Lesson Plan PDHPE

Class: Year 3

Date: 17/06/14

Time: Start: 2:00 pm Finish: 2:50 pm

Key Learning Area: PDH

Lesson Topic: Smoking identify and understand warnings on cigarette packets

Recent Prior Experience

Last lesson students explored the effects of smoking and particularly which parts of the body are effected. Students gained an understanding that
when people smoke they are harming their bodies.
Syllabus Outcome(s):

Indicators of Learning for this lesson:

By the end of this lesson, the students will:

PDHPE: SLS2.13
Students discusses how safe practices
promote personal wellbeing
ENGLISH: EN2-7B
Student identifies and uses language
forms and features in their own writing
appropriate to a range of purposes,
audiences and contexts

recognise and examine warnings on cigarette

packets

create alternative smoking health warnings using a

cigarette packet template

use Google Docs to complete extension tasks (some

students)

Any safety issues to be considered:

It is important to be sensitive during this lesson
as some students may have a family member
who smokes. It could be useful to offer advice
of what can be said to this person they know
and remind them of personal choices.
It will also be necessary to remind students to
not share personal stories, if necessary using
protective interruption and returning to the
discussion.

Resources:
Smartboard
Mini Whiteboards
Whiteboard markers
Cigarette packaging template
Chrome books with internet access

T should encourage safe use of ICT when

studying smoking. Extension task includes
searching the internet using appropriate
websites that have been checked for quality.

Lesson Sequence

Assessment:

Completed health warnings on

cigarette packets

Extension task

Lesson Content / Indicators of Learning

(What is Taught):
INTRODUCTION

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)

Resources and Organisation:

Prompting Questions:
Last lesson we were looking at the
effects of smoking; can someone
share with us one body part that is
effected?
How is it effected?

15 mins

T gathers S on the carpet in front of the Smartboard. T

randomly asks Ss what they can remember from last lesson
using prompting questions.

Smartboard

Learning intentions:
Discuss some reasons for not
smoking
Explore cigarette packaging in
Australia
Create our own
Start extension activity once you
have self-assessed your complete
work
Discussion questions:
What labelling might you see on
cigarette packaging?
What is the reason for this?

Points of success
Include the effects of smoking you
have learnt about when designing the
cigarette packaging
Think of the purpose of the packet
and make it stand out in some way
(use language, visuals or
punctuation)
DEVELOPMENT

T links this to today's lesson and shares with Ss the learning

intentions, displaying them on the Smartboard.
T asks students with their shoulder buddies to write some
reasons for not smoking on their mini whiteboards. T asks Ss
to share their responses.

Mini Whiteboards
Whiteboard markers

T reveals the list of statements taken from real packaging and

asks Ss if they notice any similarities. T and Ss look at the
sentence structure of each statement.
T explains the activity to create cigarette packets with health
warnings of our own. Ss may like to modify and use some of
the suggestions on the board. T shares the points of success
of this lesson, displaying them on the Smartboard. Once
completed Ss are to self-assess their cigarette packets,
marking it against the two points of success in order to move
onto the extension task. T shares with Ss the Google Doc for
the fast fishers, which has been sent to Ss emails.
Two Ss (lower achieving Ss) place Cigarette packaging
template on each desk. T dismisses Ss back to their desks.

Cigarette packaging template

25 mins

Ss are familiar with using Google docs and

making a copy to complete the activity.

T gives Ss 20 minutes to complete the activity. T spends some

individual time with lower achieving Ss, explaining the task,
discussing further what makes something stand out by looking
at examples and together they share ideas of what they could
include on their packaging.
T roams the classroom, assisting Ss who need help.

Chrome books with internet access

Fast finishes show T their work including self-assessment and

can collect a Chrome book with T approval.

Headphones

T informs Ss when there is 5 minutes remaining to complete

what they are doing. Ss glue their templates into their PDH
workbooks and return to the carpet.
CLOSURE
10 mins

Reflection questions:
Smoking causes harm to many parts of the
body.
Cigarette packets have messages to
encourage smoking.
Cigarette packets have messages to
discourage smoking.
Labelling makes us more aware of the harms
of smoking

T asks some students to share their cigarette packets with the

group.
T directs Ss to reflect on the learning asking students to use
their thumbs up to answer true and thumbs down to answer
false, when responding to the questions.
T and Ss look back at the learning intentions and points of
success and together tick if they have been completed.

PDH workbook

Student Teachers Evaluation

Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?
All students achieved the learning intentions and met points of success in their completed cigarette
package design. Quality depended on their ability and on-task behaviour.
Describe the evidence you have for this.
Students contributed to the discussion about smoking and completed their messages about the harm
of smoking using the mini whiteboards and markers. I collected the PDH workbooks and the cigarette
packets which included students creating their own persuasive message that stood out. Some
students put in a lot of effort to make these stand out and have become a powerful design to make
people aware of the effects of smoking.
Outline the follow-up to this lesson for the learners.
The next lesson will be based on how these messages can be publicised in order for all people to
become more aware. We will explore passive smoking and how decision making can play a part in
this.
_________________________________________________________________________________
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.
- Mini whiteboards allowed all students to be included in the discussion. This strategy was
extremely useful for students in this class who often avoid putting up their hand to answer
questions, even when they have something to share. (This was both a positive and negative
experience. See below).
Identify the teaching strategies / learning experiences that were least effective. Explain why.
- The use of the mini whiteboards was a positive experience for most students but became a
distraction during the remaining part of the introduction. Some students proceeded to use the
pens and draw on the boards after being told numerous times not to. If I was to complete this
lesson again I would use post it notes and pens which may not have the same distracting
quality.
How appropriate was the timing throughout the various sections of the lesson? Why?
Most students completed the activity and started working on the extension task. This was intended for
the lesson so that I could work closely with the lower achieving students who often miss out on
completing activities.
This lesson was cut short but this did not affect the completion of activities. Lesson was 45 minutes.
Describe how the selection and use of resources supported learning in the lesson.
- Smartbaord was successful as a tool to display examples and share the learning intentions
and points of success. These stayed on the Smartboard throughout the lesson so that students
could refer back to them in their own time.
- Mini whiteboards supported whole class discussion extremely well (apart from distraction)
- Cigarette Packet template was useful as a tool that encouraged students to complete the task
with some restrictions (such as the shape of the packet).
- Chrome books and the use of the Google Doc extension task was engaging and motivational
for all students that had an opportunity to complete some of the activities. The use of this
resource meant that activities were suited to the needs of students in this class and were
tailored to their interests (such as creating a commercial).

Identify what motivated the students. Explain why.

The points of success were extremely useful in motivating students. Displayed on the Smartboard
throughout the lesson allowed students to refer back to it. This strategy allowed students to know what
was expected of them throughout the activity.
Using ICT as the fast finishing task also encouraged students to complete the task. This was
monitored through the self-assessment task and by need approval from myself become collecting a
Chrome book.
Identify the classroom management strategies that were most effective. Explain why.
Prior to this lesson, as a whole group students and myself devised some special PDHPE
requirements. This included certain behaviours like raising your hand and letting others speak without
interruptions. I was removed from setting the rules for students to follow. This gave the students more
motivation to follow them because they had created them as a group without too much teacher
influence.
What was most satisfying about the lesson?
This lesson was observed by both my university supervisor and the classroom teacher. Both teachers
shared positive and constructive feedback straight after my lesson and allowed me to reflect closely
on the lesson. I also really enjoyed working closely with the two students who needed more support
and focussing on meeting their individual needs.
Based on these reflections, outline the steps you should now take to improve your teaching in
future lessons.
- Have more helpers when handing out resources. The two students assigned to this job were
distracted by me explaining a task and them having a lot of sheets to carry.
- Pack away mini whiteboards and markers straight after the sharing of ideas or use post it notes
to complete this introductory activity.

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