My interest in the idea of sharing pedagogical purposes comes directly with the contact I have had with the Project for Enhancing Effective Learning at Monash University in Australia. Now each of these teachers were very active in establishing learning agendas with their classes. The impact they were having was inspiring. Each classroom tool can have a purpose beyond delivering content, and this needs to be shared.
I suppose the purpose of this website is collate, crystalise and open dialogues about how to increase this within classrooms. As the quote from Carl Bereiter illustrates this classroom methodology can empower our students.

Tuesday, 25 February 2014

Final Lesson Plan

So this is how it panned out...

It may be nice to start the class in circle. Give the students the Vitamin and Mineral information Cards, set them the challenge of matching up the vitamin to its role and good sources. the vitamins are on one colour card and the minerals in another. Give a short deadline- 6 minutes before giving them the helpsheet. Give them another 3 minutes to complete.

 I suggest asking the students to place the cards onto a strip of long paper- wallpaper.

Next ask the students as a class to take another piece of wallpaper, write down the name of the nutrient and then turn the key bits of information into simple picture. there are 24 nutrients so one per student will almost work. This should only take another 5 minutes.

Big Picture

Discuss Learning Outcomes By the end of this lesson you will be able to:

Practice data handling, (graphing skills?) and use of tables

Spot correlations in data

Consider if it is causation or correlation

Review macro and micronutrients.

Describe the role of various vitamins and minerals in the body.

Define a deficiency symptom.


Share New Information

 1..Model the thinking behind how we approach data in tables. The students find this difficult and are quickly bewildered by any such form of data.

There are example questions on the powerpoint.

This is also an opportunity to introduce the deficiency disease and symptom. The example here is for a macronutrient, the rest of the lesson is about micronutrients. It is therefore worth stressing that we can be deficient in both.

2. Teacher once again models how we think while looking at data. This time its a correlation. The powerpoint goes from "their" language of "goes down" to decreases etc and how to comment upon the strength of a relationship ( need to add to this- postive and negative correlation)

Discuss- independent/ dependent variables x and y axis and cause and correlation, this is will help http://www.abs.gov.au/websitedbs/a3121120.nsf/home/statistical+language+-+correlation+and+causation


  1. Following input 1, each group of students are given one question sheet and a data sheet sheets. Some of these are easier than others, so it may be possible to challenge some students and support others.  These are mainly comprehension and data handling questions. These should go into their books as individual work. Each group should do a minimum of two
2. There is a choice of two graphs to then practice with. If time is available have the students do both, live mark in between. the graphs are available for students to stick into their books.

Demonstrate New Understanding
  1. Page 7 in Exploring Science 8 questions 4, 5 and 7.

2. Research a correlation or a relationship from a nutrient in your text with a health issue.  eg More vitamin d lower risk of a heart attack, can you find a good graph.
 Review & Reflect

  1. Following activity 1, pair students up so that they are working with a student who has tackled a different question. They have to convince each other that their answers are right by showing their methods and working out. Answers available.