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EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson
Most students should be able to: Justify the importance of having a healthy BMI and the
factors that may affect the BMI rating.
Some students could: Understand how this data can be used to guide future health
decisions and develop their understanding of health and well-being.
https://pro.healthykids.nsw.gov.au/calculator/
The online BMI calculator is used to give students an understanding of
their weight through using their measurements and plotting them on
the BMI graph relevant for their age.
Teacher Numeracy Pedagogical Knowledge
See Australian Government WA brochure (available via FLO):
‘Numeracy: Demands and Opportunities Across the Curriculum’
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EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson
Identify which of the following numeracy teaching strategies you will use in this lesson.
❏ Capturing the numeracy in the moment: Be open to the numeracy demands and flexible in
going with the students’ interests and learning needs in the experience.
❏ Being aware of possible numeracy demands when planning: Consider the numeracy
demands and the range in student strategies and approaches for handling the learning
experience across the curriculum.
❏ Allowing students to work it out: Provide students with both individual and collaborative
opportunities to work things out for themselves and engage with the numeracy demands.
❏ Giving Time: Be patient and flexible with time to allow students to engage with the numeracy
themselves, ask questions, fully understand the lesson and gain confidence in themselves as
learners.
❏ Questioning.
Facilitate discussion and support students’ deliberations by asking questions about their handling
of the task. Questioning can help students identify the numeracy and then use their mathematics.
Try to keep the questions open to encourage a willingness to participate.
❏ Motivating: Let students explore a concept driven by enthusiasm rather than teaching the
required skill prior to tackling the activity.
❏ Listening purposefully: Monitor students’ numeracy knowledge and skills by asking questions
and listening purposefully as students engage with numeracy in a moment.
❏ Debriefing the numeracy: Ask open questions that encourage students to reflect on the use of
mathematics in the situation and the role numeracy played in their learning, understanding and
problem solving.
Teacher Technological Pedagogical Content Knowledge (TPACK)
Describe how this lesson draws together your teacher technological pedagogical
content knowledge.
The ICT tool encourages students to use every day mathematical measurements such
as weight in kg and height in cm to determine results about their own health, and
make links to how a graph such as the BMI graph can show information about the
ways in which these calculated measurements can give both qualitative and
quantitative data
Students are given the opportunity to use calculation and measurement to make
sense of their health and wellbeing, as well as interpret the numerical data they
receive to draw conclusions and inform their health behaviour and practices.
Students are also shown how to accurately take body composition measurements
such as height and weight through the use of measurements tools including scales
and tape measures, therefore building on their numeracy capabilities
Assessment
What will be the assessment strategies related to your identified lesson outcomes?
There will be authentic and ethical assessment types used in this lesson plan including; pre-assessment,
formative assessment and a future summative assessment. Where appropriate, educators can scaffold
of extend the scope of these task in order to support those students with diverse learning needs.
Pre-assessment: Students will be involved in a discussion about what they already know about
the topic- they will be given the opportunity to discuss in table groups and then share back with the
class.
Formative assessment: Students will be formatively marked on how they can interpret the results
shown in the graph. Students will also be assessment through a Kahoot quiz at the end of the lesson.
Summative assessment: Use the health information they have gathered in order to create a
fitness and health plan with an aim of improving well-being.
• Part 1: inform about healthy behaviours to improve well-being.
• Part 2: write a nutrition plan - naming foods to avoid.
Required Resources
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EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson
Scales
Measuring tape
Pens and notebooks
Computers (1 per person if possible)
Smart Board or projector
Lesson Outline
Refer to
http://www.teachertechnologies.com/the_four_part_lesson/
Connect / Starter
This should be for about 5 minutes.
5
min http://www.explania.com/en/channels/health/detail/calculate-your-body-mass-index-bmi
Watch YouTube video
Whole class discussion on what BMI is and how what the results show
Activa te
This part of the lesson should take 15 minutes.
15. m Students work with a partner and find their weight in kg and their height in cm
in
Once the whole class has their measurements taken they then enter their details into the
BMI calculator (https://pro.healthykids.nsw.gov.au/calculator/ )
Students write down the result of their BMI test
Once all BMIs have been calculated they are then anonymously entered into a Microsoft
Excel document on the teacher’s computer which will then be used to form a graph
depicting the overall health of the entire class
Students then use the tape measure to measure their waist circumference and again write
down their result
These results are entered into another Microsoft Excel document and used to form another
graph
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EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson
Consolidate / Plenary
This part of the lesson should take 10 minutes.
How will this lesson cater for the needs of all students?
The instructions for the activity will be clearly stated and concise. They will be presented both verbally and visually
to cater to all individuals learning styles.
Vision impairment: Assist through the use of appropriate font colours and font sizing - ensure student has a buddy.
Hearing impairment - Use of visual cues and the encouragement of students to do the same.
What questions will you ask after the lesson to reflect on the design of the lesson; your
performance during its implementation, and on students’ achievements of the identified
learning outcomes?