Junk Food Science Role Play KS3/4 Lesson Sample Slides

Lesson Objectives Identify the evidence to support the ban of certain foods for consumption by under 16s Identify evidence to oppose the ban of certain foods Develop arguments for and against the ban

Starter Watch the News report video List all the arguments for the ban What is the evidence to support these arguments? List all the arguments against the ban What is the evidence to support these arguments?

Fishermans Ring Move your stools to form two circles facing each other Inner circle have two minutes to tell the person sitting opposite all the arguments in support of the ban. During this time people on the outside should just sit and listen, and not comment. People on the outer circle now have two minutes to tell the person sitting opposite all the arguments against the ban

Fishermans Ring (contd) People on the outside stand up and move one chair to your left, so you are now sitting opposite another person. people in the inner circle have two minutes to tell the person sitting opposite the arguments for the ban. You can include additional arguments to those you previously used. people on the outer circle now have two minutes to tell the person sitting opposite all the arguments against

Fishermans Ring (contd) Once again people on the outside stand up and move one chair to the left. This time you change roles, people in the middle tell the person opposite the arguments against and people on the outside the arguments for the ban

Fishermans Ring (contd) People on the outside once again stand up and move Repeat the arguments in the same roles, you can add arguments that you didnt use before

So what did you think? What were the arguments for and against? Tell your partner how you would feel if there was a ban? Have your views changed?

Write a letter Write a letter to the British Institute of Eating Control telling them your views with regard their proposed ban of certain foods You should use evidence and your scientific understanding to support your arguments

Learning Outcomes All Developed arguments for and against the ban Most Applied scientific knowledge to develop and communicate arguments Some Identified strong and weak arguments in the debate