Junk Food Science Role Play KS2 Lesson

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Junk Food ScienceRole Play KS2 Lesson

• CPD Slides

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Outcomes

• Be aware of the Junk Food Science Project videos
  and associated curriculum and CPD resources
• Be aware of the Junk Food Science Role Play KS 3
  and 4 Lesson videos and associated curriculum
  resources
• Planned how you will use the
• Role Play resources with
• your class

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Project Team

• Teachers TV
• Centre for Science Education, Sheffield Hallam
  University
• Illumina

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Project Aims

• To support the teaching and learning of
• Food and Healthy Eating through the use of
• innovative contexts, curriculum and CPD
• videos and resources

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Resources

• Student Classroom Videos
• Teachers Notes
• Classroom PowerPoints
• Classroom paper-based resources
• CPD videos
• CPD PowerPoints

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Role Play KS2 lesson resources

• News Report - www.teachers.tv/videos/news-repor
  t
• Role Play KS3 and 4 Lesson Teacher Notes
  download these at www.teachers.tv/junk-food-scienc
  e
• Presentation for use in class Role Play KS3
  and 4 Lesson Sample Slides download this at
  www.teachers.tv/junk-food-science
• CPD Video Teaching the KS2 Role Play Lesson
  - www.teachers.tv/videos/teaching-the-ks2-role-pla
  y-lesson
• Download these resources from the Teachers TV
• website to use in this session

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Benefits of using role play

• it explores view points
• is highly appropriate for dealing with
  controversial issues
• the view of the student role is studied and not
  the actual student
• students learn to control feelings and emotions
• learning is both very active and interactive
• promotes group learning and cooperation
• relates to real issues
• highly motivating
• develops speaking and listening
• helps focus on problems and their
• solutions

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Role play process

• Any successful role play follows the following
  five phase process
• Preparation
• Briefing (getting into role)
• Action
• Debriefing (in role)
• Follow-up (out of role)

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Preparation

• consider the role play objectives
• decide on the type of role play
• consider what stimulus you will use, e.g. video,
  audio tape, magazine, newspaper, quote, letter,
  case study, questionnaire, script from play
• decide whether you need a short, warm-up activity
• identify and clarify the issues involved, raise
  awareness and consider different perspectives
• supply students with necessary knowledge and
  understanding - try using small group discussion
  or active reading and writing for this
• use warm-up activities to establish views and
  knowledge, e.g. value continuum, or statements
  game
• introduce the role play gradually, perhaps using
  questions such as, can you give me an example of
  ?
• or What would the person do or say?
• Prepare the classroom
• allocate roles

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Briefing

• get students to write or rewrite their role
  briefs
• involve all the students
• allow adequate time
• if role cards/briefs are given out, students
  build up a better role picture if they
• underline views held by the character
• rewrite brief in the first person
• devise questions on the back of the role card to
  help develop the character
• work-up characters in pairs
• each person interviews the other
• a list is made of how characters might
• feel or react in the situation

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Action

• students should be fully briefed and in role
• continuity is ensured only if there is thorough
  advance preparation
• students need to be fully in-role
• use a suitable room and surroundings
• create a sense of occasion, particularly if using
  a grand scenario, or public inquiry approach
• generate an atmosphere of reality - use props but
  keep them to a minimum, e.g. name tags,
  telephone, tables, posters
• initiate the action and step back
• leave responsibility with the students
• if you need to step in again, try to do
• so in-role

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Debrief

• debriefing should be done while the students are
  still in-role (this way only the character or
  role is under attack, and not the student)
• debrief in small groups (pairs, fours)
  particularly when exploring personal feelings in
  anticipation of a whole group discussion
• summarise what has been learned from the role
  play as you go
• orchestrate the discussion rather than saying too
  much yourself
• establish the facts and any
• decisions which have been
• reached

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Follow-up

• Once students have been debriefed, and are out of
  role, get answers to the following questions
• what do students think happened?
• how do they feel about their role and other
  peoples roles?
• what decisions were taken and what do they think
  about these?
• what do students think they were trying to
  achieve?
• had they changed their views?
• Also follow-up with regard the issue
• in an active and balanced way
• probably through active writing to
• consolidate the learning

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Starter

• Watch the News Report - www.teachers.tv/videos/
  news-report video
• What were the arguments for and against the ban

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CPD video

• Read the Teachers Notes, Role Play KS3 and 4
  Lesson
• Sample Slides PowerPoint and then Watch the CPD
  video
• (www.teachers.tv/videos/teaching-the-ks2-role-play
  -lesson )
• Discuss the following questions
• How did the teacher prepare the students for the
  role play?
• What did the students do to get into role during
  the briefing phase?
• What did the students do during the action?
• How did the teacher debrief the role play?
• What did the students do to follow-up the
• role play?
• What aspects of the curriculum are
• covered by the lesson?
• Plan how you will carry out this lesson with
• your students

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Additional Activities and Resources

• There are range of additional ideas provided in
  the Teachers Notes to help you develop a
  cross-curricular topic on Healthy Eating,
  including
• Extension work,
• Additional activities
• Science upd8 activities
• Links to other Teachers TV videos
• How would you use these
• additional ideas?