Context for learning / curriculum area(s): IDL: Physical Education and Home Economics
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Collaborative Learning.
Knowledge/Skills/Capabilities
/Attributes being developed:
-Pupils will be better prepared
to effectively research to help
them make more informed
choices
Level/Sector: Third
Experiences and Outcomes (being contributed to): I can explain the links between the energy I use while being physically active, the
food I eat, and my health and wellbeing. (HWB 3-28)
Activities/Experiences:
Learning Intentions: What do
you want them to learn?
Which part/s of the E/Os?
Learners will be applying their
knowledge and understanding
of the link between energy and
food.
Success Criteria: How will you
know/what are you looking for?
-LEARNERS WILL BE ABLE TO IDENTIFY THE
LINK BETWEEN PRIOR LEARNING
(CARBOHYDRATES) AND NEW LEARNING.
(FOOD AND ENERGY)
-LEARNERS WILL BE ABLE TO MAKE
JUDGEMENTS ABOUT FOODS THAT PROVIDE
HIGH LEVELS OF ENERGY.
-LEARNERS WILL BE ABLE TO USE SCIENTIFIC
TERMINOLOGY RELATING TO THE TOPIC OF
ENERGY.
-LEARNERS WILL BE ABLE TO DEMONSTRATE
THEIR UNDERSTANDING OF MEASURING OF
ENERGY
-LEARNERS WILL BE ABLE TO ASSESS THE
NEED FOR FOOD IN ORDER TO IMPROVE
PERFORMANCE IN PHYSICAL ACTIVITY.
-Teacher presentation :
Facts about energy
Links with prior learning
Short video clip
http://www.bbc.co.uk/learningzone/clips/foodand-energy/267.html
-Group Activity: Brain shower of all the foods
pupils can think of that would help provide high
levels of energy.
-Teacher led discussion about Foods that
contain high levels of energy. Talk about Fat,
Sugar and Complex Carbohydrates. (link to
prior learning)
-Teacher Demonstration : Sugar Shocker’ * (
abc.net.au/science )
-Discussion / Whole Class Research Nutrition
Information / Select a range of foods
-Paired Activity- Pupils investigate terminology
and meanings using visual aids, information
sheet and dictionaries.
-Whole class discussion about previous activity.
-Teacher round up- recap on learning intention
and Success Criteria
-Pupils evaluate learning using success criteria
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
-Observation sheet used to assist teacher when observing pupils and used by pupils when evaluate the lesson in regards to their learning. ‘Have
they achieved the success criteria, if so how do they know they have been successful?’
-Effective questioning using ‘How’ and ‘Why’ to gauge if there is deeper understanding. Ensure that pupils are performing higher order thinking, in
preparation for the investigation.
-‘Traffic light’ will be used throughout the whole lesson.
Meeting Learners Needs:
IMPAC
Progression: There will be a
linear progression from the
previous topic of ‘Carbohydrates’
Depth: There is significant depth
of new learning. Pupils will have a
better understanding of scientific
terminology such as Basal
Metabolic rate, Polysaccharides,
Disaccharides etc. Pupils will
have a better understanding of the
functionality of Carbohydrates and
will better understand the link
between ‘Food and Energy’
Personalisation + Choice: As
the series of lesson’s progresses,
pupil ‘Choice’ will be at the heart.
Application:
-Pupils will be connecting Physical
Education and Home Economics
at a later stage but will start to
realise that the link is embedded
when learning about energy.
Partnerships:
IDL: Physical Education + Home
Economics
+ Context for learning / curriculum area(s): IDL: Physical Education and Home Economics
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Collaborative Learning
Level/Sector: Third
Experiences and Outcomes (being contributed to): I can explain the links between the energy I use while being physically active, the
food I eat, and my health and wellbeing. HWB 3-28
Knowledge/Skills/Capabilities
/Attributes being developed:
Learners will be developing
the skill in applying their
knowledge and understanding
in practice.
- Numeracy links e.g. MNU 320a and MNU 3-08a
Meeting Learners Needs:
Learning Intentions: What do you
want them to learn? Which
part/s of the E/Os?
Learners will be developing their
skills for assessing the value of
food when providing for physical
activity. (psychomotor)
Success Criteria: How will you
Activities/Experiences:
know/what are you looking for?
-CONSOLIDATE PRIOR LEARNING IN LESSON ONE.
-SELECT SIX DIFFERENT TYPES OF PACKAGING FOR
AN ARRAY OF FOOD PRODUCTS.
-LEARNERS TO CONVERT SUGAR AND FAT CONTENT
INTO TEASPOONS OR MILLILITRES.
-CLASS TO DISCUSS SOME OF THE MORE SHOCKING
FINDINGS.
-IN PAIRS LEARNERS TO CONSIDER THE MORE
-Learners will be able to retrieve
nutritional information and use it when
assessing the value of food in relation to
the energy it releases.
- Learners will be able to convert grams
of fats and sugars into teaspoons and
use that information to inform others of
the energy value
- Learners will be able to contrast the
differences between low, moderate and
high level activity.
- Learners will be able to make
decisions about time spent on
numerous physical activities using the
nutritional information they have
previously retrieved and calculated.
- Learners will be able to evaluate the
degree of impact certain foods have
over others.
APPROPRIATE FOOD PRODUCTS FOR ACQUIRING
ENERGY FOR PHYSICAL ACTIVITY. LEARNERS ARE
THEN TO DETERMINE WHY THIS MIGHT BE.
-FOR EACH FOOD PRODUCT LEARNERS ARE TO
SELECT AN EXERCISE AND CONVERT ENERGY
CONTENT PER SERVING OF FOOD. E.G. ONE
SERVING IS EQUIVALENT TO 20 MINUTES OF
SWIMMIMG.
-USING THIS INFORMATION AND PROIR LEARNING
LEARNERS ARE TO DETERMINE HOW THEY CAN
INFORM OTHERS AND POSSIBLY SURPRISE OTHERS
IN A POSTER FORMAT.
-W ORKING IN GROUPS, LEARNERS WILL HAVE A
WRITTEN THOUGHT SHOWER, AS TO ALL THE
POSSIBLE WAYS OF CREATING A PROVOKING
POSTER ON ENERGY.
-IN GROUPS LEARNERS WILL WORK INDEPENDENTLY
OF THE TEACHER TO CREATE POSTERS.
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their learning/activities?
-Worksheets completed by pupils.
-Peer assessment of posters.
-Effective questioning throughout- allowing adequate time for pupils to think before they answer.
-‘Traffic lights’ are used throughout lesson.
IMPACT
Application: Learners will begin to
experience the impact of working
collaboratively with colleagues from
both Home Economics and
Physical Education.
Learners will be progressing more
independently in their learning.
Challenge:
Learners will be challenged to
contribute to another learning
community and demonstrate their
knowledge to others.
Learners will have the opportunity
to use their imagination and expand
their creativity.
Partnerships:
IDL – Physical Education and
Home Economics
Context for learning / curriculum area(s): IDL: Physical Education and Home Economics
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity...Collaborative Learning, Active Learning.
Level/Sector: Third
Experiences and Outcomes (being contributed to): I can explain the links between the energy I use while being physically active, the
food I eat, and my health and wellbeing. (HWB 3-28)
Learning Intentions: What do
you want them to learn? Which
part/s of the E/Os?
Learners will be evaluating and
affirming their own attitudes with
regards to sustaining a healthy
and balanced lifestyle.
Success Criteria: How will you
know/what are you looking for?
-Learners will be able to take their
investigation results and apply
them when assessing their own
performance in physical
education.
- Learners will be able to
demonstrate that they can make
judgements about the best food
products to eat when requiring
appropriate ‘Energy.’
- Learners will be able to share
their findings in a logical and
informative way.
Activities/Experiences:
-In Mixed ability groups learners will have selected
one food item which they were using to calculate in
lesson two. In addition learners will select a
physical activity.
-Learners will design a performance sheet. A sheet
with performance indicators that pupils can use to
measure the outcome of their investigations. Such
as: AFTER EATING ONE TRACKER BAR I WILL BE ABLE TO
PLAY FOOTBALL FOR 15MINUTES WITHOUT FEELING
TIRED.
-Learners will carry out the physical activity and
then complete the sheet they have designed. They
will then draw up an effective conclusion. Such as:I
CAN PLAY FOOTBALL FOR 15 MINUTES HOWEVER I
WOULD NOT KEEP UP THE PACE BECAUSE THE TRACKER
BAR IS FULL OF SUGAR. IT WOULD BE BETTER TO EAT
SOMETHING WITH MORE COMPLEX CARBOHYDRATES
THAT SLOWLY RELEASES ENERGY WHICH WOULD ALLOW
ME TO PLAY FOOTBALL FOR LONGER AND IT WOULD NOT
AFFECT MY OVERALL PERFORMANCE.
- Learners will use their findings and complete their
informative poster which is to be evaluated by
peers from another class.
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
-Peer assessment- Pupils from another class will evaluate the effectiveness of the posters.
-Effective questioning throughout- allowing adequate time for pupils to think before they answer.
-Photographs of pupil’s physical education performance. To be used at a later date so that they can evaluate their own performance.
-‘Post it Note’ activity to assess the lessons in the series. Pupils will state two things they have learnt and ask one question they feel
still needs to be answers. Pupils will then come together as a class and go over all the notes. Peers will then be encouraged to see if
they can answers the questions.
Knowledge/Skills/Capabilities
/Attributes being developed:
At this stage learners will have
a confirmed viewpoint on the
importance of a balanced
lifestyle. They will have
established the skills
necessary to ensure they are
able to sustain this balance.
Meeting Learners Needs:
IMPACT
Application:
Learners will be experiencing
team teaching across the Physical
Education and Home Economics
Department. They will benefit from
the combined experience that the
teachers have in teaching the
topic of Energy. However,
teachers from each department
will offer pupils the experience of
viewing the topic at different
angles.
Breadth and Depth:
Learners could develop the depth
and breadth of their knowledge by
developing their understand the
topic of Energy in regards to the
Performance.
Partnerships:
IDL Physical Education and
Home Economics