Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Loren Harrison- Garton

Curriculum (Learning) Area of Lesson: Health
Specific Topic of Lesson or Learning Task: Food as Fuel for Good Nutrition
Year Levels: 4/5

Differentiation Choices
Mark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated:

o Learning Menu or Agenda
o Choice Board
o RAFT
o Summative Assessment Task for Unit of Work
o Lesson with Specific Adjustments for Students with Special Needs
o Series of Tasks for Learning Centres or Stations
o Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

o Readiness
o Interest
o Learning profile preferences

Context

This lesson expands the end of the health unit: Food as Fuel for Good Nutrition.
As lesson number five of six, it will follow the previous lessons based on the Healthy
Eating Pyramid, which involved creating balanced meals with macronutrients and
micronutrients, so students can transfer their knowledge of real nutrition, to take a
critical view on how certain health messages and food products are presented in the
media. Students will have a week to choose and complete at least two flexible RAFT
tasks based on Nutrition in the Media. One they should complete during school
time and the other they need to complete for homework. For students who finish
early or need more of a challenge, there is another extension RAFT table that builds
on the learning and ideas of the overall health and nutrition unit.

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Learning Objectives
Achievement Standard:
Students interpret health messages and discuss the influences on healthy and safe choices.
They describe the connections they have to their community and identify local resources to
support their health and wellbeing (ACARA, 2017).
The activities for this lesson are based on the content descriptor: Discuss and interpret
health information and messages in the media and the Internet (ACPPS039).

As a result of engaging with the differentiated lesson or task, students will:

understand that we are forever exposed to the media, which presents both positive and
negative health information or messages that we need to interpret wisely, to make good
decisions for our own wellbeing.

Know Be able to

That the media is broad and versatile, with
different ways of communicating to
different audiences.
That advertisements in the media can have
a brainwashing effect on us and others.
Apply their knowledge of nutrition in the media in
the appropriate format with the appropriate use of
language to communicate, identify or address
different health messages for specific audiences.

How to distinguish positive and negative

health messages in the media.

Essential Questions

What effects do messages and advertisements in the media have on our everyday
lives?

What would commercial television be like if all unhealthy food ads were removed? How
would this effect us?

Please see next page for RAFT table*

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 Nutrition in the Media RAFT tasks

Role Audience Format Topic

A positive health message or the
Director and Actor/Actress Prime-time television 45-60 second TV promotion of a nutritious food product.
viewers commercial

Convince the school community why we

Graphic Designer School community Persuasive poster should view food as fuel for good
nutrition.

Watch a current cooking show of your

Health Food Critic Channel broadcaster HQ Review with suggestions for choice and review the nutritional value
(eg. Channel 9, Channel 7) improvement of the dishes. Would you improve them
to make them more balanced?

Create a short survey of 5 questions

Health Our local community Simple survey and summary about how students are effected by
Researcher/Investigator of findings health messages in the media (survey
at least 5 students). Compare the
responses (including your own) and
briefly summarise your findings.

Express your personal view and opinion

Health-conscious citizen The Australian Government Formal letter on current food/ health advertisements
in the media and suggest any changes
or improvements you think need to be
made.

WILD CARD: Design your own RAFT task using different items from above or your own ideas- just negotiate this with your
teacher first* (must include a specific Role, Audience, Format and Topic)
 Preassessment of Individual Student Readiness
This lesson will involve a flexible preassessment task that will be extended through
discussion. As this will introduce a new idea (that still fits within with the health and
nutrition unit) the preassessment task will be at the very beginning of the lesson.
The purpose of this task to gauge students current familiarity and understanding of
nutrition in the media. Students will have 10 minutes to create a mind-map surrounding
this theme, Nutrition in the Media and will then be given time to share and discuss
their ideas as a class. This discussion will be guided, with appropriate prompts and
questions to get students to begin to expand their thinking, and consider different
audiences in preparation for the RAFT tasks.

Lesson Plan
Lesson Sequence Explanatory notes

Resources: A4 paper, 30 copies of the Flexible RAFT tasks

sheet, students health books, glue sticks, class laptops
and class iPads, timer and RAFT task cards in labelled
envelopes.

Introduction: have students sitting at their desks and explain As recurring theme throughout
that we will be looking at a new idea to extend on and finalise my lessons, there will be no
our Health and Nutrition unit. Provide each student with a opt-outs for class discussion.
piece of A4 paper and ask them to write their name in the All students will have an
opportunity to speak, even if it
bottom right corner. Write the words: Nutrition in the Media is simply giving their opinion on
on the board and explain: this is your topic, write it in the another students response (as
centre of your paper and create a mind-map of all your suggested by William, 2011).
thoughts, ideas and experiences of this. Please work Allow enough time for students
to speak their mind.
individually and quietly with no sharingyet! You have 10
minutes! (Set timer).

Body of the lesson: After 10 minutes, have students bring

their mind-maps and a pencil (with something to lean on) to
the floor. Ask students to hold their mind-maps in the air to
get an idea of the broadness of their current understanding.
Ask students to go around the room and share their ideas, Instead of collecting students
mind-maps for traditional
allowing them to build upon what others say- (do they agree preassessment, allow students
or disagree? Why?) to build on them and keep
Ensure the discussion addresses: them as a reference when
the multiple modes of media, including but not limited to completing their RAFT tasks.
the Internet, billboards, newspaper/magazines, radio, TV
commercials etc.
how nutrition is presented in the media- food and drink
products, meals
the purpose of advertising
the different types of audiences
the effects of food commercials

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During this discussion, allow students to add ideas or
key points they may have previously missed on their
mind-map and explain that they can refer back to this to
guide them through their next set tasks.

Have students go back to their desks and stick their

mind-map in their health book. Wait for everyones
attention all eyes this way to explain their next
project: Nutrition in the Media RAFT Tasks. Have two
students help hand out the RAFT task sheets and ask
everyone to stick them in their health books straight
away. Explain how the RAFT table is structured and
Allow any students to have a
that it should be read across each row. Randomly go at reading aloud (even
select students to read out the rows, while everyone those who may have trouble) If
follows. Pause at the end of each task to see if anyone they get stuck, allow their desk
buddy to guide them on the
has any questions. spot. From establishing a
respectful and inclusive class
From the five tasks, you will need to choose two that environment, students will
know they need to be patient to
you find the most interesting that you think you can allow everyone a fair go.
complete well. Notice that one task requires television
viewingso one of the tasks you choose will need to be
Encourage students to be
done for homework. (Please explain to your parents that creative- they can mix or
youre only watching TV because it is part of your set change items in the RAFT
homework- and show them your RAFT table if they dont table to design their most
preferable task.
believe you! )
And vice-versa with the Research/Investigator task; you
need to survey 5 students, so unless you have that
many siblings, youll have to do this at school. Today
you need to decide and plan which activities youd like
to do and make a start on the one you have chosen to
work on at school.

Explain to students that once they have chosen their

tasks, they will need to get the relevant task cards that
are organised in envelopes addressed to the roles for
more guided information (see appendix 1 and 2).

Ensure students understand that the RAFT table is

flexible: if you want to change or swap the format from
another row to go with a certain topic, you can negotiate
this with me. These are flexible tasks, so if you think
you have a better idea for a specific role, audience,
format or topic, you can let me know- just be sure to ask
before you start.

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 Encourage students to spread
out and utilise the space in the
For the rest of the lesson, allow students to make a start classroom. If they are working
on their tasks. Have appropriate resources available in pairs to make a TV
commercial, they may be able
and check to make sure every student knows what they to work just outside the
are doing. classroom. In allowing this,
make sure they know they
must have something to show
to prove they were keeping on
Students will have time to complete their tasks at task by the end of the lesson-
school and for homework throughout the week. They and check-in with them
regularly.
will also have time to reflect and share their work with
their peers and then complete a self-assessment
(appendix 4) before handing up their tasks.

Lesson Closure/ Check for Understanding

Ten minutes before the end of lesson, gather students attention and have them
complete a simple exit card by answering the following questions on a scrap
piece of paper: (they can simply write the number and then their answer)

1. Which RAFT task do you think you will do for homework?

(if you have negotiated a task variation, please outline briefly)
2. What did you learn from our class discussion on Nutrition in the Media?
3. What questions do you now have on this topic? What do you want to find
out through these tasks?

Please note: while some learning objectives will be met in this lesson through
class discussion, the skills and understanding will be developed as students
work through their tasks. The goal is for students to meet these objectives
upon the completion of the two tasks (see appendix 5 for rubric)

Explanation:
This lesson uses a RAFT table, as an age-appropriate structure of tasks that allows for choice and preference for
flexible learning in a year 4/5 class. The table offers five relevant activities to appeal to the different interests and
learning profiles, all covering a set of mutual learning objectives. The different format options allow students to work
with their strengths to produce their best work. Each task involves a number of General Capabilities: the TV
commercial and the survey/ investigation require students to interact with their peers (Personal and Social Capability),
some tasks enable the use of laptops and iPads (ICT Capability), and all tasks involve Literacy, as students need to
work out what language to use to suit their format and audience. Similarly, all tasks require a level of Critical and
Creative Thinking, as well as Ethical Understanding, as students recognise how health messages in the media effect
our wellbeing. The Intercultural Understanding Capability is certainly prevalent with the range of cultural and ethnic
backgrounds in this class. With six EASL/D students, I must consider that they might watch TV shows or view
websites in their first language, which could mean they are exposed to a broader international media.
As recommended by the International Education Association of Australia (2013), I will model respect for differing ways
of seeing and knowing in other cultures; I will encourage these students, along with those who have travelled, to
share and reflect on their intercultural or international media experiences. This will benefit all students, as they will

EDUC4720/4721/9406 2017
begin to develop a more global perspective. I will allow students to work in pairs or small groups of three, to consider
perspectives other than their own, as an important learning objective of this lesson is for students to realise the
broadness and versatility of the media, and the different audiences and views of others.

As one task will be set for homework, I must acknowledge that some families may not have access to the Internet or a
television, or parents may not allow their child to view or access certain types of media, which reduces their prior
knowledge or awareness for certain tasks. This is why there are task options that refer to different formats of
communication that are still powerful in delivering messages. A student who is not as familiar with commercials on
Australian television may choose to complete the short investigation task, as it relies on the responses of other
students experiences with media. There is also a wild card option available to all students, where they can create
their own task by selecting different items from different rows of the table or adding their own ideas. Jarvis (2017)
encourages that a degree of choice can be highly motivating, therefore, students have this option to really personalise
their task into something they are interested in. In relation to Gardners Theory of Multiple Intelligences (1983),
students will only be able use items from the table once, so they are not limited to just one area of strength or
preference; they must choose two tasks and present them in different formats to broaden the scope of their
intelligence.

Tomlinson and Moon (2013) acknowledge that preassessment can be useful in developing awareness about
students interests and learning preferences. Before introducing the RAFT table, I will run an open-ended
preassessment activity to gauge how familiar students are with nutrition in the media. This will involve students
creating a simple mind-map of Nutrition in the Media where they can present their current thoughts, experiences and
preferences on the topic. While Jarvis (2017) notes that discussion is not a preassessment, it is still an effective
teaching strategy that I will use for the purpose of stretching students thinking. Instead of following the traditional
method of collecting students responses, I will encourage them to engage in a class discussion to share their mind-
maps a and build from their knowledge. As suggested by Ralph (1999) I will prompt using good questioning skills that
are clear and concise, to stimulate students' thinking about different media, audiences, effects and perspectives.

With a strong focus on formative assessment that is ongoing throughout the two lessons in the week, I will take
anecdotal notes of observations and provide personal constructive feedback to students as they work. In the first
lesson, students will complete an exit card to present their learning and get them thinking about how they will
approach their homework task. In the second lesson, students will receive feedback from their peers, based on their
work in the classroom; there will be tables set up for the specific roles: Directors and Actors/ Actress, Graphic
Designers, Health Food Critics, Health Researchers and Heath-conscious citizens. Students will have the chance to
reflect and share their work with their peers to further support and develop their learning. Before handing up their two
completed tasks, students will complete a self-assessment (appendix 4) to personally reflect on their work, efforts and
understanding. All varieties of formative assessment will be considered in the marking of the final summative rubric
assessment. Students will not be given a specific grade or score in result of their work. As Jarvis (2017) explains, the
purpose of summative assessment is not for all students to get the highest grade possible, it is to make sure they
make as much progress as possible. Therefore, the rubric includes the learning objectives as well as students
attitude and efforts in completing the tasks. Constructive written feedback will also be provided to each student in
order to promote and encourage a growth mindset (Le Lant, 2017).

During class time, students have the option to work individually, in pairs or in small groups to complete their first task.
I will need to make sure groups/pairs are appropriate, and students are able to stay on task together. I will remind
them that they all need to put in as much effort in the group as they would if they were working individually (if students
decide to work in a group of three to make a 45-60 second commercial, the final product should reflect three times the
input, and they will also need to explain how they contributed). I am also aware of a few highly capable students who
are likely to finish both set RAFT tasks early. To cater for these students, I have included an additional RAFT table
(appendix 3) as an extension that involves learning from the overall unit. As recommended by Jarvis (2017), these
anchor tasks are interest-based and will allow students to extend their knowledge, skills and understanding. Here they
have the choice of some entertaining yet authentic roles that all tie in with food as fuel for good nutrition. These are
also flexible tasks, and with my permission, students can rearrange and change items as they please to create their
own appealing RAFT task.

EDUC4720/4721/9406 2017
 (Appendix 1)

RAFT Task Cards

As a Director and Actor/Actress, you and a partner have the important job
to come up with a 45-60 second TV commercial to be played during
primetime television (4-8pm) about a positive health message. This could
be the promotion of a nutritious food product, a local health food store or
something that aims to improve or encourage viewers to support their
health and wellbeing. Together you will need to come up with a short script
to sell your health message or product. Record and edit your commercial
with a class iPad. Be creative and make sure you specify the audience you
are aiming your commercial at when sharing with the class.

As a Graphic Designer, you have been asked to complete a job for Nutrition
Australias Food as Fuel for Good Nutrition campaign. You need to create
a persuasive poster that can convince the school community why we should
view food as fuel for good nutrition. You may create a digital poster or a
non-digital poster, but you must plan a draft of your poster by hand first.
Ensure the poster has a positive health message that is clear and effective.
Be creative with your presentation and use of colour so it catches your
audiences eye.

As a Health Food Critic working alongside Nutrition Australia, your job is to

watch a current cooking show, such as MasterChef, My Kitchen Rules, Good
Chef Bad Chef or Everyday Gourmet (or one of your own preference) and
pay close attention to the nutritional value of the dishes presented in one
episode. You need to write a short review on selected dishes, stating how
you would improve the meals to make them more nutritionally balanced.
Think about changing/ replacing ingredients or the cooking method to make
it healthier. Address this review to the channel broadcaster, expressing the
value of presenting healthy meals to the public.
(Appendix 2)

RAFT Task Cards (continued)

As a Health Researcher, your next investigation involves running a

short survey to find out how a number of students are affected by
health messages in the media. First you will make a prediction of
what you think the results will show (Will students find ads positive,
negative or neutral to their health?) Then you will devise 4 or 5
appropriate questions to find out what ads they remember and how
they make them feel. Due to time constraints for this study, you may
survey a minimum of 5 different students. Compare and contrast
their answers to your personal views in a short written summary.

As a health-conscious citizen, make a list of the first 10 food ads you

can remember from all areas of the media (online, billboards, bus
stops, TV commercials, etc.). Notice whether they are nutritionally
positive (healthy) or negative (unhealthy). Write a letter of feedback
to the Australian Government to express your views. Be sure to
mention ideas of any changes or improvements you think need to be
made.

WILD CARD: As a bright and capable student, use the options from
the RAFT table to create your own specialised task that relates to
positive and negative health messages in the media. You may
rearrange the format to go with a certain topic, you may change or
swap the role or audience If you have an idea outside the table,
negotiate this with your teacher before you start. Remember, you
can work in a small group, pairs or individually and you can only do a
certain part of the table once!
Appendix 3

Extension: RAFT anchor tasks for Food as Fuel for Good Nutrition

Role Audience Format Topic

Trendy chef Hungry customer Simple menu with at All-day healthy
least 5 options brunch!

Nutritionist Celiac child (age 9) Advice Recommended food

with a nut allergy to eat and avoid to
maintain a healthy
balanced diet.

Foodie The foodie Visual blog post Suggestions of at

(Food-enthusiast) community least 3 restaurants,
with options,
descriptions and
pictures for a
nutritious breakfast,
lunch and dinner.

Healthy Mum/ Dad The family, including Grocery shopping Healthy food to last
a husband/ wife and list the week (if youre
two kids aged 9 and lucky!)
11
Appendix 4

Self-Assessment on RAFT Tasks

YOUR chance to reflect on your work and efforts and
understanding of Nutrition in the Media.

Name: ________________ Date: _____________

1. From the two RAFT tasks you completed, which do you think was the
best finished product and why?
______________________________________________
______________________________________________
______________________________________________
______________________________________________

2. What part of your tasks did you enjoy the

most?__________________________________________
______________________________________________
______________________________________________

3. What parts did you find most

challenging?______________________________________
______________________________________________
______________________________________________
______________________________________________

4. How would you do things differently for these tasks next time?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
 Self-Assessment on RAFT Tasks
YOUR chance to reflect on your work and efforts and
understanding of Nutrition in the Media.

5. What feedback did you find most valuable? (Did you have enough
support?)
______________________________________________
______________________________________________
______________________________________________
______________________________________________

6. How have these tasked developed your knowledge and understanding

of nutrition in the media?
______________________________________________
______________________________________________
______________________________________________
______________________________________________

7. Do you have any more questions, queries or comments about this

topic?
______________________________________________
______________________________________________
_________________________________
Appendix 5
Nutrition in the Media RAFT Rubric

Student name: ____________________

Low Average High

Understanding of Student has little to no Student understands Student understands
understanding of the the impact of positive the varying levels of
the impact of
impact of positive and and negative health impact of health
nutrition in the negative health messages in the messages in the media
media messages in the media that can affect and how they can
media. our health and influence our daily life
wellbeing. choices and the
wellbeing of others both
positively and
negatively.

Knowledge of Student presents Students presents Student presents in-

limited knowledge on reasonable knowledge depth knowledge on the
nutrition in the
the media with a that the media is broad broadness and
media and the narrow or simple and versatile and can versatility of the media
effects it can have view on how it can reach different and how it can effect
effect audiences. audiences in different different audiences in
ways. different ways.

Application of Students tasks are Student illustrates their Student clearly

incomplete or only knowledge with their illustrates their
knowledge to illustrate basic two completed RAFT knowledge with their
complete products without tasks in an appropriate two completed RAFT
suitable/ consideration of format with the tasks in an appropriate
appropriate tasks appropriate language appropriate use of format with an
suit the format of the language to appropriate and creative
task. communicate, identify use of language to
or address different effectively
health messages. communicate, identify
or address different
health messages.

Attitude and Student pursued Student was open to Student positively

minimal effort, teacher and peer handled teacher and
effort towards
persistence and feedback and made an peer feedback and
RAFT tasks resilience with their effort to consider made a strong effort to
tasks, despite being different perspectives, consider different
given opportunities to broaden their perspectives to broaden
improve through understanding and their understanding and
formative improve their work. improve their work.
assessment.

Comments:
________________________________________________________
________________________________________________________
________________________________________________________

References
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Profiles. [PowerPoint slides].

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slides].

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Education, 34(1), (pp. 29-47).

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