Junk Food Science
Role Play KS2 Lesson
CPD Slides
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
Project Team
• Teachers TV
• Centre for Science Education, Sheffield
Hallam University
• Illumina
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
Resources
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Student Classroom Videos
Teachers’ Notes
Classroom PowerPoints
Classroom paper-based resources
CPD videos
CPD PowerPoints
Role Play KS2 lesson resources
• ‘News Report’ - www.teachers.tv/videos/news-report
• Role Play KS3 and 4 Lesson Teacher Notes – download these at
www.teachers.tv/junk-food-science
• 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-play-lesson
Download these resources from the Teachers TV
website to use in this session
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
Role play process
• Any successful role play follows the
following five phase process
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Preparation
Briefing (getting into role)
Action
Debriefing (in role)
Follow-up (out of role)
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
Briefing
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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
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
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
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
Starter
• Watch the ‘News Report’ www.teachers.tv/videos/news-report video
• What were the arguments for and against
the ban
CPD video
Read the Teacher’s Notes, ‘Role Play KS3 and 4 Lesson
Sample Slides’ PowerPoint and then Watch the CPD video
(www.teachers.tv/videos/teaching-the-ks2-role-playlesson )
Discuss the following questions
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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
Additional Activities and Resources
• There are range of additional ideas provided
in the Teacher’s 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?