Backward Design Plan

Title: How can we make healthier food decisions. Duration: 3 weeks.

Year Level: 4 Focus Curriculum Area (s): Health and Technologies
Teacher: Miss ODonovan

STAGE 1: Curriculum Links

Literacy Numeracy ICT Critical and Creative Thinking

General
Capabilities (GP) Intercultural
Ethical Behaviour

Personal and Social
Understanding

Cross-curriculum

Priorities (CCP) Aboriginal and TSI Asia and Australias Engagement with
Sustainability
Histories and Culture Asia

Year Level Technologies Students are able to

Content recognise strategies for
Descriptors Investigate food and fibre production and food technologies used in modern and traditional managing changes
societies ACTDEK012 Year Level Students can interpret
Achievement health messages and
investigating the labels on food products to determine how the information provided
Standards discuss influences on
contributes to healthy
eating, for example ingredients and nutrition panels healthy choices.
Students can
Health understand the benefits
of being healthy.
 Identify and practise strategies to promote health, safety and wellbeing ACPPS036

examining their own eating patterns by researching The Australian Guide to Healthy
Eating and identifying healthier food choices

Mathematics
Solve problems involving purchases and the calculation of change to the nearest five cents with
and without digital technologies (ACMNA080

Knowledge Skills
The differences between healthy and unhealthy food options Create their own healthy food product
How to read the information on food labels and what it means Create the packaging for their product (including labels for nutrition and
ingredients)
How information on packaged food labels contributes to healthy eating
Create a persuasive advertisement for their food product
How packages are designed to help sell the product Use ICT skills to create an advertisement for their product
What features of advertisements help sell the product.
How to create a persuasive advertisement to convince people to buy a product
LEARNING OUTCOMES:
Use information given on food labels to make appropriate judgements on what are healthy food options
Identify healthy options from unhealthy options
Use information gathered through learning opportunities to create their own healthy food product and packaging to go with it
Use persuasive language to create an advertisement to sell their product
Use ICT skills to create an advertisement for their own food product
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:

This assessment for year 4s will be a hands-on learning experience were students will be involved in authentic learning opportunities. Through a series of learning opportunities
students will be expected to create their own healthy food product as well as the packaging to go with it. The summative assessment will show whether students can; identify what a
healthy product is, how to read and use ingredient and nutrition panels on the product and how to use persuasive and advertising techniques to sell a product. They need to be able
to include the ingredients and nutrition information and why they believe this is a healthy product. They are then expected to create an advertisement convincing people of why they
should purchase their product. Students will create a physical product from a range of materials as well as a visual/audio advertisement for the class. The creation will be done in pairs
so they have someone to collaborate with, however, they will each need to make their own product. This will be conducted as a final assessment but will be worked on throughout
the learning process. At the end of the unit students will each have their own food item and an advertisement to go with it.

Assessment Criteria:

Can students identify and examine their own eating patterns by using the Australian Guide to Healthy Eating and identify healthier food options.

Can students understand the benefits of being healthy and identify what influences their food choices, such as food packaging?

Can students identify and practice strategies to promote healthy living. Such as creating food packages that promotes healthy living.

Can students investigate and examine the labels on food products to determine how the information provided contributes to healthy eating, in particular the ingredient and nutrition
panels.

Can students use persuasive techniques to create an advertisement to sell their product

Assessment recording template:

There will be a number of assessments throughout the learning process. There will be one checklist for these assessments, down the side will be the students names and at the top
will be the assessment that is being conducted. This way the teacher has all the assessment data in one spot.

A diagnostic assessment will be conducted at the beginning of the learning process. The results will be recorded on the check list to tick off whether they can recognise a healthy or
unhealthy item of food.
The next assessment will be in the form of a formative assessment, students will be asked to circle on the Australian guide to healthy eating, items of food that they eat a lot,
sometimes and not often, they then create a lunchbox of healthy foods. The sheets of paper can be looked at by the teacher and in the column on the checklist for this assessment
teachers can tick off whether students could do the required task.

A formative assessment will be conducted in the form of a maths lesson, once again the checklist will be used to check off who could recognise healthy items of food. Along side the
checklist will be a spot to write notes to note some misconceptions that a child may have.

The Summative assessment will be recorded on a student friendly rubric for the student to understand and another rubric for the teacher. Students will be given additional feedback
on the rubric. The rubric will record whether students can, identify and create a healthy item of food, create a package that is labelled with ingredient and nutrition information, the
package is attractive and uses advertising techniques, students can create a persuasive advertisement to sell their product.

Feedback:

As there will be assessments and learning opportunities throughout the process students will receive an abundance of feedback. In terms of the formative and diagnostic assessments
students will receive immediate feed back or as soon as possible, to benefit students as much as possible. The feedback will range from being either visual, audio or written feedback.
For the summative assessment students will be given before they start the assessment a sheet with learning outcomes or achievements that they are expected to reach along with
the student friendly rubric that outlines what they are going to be marked on. A description of the rubric will be given before they commence designing their product. When giving
students feedback on the summative assessment, constructive comments will be given throughout the processes and at the end on the degree of how much they reached the end
goals. Feedback will be timely, appropriate and constructive so students know what they did well, most importantly their ideas and creativity will be appreciated and commented on.

Self-assessment:
In terms of self-assessment students will be given many opportunities to self-assess their learning and reflect upon what they are doing. The first learning experience is a diagnostic
assessment that will allow students to reflect on their knowledge of healthy foods. When students are given the opportunity to reflect on their own healthy eating students will once
again be able to assess what items of food on the Australian guide of healthy eating they already knew were healthy and food they might have thought were healthy but arent. When
they are asked to circle the different types of food that they would have in their lunch box they can reflect on what they learnt in previous lessons about healthy and unhealthy food
items.

When students experience the maths learning opportunity of shopping for healthy foods they can reflect on their learning from the Australian guide of healthy eating and make
better decisions on what healthy foods to buy. Students will get the opportunity to self-assess after buying their foods when the whole class goes through what they chose to buy
students can reflect on what they chose and whether they think they chose healthy options. Students will also be given a lot of feedback throughout the learning experience so they
can use this feedback to reflect on their learning. At the end of the summative assessment students will be given the opportunity to reflect on their product and will be given a self-
assessment survey. Students will answer questions about their learning experience, it can be used for students to reflect on their learning and by teachers to see what students learnt
and what they thought of the experience, teachers can then use this to make decisions on future teaching experiences.
 Learning Experiences Assessment Resources

1 Students are shown on the board two different items of food labelled A and B. At their Diagnostic assessment Images or physical items
desk students write down what item of food they believe to be the healthy item of food.
- Can students identify healthy items
(students write either A or B). Papers are then collected and teachers can use these
of food
papers to gage and diagnose whether students can recognise healthy and unhealthy
- What may be some misconceptions
food items. Students sit on the mat and the food items are gone through again and a that students have about healthy
discussion is had about each one. For example, questions such as Do you think this food?
item is healthy or unhealthy, Why do you think this, Why might some people think
differently, What about this product makes it unhealthy/healthy.

2 Students are reminded of previous lesson on the healthy and unhealthy food items. Assessment for learning Australian Guide to
Students are given a print out of the Australian Guide to Healthy Eating. Students are Healthy Eating
- Check on students understanding of
asked to circle in green the items they eat the most of, blue the items they eat
healthy food items
sometimes and red the items they hardly eat or eat at all. The guide is explored,
- Can students recognise items of food
discussed and explained with students. Students are asked to make up a healthy lunch that they should eat more often than
box using the guide that they believe covers all the dietary needs. others.
3 Now that students have explored their own eating, student are given the opportunity BTN video:
to explore the diet of native Aboriginal people before settlement. Students watch the http://www.abc.net.au/
BTN video, students examine Aboriginal bush tucker and look at the healthy benefits of btn/story/s3527750.htm
Australian bush tucker. Students assume the role of an Aboriginal person and create
what they think would be breakfast, lunch and dinner of an Aboriginal native. Class
discussion and brainstorm: Questions such as why do you think Australian people dont
eat bush tucker anymore? how do you think this has effected Aboriginal people? Do
you think we should eat bush tucker? How do you think the introduction of packaged
foods has effected the population, aboriginal people and the environment?
4 Math Lesson: Students are given a food catalogue students flip through the catalogue, Formative assessment: Woolworths, COLES, IGA
they are given 20 dollars to spend. On one side of an A4 piece of paper they stick catalogue
- teachers can use this information
healthy food items that they want to buy with their 20 dollars. They add all the items
and the products they chose to gage
up and work out how much change they need. They then find unhealthy products to
whether students had learnt from
buy with their 20 dollars, add up the products and work out the change. Students are previous lessons
asked if they could buy more healthy or unhealthy items. Which were the more - Students math is also tested whilst
expensive items? Why do they think they are more expensive? doing so.
- Can students identify healthy food
products and unhealthy food
products in a catalogue

5 A range of food packages are bought in for students to explore the ingredient and Diagnostic Food packages
nutrition panels. On the board the ingredient and nutrition panels are displayed for an
- Teachers can observe who knows Ingredient and nutrition
item of food. Students are asked if they know what any of this information means?
about ingredient and nutrition information to display
Could you use this information to make a decision on what item to purchase? With the
information panels on the board.
class the teacher goes through the information such as what it means by Food Acids, - Can students find the panels on the
E numbers, etc. and any questions that students have about the ingredients. The packet.
nutrition panels are briefly explored. As a whole class the students make educated - Can students order the food
guesses, using the ingredient and nutrition panels and any other clues to order the products from healthiest to
items from healthy to unhealthy, students work together with the teacher to place the unhealthiest
items. Students will place the food package in the spot it belongs (Should finish in a line - Assessment will inform the teacher
of products, on the floor of table). on what needs to be taught in future
lessons.

6 Teacher demonstrates the sugar in products. The teacher shows students what it Formative: Food products
means when it says sugars average quantity per serving Average quantity per 100g
- Can students identify the ingredient
The teacher physically measures out how much sugar in a product so students get a
and nutrition panels on food
visual representation. (Done with one product). Teacher gives students an equivalent
products.
way to measure the ingredients that they can visualise. Such as 12.50gm of sugar = 1
tablespoon of sugar or 4gm of sugar=1 teaspoon of sugar. Using the range of food
 products students look at the sugar information and use it to convert it to tablespoons - Are students able to read the
or teaspoons. Now students can visualise and know how much sugar in products would information given for certain
they still eat it? ingredients on the nutrition panels.

7 Now students have explored many different options of healthy and unhealthy products. - Can students recognise what is A3 piece of paper to
They are asked to come up with their own healthy item of food, it can be whatever needed to create a healthy item of brainstorm
they want it to be, it can be inventive. Students in pairs brainstorm ideas of what their food
healthy item of food could be, what is going to be in it, why it is healthy, health benefits - Can students recognise why it is a
of the item. Students are reminded that it can be inspired by Aboriginal Bush Tucker. healthy item of food/health benefits
(may take more than one lesson for students to brainstorm)

8 Once students have all come up with a food product, the name, what it is made of, why Formative assessment: Food Packages
its healthy and health benefits (in their pairs). They are told that they have to create
- Can students identify elements of
the packaging for their food. Students look at food products and make a brainstorm of
food packages that assist with the
all the things on the packaging that catches the buyers eye and sells the product. Such
selling of the product
as; colour, slogans, names, images, health benefits, for example no artificial colours. - Can students identify the healthy
On a piece of paper, students create a labelled diagram of their food packaging. With elements that products include on
front, back and sides of their package, ingredient and nutrition panels and details of their packages?
what would sell their product. As well as a justification of their product and materials - Can students identify the functions of
they will need to create their package of food. these elements

9 Using a range of materials students create a physical model of their food package (3D). Summative assessment:
The food package needs to contain everything that what was on their plan. The product
- Rubric to mark students work
must be at a standard that they would want to see in the shops. (may go for 1-3 lesson)
- Can Students create a healthy food
product
- Can students follow their plan to
create a healthy item of food.
- Can students create a food package
that has ingredient and nutrition
information
 - Can students include advertisement
details to sell the product such as no
artificial colours or flavours
10 Once students have created their product. The class looks at advertisements for selling
products, in particular video advertisements. Students brain storm what techniques are
used in advertisements to sell products. Class discussion is had on the functions of
advertisements and components that are involved. 2-3 lessons on analysing
advertisements to get a solid understanding.

11 Students are told they need to create a persuasive advertisement to sell their product.
It needs to be a video advertisement and incorporate some of the elements that were
explored in the previous lesson. Students plan their advertisement, including the script
and any other creative aspects they want to include. May take 2 lessons

12 Once students have a solid plan and idea for their product advertisement students use Summative assessment: Use the rubric
an I pad to create a short advertisement. Students are in charge of videoing the add
- Can students create a persuasive,
and featuring in the add. They need to follow their script and be persuasive in their
interesting and engaging
advertisement. Videos will be played to the class.
advertisement to sell their product
- Do students include health benefits
to promote their product
The Central Focus and Justification

This lesson is suitable for year fours at the end of the year who are competent and approaching year 5. The central focus of this unit of work is to teach students how to
recognise healthy food options that are available to them and how to distinguish healthy food from unhealthy food. Students will learn how to use the labels on food
products such as the ingredient and nutrition panels to assist them in making healthy food options. The main content descriptors that underpin this unit of work comes
from the technologies and health section of the curriculum. The content descriptors are Investigate food and fibre production and food technologies used in modern and
traditional societies ACTDEK012 with the elaboration investigating the labels on food products to determine how the information provided contributes to healthy eating,
for example ingredients and nutrition panels (ACARA, 2016). This content descriptor underpins the main summative assessment for this unit of work, which is students
creating their own packaging for their own food product that will include the ingredient and nutritional information. Students will be given many opportunities to examine
and explore food packages and taught what the information on the packages mean. The second main content descriptor that underpins the learning experiences and
summative assessment is Identify and practise strategies to promote health, safety and wellbeing ACPPS036 with the elaboration examining their own eating patterns
by researching The Australian Guide to Healthy Eating and identifying healthier food choices (ACARA, 2016). Majority of the learning experiences will be based from this
content descriptor, as a lot of the lessons are about identifying healthy and unhealthy food options. The summative assessment will consist of students recognising and
learning how the labels and information on food products contributes to healthy eating, however students need to recognise what healthy eating is before they can do
this. The overall aim of this unit of work is to help students identify what is healthy and what is not and how the information on food packages assist people in making
decisions on their eating choices. From the achievement standards of health, the main focus will be on students being able to recognise strategies for managing changes,
students interpreting health messages and discuss influences on healthy choices and Students understanding the benefits of being healthy (ACARA, 2016). The reason I
chose to focus this unit of work on healthy food choices is because I witness so many children eating unhealthy foods and a lot of food products trick children in to thinking
the product is healthy when in reality it is not. This is why teaching children how to read the ingredient and nutrition information will give children the skills to realise that
an item that seems healthy is really not. In 2015, 27% of western Australians aged 16 and over were obese and 40% of western Australians were overweight (Government
of Western Australia Department of Health, n.d) Australia is currently the heaviest it has ever been (Government of Western Australia Department of Health, n.d) and
because eating behaviours start from an early age, it is crucial that teachers educate students on how they can make healthier food choices. Educating students on this
topic can contribute to making a healthier Australia.

Understanding by Design/Backwards design

Backwards design starts with recognizing and considering what the curriculum requires students to do, once the curriculum has been examined, teachers can form their
end goals, objectives and assessments for students (Readman & Allen, 2013). The backwards design allows teachers to create and specify the required results, when these
have been identified, teachers can focus on the content, process and activities that will best achieve those results (Wiggins & McTighe, n.d). Personally, I believe there are
many benefits of identifying the desired results and planning the end assessments at the beginning of planning, before creating the learning opportunities. A main benefit
is that the teacher has something to work towards and rather than the lessons shaping the assessment, the assessment shapes the learning, meaning students will have a
better opportunity and skills to succeed in the end assessment. It allows teachers to consider what learning experiences will be needed to assist students in reaching the
intended goals. Backwards design is a useful and powerful approach for developing students knowledge, backwards mapping has really changed the way that I look at
assessments and planning, this design allows teachers to create inspiring and amazing assessments that are directly linked to the curriculum. Teachers can then
successively make creative and engaging learning experiences that will prepare and assist children in the summative assessment.
Backwards planning focuses a lot on assessments, the design allows teachers to create powerful summative assessments as well as place formative assessments
throughout the experience to check on students understanding. Through this unit of work I will be using three different forms of assessment which include, diagnostic,
formative and summative. The diagnostic assessment will be used at the start of the learning experiences and will give the teacher some insight in to what the students
know about healthy and unhealthy food options. Diagnostic assessments are a useful tool for teachers, as it informs them on what students already know, misconceptions
they may have and what they can and cannot do (ACT Government, n.d). Therefore, I chose to include it in my unit of work, because if a teacher did not do a diagnostic
assessment they would be approaching students learning with the assumption that everyone has the same level of understanding, which may be unfavourable for some
students. The recording of this assessment will be in the form of a checklist, which can be utilized for ongoing formative assessments to observe and record students
progress towards reaching the desired goals (Assessment, Articulation and Accountability, 1999), I will be checking who can identify a healthy food item and who cannot.
They will get a tick if they show a lot of confidence and can identify all the healthy options, a dot if they show some confidence and can identify a few of the healthy options
and a cross if they show little confidence and cannot recognise more than 3 healthy options. The reason for using this form of recording is because it allows me to record
levels of skill and confidence, and I can use the checklist for a number of assessments to show students progress. Formative assessment have been placed throughout the
learning process, these ongoing assessments allow teachers to determine how students are progressing and whether any changes to the teaching practices are required
(Black & William, 1998). Throughout my unit of work, I have set up many opportunities for the teacher to check on students progress and understanding. The formative
assessments are integrated inside the learning experiences so students do not necessarily know they are being assessed limiting any pressure and hindrance on learning
assessments may have for some students. The recording of these assessments will be done on the same checklist, with the same recording method. I will use these
formative assessments to ensure students are learning the intended objectives and to adjust my teaching methods if necessary, these assessments will ensure students are
gaining as much as possible from my teaching. The summative assessment will be a product that students will create, and work on throughout the learning experiences. I
have ensured that my summative assessment will show students creative thinking and get them engaged in the subject matter. The recording for this assessment will be in
the form of a rubric. The reason I am using a rubric to mark the students work is because, rubrics outline to students specifically what they need to do to be successful,
students can also use the rubric to self-reflect on their learning and it gives every student expectations and guidelines for the assessment (Readman & Allen, 2013) There
will be two rubrics created for this assessment one will be given to the students that uses student friendly language and explains the task to them in a way that they will
understand. The other will be the teachers rubric that will have a lot more detailed explanation and will be set out differently so I can use it for recording and reporting. I
have chosen to create two rubrics because students can use their rubric to check that they are including everything and reaching all of the goals, the reason I have chosen
to do one with student friendly language, is because I believe this will benefit many students as they will find the language easier to understand and therefore will find it
easier to know what to do and succeed. The end assessment involves students demonstrating a range of skills, capabilities and different forms of knowledge in order to
succeed. This gives all students many opportunities to use their strengths rather than a typical summative assessment that might just use a childs recall and writing skills. I
have made sure that all students can have a chance at taking part in this assessment no matter their capabilities and because it is a hands on and engaging assessment
students should be intrigued and keen to participate.

The formative and summative assessments will give students many opportunities and knowledge that they can use to connect and apply to their real world. The learning
experiences allow students to reflect on their own eating behaviours and decide whether their food choices are healthy or not, the experiences also gives students the
knowledge to make better and healthier options. The formative assessment of looking at the Australian Guide for Healthy Eating, picking out the foods that they eat and
creating a healthy lunchbox from the foods from the guide, is a prime example of connecting to the students real world. The summative assessment at the end, I believe, is
a rich and creative assessment for students and gives them once again the opportunity to apply their knowledge to create a healthy food product. This assessment allows
students to be creative with their product, it allows them to think outside the box and allows students to consider what it means to be healthy. This unit of work is very
real and I think it is very important that students gain this knowledge as it may help them in later years. To develop a deep and meaningful experience for students my
feedback needs to be timely and constructive to support their further learning. I will ensure that each student receives personalised and constructive feedback that will
assist them personally and will assist them with their learning. A range of feedback will be given in a variety of different manners, as some students may benefit from oral
feedback, others may need it visually or written down for them. The quality and timing of feedback is crucial for supporting students in reaching the projected outcomes,
this is why I intend on putting in a lot of effort and time with my feedback.

The learning tasks I have created align with each other and assist students in reaching the learning objectives, I have ensured that I choose a variety of different approaches
to teaching students as I want them to stay engaged. Each lesson builds on the one before it to create a deep conceptual understanding of the subject at hand, the lessons
become progressively more complex and students need the knowledge from previous lessons in order to fully develop the skill and knowledge needed to reach the
intended end goals. There are a number of skills that students will learn throughout this experience and each lesson will assist students in building the knowledge to gain
the intended skills, these skills can be seriously beneficial for students in their current and future life. This learning experience covers many learning areas, it allows
students to experience the known, by looking at what they eat and what they know about healthy and unhealthy foods. Experiencing the new; examining ingredient and
nutrition information on packages, for some students exploring healthy food options may be new to them, and exploring the functions of advertisements, although
advertisements may be familiar to students, they will not know the functions or conventions needed to create an advertisement (Kalantzis & Cope, 2005). This is where
analysing functionally comes in to play, as students will be identifying the purpose, functions and properties of advertisements and food packages (Kalantzis & Cope,2005).
Then after students have analysed they will be applying creatively as they will be applying their knowledge to create a food product, package and advertisement (Kalantzis
& Cope, 2005). Strategies that I will use to build student learning will include using multimodal approaches, such as using physical products and visual demonstrations for
visual learners. I will be using videos of advertisements, to keep them engaged and interested, it will also cater for the visual and auditory learners. I have also ensured that
there are a lot of hands on experiences where students can use their hands to build products for the kinaesthetic learners. At the end of the learning process students will
be marked on their assessment and a report will be created on how they went. Reporting to parents is essential and the way it is done should be carefully considered. As
required there will be an end report, parents will be able to see what grade their students got in HASS which will range from A-E, along with the grade will be a comment
that will discuss how their students went in this assessment. The product students create will be sent home so parents can see what they created, along with the product
will be the marked rubric with their mark and comment. The rubric and comments will discuss their attitude, effort and behaviour during this course of work.

Overall, I believe that this is a rich and creative task that gives students ample opportunities to demonstrate a range of skills. The assessments and learning
experiences are all relative to students life and will give students the knowledge and skills to distinguish healthy food items from unhealthy food items.
References

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