BEST Literacy and Numeracy Project

BEST Literacy and Numeracy Project Literacy Name (s)LevelSchool(s) address Elene Archbold 5-6 Doveton Heights PS Numeracy

1. What is the teaching and learning challenge to which you are responding? Which PoLT principle? When it comes to buying something (particularly something to eat) students seldom wonder about things like "What's it made of?' or "Where did these ingredients come from?" They are far more interested in how it tastes, than in whether or not it's good for them. This activity was designed to make them read carefully for information about products, then make judgments on whether or not it's right for them. The POLT Principle that is covered is number 4: Students are challenged and supported to develop deep levels of thinking and application.

2. What will the student be assisted to do? i.e. Understanding Performance; Essential Question; Understanding Goal / Standard (VELS) VELS At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. The task Locate and read the ingredient lists and nutrient charts on any cereal box. Explain how reading carefully helps to know what to buy (or not to buy). Explain in what order the ingredients are listed. Discuss the cereal package itself and determine how it helps to sell this product to a particular age group.

3. What can the student already do alone? eg KWHL, Pre-test &c. Using one of the two following Thinkers Keys to assess prior knowledge. “The “Three Whys Key” Pose the question “Why is some food better for you to eat than other food?” Then ask “Why is that?” Students write an answer then ask “Why is that?” again. Students write an answer. “The Info Key.” Bring in packets or list on the board a number of common cereal brands. Get students to list them in the order that they think are the most healthy brands for you to eat.

4. How will the student be assisted? i.e. scaffolding eg modelling, questioning, mind map &c. Show or list resources required & length of learning sequence 1.Model the following with one snack food packet. 2.Prepare a question sheet (about 10 questions) using the ingredient and nutritional information from a snack food such as potato chips. Intentionally leave off product names (and other obvious things) so students will have to find other clues in order to identify the product. 3. Using the cereal box they have brought to class, have each student chart the information asked for. (see next slide.) 4. When finished, trade worksheets with a partner and check each other's work. Ask them to compare the information on their own box with their partner's. Which product contains less sodium per 100g? more energy per 100g? more fat per 100g?

"What You See Isn't Always What You Get!" Use your cereal box to answer the following questions: Name of cereal _________________________________ Name of company ________________________________ What are the main ingredients? _______________ Serving size __________Servings per package _________ Energy per 100g __________ Protein per 100g:_________ Total fat per 100g _________ Fibre per 100g ___________ Total carbohydrates per 100g _________ Sodium per 100g ________ Potassium per 100g _________ Does the cereal contain: Thiamin ___ Riboflavin _____ Niacin ___ Vitamin B6 ____ Folate ___Calcium ___ Iron ___ Potassium ____ Zinc ____ Magnesium ___ Is this cereal package designed to appeal to a certain age group?_____ If so, circle which one: general If you know what a cereal contains, what can you better decide?__________________________________________________

5. Review. How well did the learning sequence work or not work? What next? Students have really enjoyed this activity and it has led to spirited discussions re the nutritional value of foods compared with their popularity. It has also led to work in Numeracy regarding percentages, grams, calories, milligrams and kilojoules Students have also gained knowledge of many new nutritional words such as Thiamin, Niacin etc. A great extension is to apply the same procedure to different types of food. Another extension is for students to create their own breakfast cereals including the ingredients and the design of the outside of the cereal box.

6. Evidence Attach photographs and / or student work where possible

Thank you