of nutrition for those cultures: what the students feel about some food, this should take 10 minutes
• www.medicalnewstoday.com/articles/160774.php

• Making the class to understand what nutrition is important for this lesson because of the objectives. It will not be possible for the class to determine nutritional information from their own point of view when they are given an opportunity to discuss the same. The act of listing the food is the only way to confirm that learner understands why they do what they are supposed to learn. The allocated is enough for this activity to be  accomplished
• When the teacher makes the negative comments, he may be forced to use tact so that it does not come out so strongly in a negative way, what is important is that doing this will prompt the learner to interrogate themselves as a way of wanting to defend the potions which have been taken, at time this will also serve a point of pointing out the various cultural aspects that relate to nutrition.
• It is good to suggest the various way through which nutrition can be tapped, the reasons for suggesting is because the teacher needs to guide the students so that they can pick from wherever he left. The objective of the lesson for the learners to get information on nutrition because the teacher already have the information.
• The issue of culture is also important because it would help learners to identity their own cultures before starting to address the issues that relate to other cultures. The course is also examining the reasons why it is important for the learners to explore the relationship between the  international issues a brought about by cross cultural nutritional need

Conclusion

How will you draw the lesson ideas together so that the students can evaluate what they have learnt?

If this lesson is positioned at the beginning or the middle of a learning sequence, you would need to include how you will prepare the students for the next lesson.

Include approximate allotted time

• The conclusion will be based on the, fact that the learner have understood the various aspects of nutrition in relation to culture.
• The understanding of other cultures by the student would help in rating how much interest these students have concerning other cultures.

The two major issues that the lesson would be examining are nutrition and cross cultural or the relationship between international cultures.

Lesson Year Level:

Learning Area:

Australian Curriculum content Descriptors to be covered in the lesson:

 Being healthy, safe and active

Name parts of the body and describe how their body is growing and changing (ACPPS002)

Contribs ofute to healthy and active communities

Identify actions that promote health, safety and wellbeing (ACPPS006)

General capabilities: Literacy and numeracy(please list here)

All cross-curriculum priorities are to be considered.(please list here)

Lesson sequence

Activities, resources and experiences 

(use dot points) approx. 400 words

Justification for choices made

(include reference to academic readings) approx. 600 words

Introduction

How will you gain the students attention, engage the interest of the students?

• The teacher will start by drawing the various part of the body.
• Each student will be asked to name at least some of the part that they know
• The teacher will then the learner to mention the function of each of the part that was mentioned

• Since the lesson will be focused on the various parts of the body, it is important that the diagram are used for the purpose of illustrating the lesson. Understanding the picture will help the teacher to identify which areas are going to need attention for easy planning.
• The naming of the various part i also important for the teacher to be able to relate what the students know what is the actually the intention of the lesson, when the learners are able to relate the parts and the names, it become easy for them to also assign functionalities of the same.
• The reasons for the teacher mentioning the various functions of the body are because the learners need to be told whether their efforts were correct or not. The teacher needs this information because of the need to carry out proper evaluation.

Body of the lesson

Describe each activity and the order in which they will be undertaken.

• The teacher will first introduce the topic before making the diagram of the body; he will then ask the class if they know what the diagram is.
• Once the learners give their answers concerning the diagram, the teacher then can ask them to give the name for each part as it I pointed out.
• Once the naming I complete, the teacher will then ask each of the class members to name the parts that were mentioned.

• There is need for the teacher does the labeling, this is because if this is done in advance, then the learners will not be able to understand the contents well.
• The correlation of the answer to the body part is crucial for the teacher to explain what is correct to the students

Conclusion

How will you draw the lesson ideas together so that the students can evaluate what they have learnt?

If this lesson is positioned at the beginning or the middle of a learning sequence, you would need to include how you will prepare the students for the next lesson.

• The conclusion will be based on the students ability to name the parts of the body and their function.

• The correct naming of the parts and assigning their function is a sign that it has been understood.