Tech+ladies+-+Authentic+task+week+3&4

Link to Lesson planning week 1&2
LESSON PLANNING PAGE FOR WEEK 3&4

Welcome to the Lesson planning for weeks 3&4 with links to resources that may be used to implement the lesson in the classroom.

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Week 3
__ Lesson 5 & 6 overview __ In week 3 we are going to recall what we have already learnt about recipes and reading recipes. We are also having a go at following our own recipe instructions, to make sure they are correct and user friendly:
 * In lesson 5, students will recall what they already know about recipes and the teacher will write up the information. They will then interact co-operatively with their classmates to play a recipe sorting game. Students will also look at their own recipes which have been jumbled and printed. This provides opportunity for the students to demonstrate their understanding of how a recipe is structured. There are also recipe resources available for extension students to sort.
 * Lesson 6 focuses more on the making of their fruit and veggie face. We begin the lesson by exploring the ingredients we will be using for our face. Students do this by only using one of their senses and in this case it is touch. Following this, students have to follow their own recipe and make their own face. This helps the students test their instructions and allows the students to make any changes, if they feel their instructions are not clear.
 * Overall learning is about fun and it should be fun to learn!

__**Lesson 5 **__
Printable Lesson Plan

Resources



Syllabus: Scope and sequence Year 2: Viewing Year 3: Listening & Speaking, Writing and Reading

Background/Prior Knowledge
 * Students have had an introduction to reading a recipe.
 * Students have prior knowledge about the different parts of a recipe.
 * Students have researched and written their own recipe in groups.
 * Students have work in groups before.

Teaching/ Learning Purpose
 * Students should be able to identify the different elements of a recipe.
 * Students should be able to read and follow a recipe.

Printable Lesson Plan

Resources []

Syllabus: Scope and sequence Year 2: Viewing <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Year 3: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Listening & Speaking, Writing and Reading

Background/Prior Knowledge
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students have had an introduction to reading a recipe.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students have prior knowledge of the different parts of a recipe.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students have researched and written their own recipe in groups.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students have work in groups before.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Teaching/ Learning Purpose
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students should be able to identify the different elements of a recipe.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students should be able to read and follow a recipe.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students should produce a 2 fruit, 5 vegetable face as per the recipe.

= Week 4=

Lesson 7 and 8 overview
For lessons 7 and 8 each group/team follows another groups recipe during the filming of the 'gameshow' style recording. Two groups are on camera, 'a' and 'b'. Group 'a' is the 'doing' team group 'b' is the 'watching' team, they are holding an image of the completed recipe. (taken from the visual diary) For the filming each group who are 'doing' would need to organise 'who does what'. The rest of the class is the live audience. Suggested roles are below - set design - making sure all the ingredients are ready and the 'filmset' is ready-All students
 * Chefs ( in front of the camera)
 * Host (the host introduces the teams on camera)
 * film crew - the camera person and director (who says action etc)

Each group has a team name and designs and creates visual displays for the 'film set' for when they are the 'doing' group and being filmed. Once the 'a' team has completed the recipe the 'b'-'watching' team cheers the 'a' team for completing the recipe. (they could then compare the final result with the image they were holding)


 * __ The final week of the project focuses on the production of the work produced by the students in the previous three weeks. __**


 * Students are to work in groups/teams
 * Students have a visual diary of what they have learnt so far in the project
 * Students film a ‘gameshow’ style recording of reading and following a recipe of a 'fruit and veg face'


 * __ Students prior knowledge and experience __**
 * What a recipe contains (procedure)
 * How to follow a simple procedure and in what order
 * have compliled a collection of recipes (in the theme of 'fruit and veg face' and/or 'animal shapes')
 * Students have an understanding of how to use a video camera and some understanding of what a ‘film crew’ does and the role of a live audience.


 * __ Students would have compiled __**
 * Visual Diary including recipes
 * Tools/props for the filmset

Lesson 7 – 1.5- 1.75hrs
Think about aquiring the Ingredients required for the next lesson
 * 1) Group team names game - 'Masterchef style mystery box game'
 * 2) Introduction to SET DESIGN THEME using a youtube movie, of a puppet show, about fruit and vegtables.
 * 3) Group team roles finalised (plus video camera recap)
 * 4) SET DESIGN using visual diary

Syllabus: scope and sequence focus on English year 2/3 literacy and language Syllabus

Printable Lesson Plan:


(All the information below will be avaliable with more detail on the printable lesson plans)

Resources
Introduction into lesson (motivation) 'Masterchef style mystery box game'

Inspiration for set designing
For inspiration the following movie could be shown to the class. It is also a reference to the ways in which fruit and vegtables have been used in childrens TV, in the past. It is a bit of fun and history at the same time and may give some inspriation on what to design for the 'film set'.

media type="youtube" key="wVPcd6MtEEQ" height="240" width="319" align="center"

Printable images of fruit and vegtables

[|Link to Printable colouring in page]
Below is a video of a current childrens cooking show. This may give you as the teacher some ideas on the theme of this project, you may like to show the class or ask if any of the children have seen the show. media type="youtube" key="UHz3SgrD6F4" height="195" width="343" align="center"

Video Camera tutorial recap
- recap on what the class has been working on and refresh the memory media type="youtube" key="pdrJ_1G4NDk" height="183" width="322" align="center"


 * //Other videos and resource links of interest can be found on the resources page of this wiki.//**

Background/Prior Knowledge for lesson 7
 * Students have participated in most of the previous lessons in the project
 * Students have had previous knowledge of working a video camera
 * Students have had experience with a range of art equipment
 * Students have created a visual diary from which to reflect on
 * Some understanding on the roles of a ‘film crew’ and ‘filming set/location’ and the role of the live audience

Teaching/ Learning Purpose for lesson 7
 * To enable team names to be chosen
 * To enable students to design and create a ‘film set’ for filming the 'game show' style cooking show.
 * To enable students to have a better understanding on the roles that a ‘film crew’ plays on a ‘filming set’ and the role of a live audience
 * To enable students to interact with others in a group and connect to the group by working collaboratively to create the ‘film set’
 * The activity may require differentiation so that all abilities can actively participate and learn.
 * To enable students to use a video camera

Lesson 8 - 1.5 hrs
**__ 'Filming!' __**

The students have already designed, followed and created their own recipes in the previous lessons. Each Team is to re-create another teams recipe (the team chooses 1 or 2 recipes to complete). They need to set up the 'filmset' and gather and prepare the ingredients according to the recipe proir to recording. The host may need direction on what to say on camera. (view printable lesson plan for more information)

Syllabus: scope and sequence focus on English year 2/3 literacy and language Syllabus

How to make a Movie Clapper board
Below is a PDF file with suggested words for the host to say in the video production

[[file:Words for Host.pdf]]
Background/Prior Knowledge for lesson 8
 * Students have participated in most of the previous lessons in the project
 * Students have had previous knowledge of working a video camera
 * Students have created a visual diary from which to reflect on
 * A better understanding on the roles of a ‘film crew’ and ‘film set’ and the role of the live audience
 * Students have a moderate understanding on how to read, write and follow a recipe
 * The activity may require differentiation so that all abilities can actively participate and learn

Teaching/ Learning Purpose for lesson 8
 * Setting up a ‘film set’ and understanding the roles of a ‘film crew’ and a live audience.
 * Reading, understanding and following a recipe
 * Using video cameras effectively to record a movie
 * Speaking to a camera
 * Being involved with a class production

Suggestions for older children:


 * different recipes - that are more complicated and/or require heat cooking.
 * competing against time and other groups when 'filming'.
 * use age appropriate interactive presentation applications.

Where should the students present their work?

 * They could upload their movie files to youtube
 * They could have them linked on the school website
 * They could hold an assembly and present them to the school and parents using a ICT