Chichportich tech unit_outline


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Chichportich tech unit_outline

  1. 1. Technology Training with Steve Gibbs Technology Integration Unit Outline Type only in the gray areas Name: Jessica Chichportich Project Title: Fun with Food: My Pyramid! Project Subject: Nutrition Grade Level(s): Second Grade Email address: Essential Question: What is MyPyramid and how does it help me stay healthy? Scaffolding What are the categories of food? Questions: What types of food are in each category? Why is it important to eat foods from all of the categories? What are the foods we should eat the most of? What are the foods we should eat the least of? Approximate Length of Unit (days, weeks) 14 Days Goals: Students will learn to match the foods they eat to the correct categories in MyPyramid and begin a conscious habit of eating balanced healthy meals. Objectives: Students will learn to: • Identify the different categories in the food pyramid • Keep a food log for 5 days • Create a PowerPoint illustrating their diet and their experience Unit Summary and Sequence of Events – give details: Summary Students will learn about MyPyramid and how to have a balanced diet. They will keep a food log and present their findings in a PowerPoint presentation. Sequence of Events Day 1: Students will talk about their favorite foods and the foods they commonly eat at home. A list of the foods will be written on the board. The students will then be introduced to the food pyramid and will work together to categorize the list of foods on the board into the pyramid. Day 2: Students will draw their own personal food pyramid and write the various foods they usually eat in the proper place in their pyramids. Each student will be given a handout of the food pyramid labeled with the proper group names and examples of what goes in each category. The number of servings of each food will be included on the handout. The students will be instructed to look at their personal pyramids with a critical eye and ask themselves if they seem to be eating the right amount of food from each category. They will ask themselves critical questions such as: “Am I eating enough grains and vegetables?” “Am I eating too many sweets?”
  2. 2. Technology Training with Steve Gibbs Day 3: Students will be divided into small groups to discuss what foods make up a balanced meal for breakfast, lunch and dinner. They will work together to construct a balanced menu for one day. They will be prompted to evaluate their own food choices and habits at home with questions such as: “Is your own diet out of balance?” “What would you do to change your diet to come up with a better balance?” Students will then be assigned to keep a food log for five days. During this time, students must do their best to eat a balanced diet. Day 4: Students will continue writing in their food logs. Students will view a PowerPoint presentation. The presentation will use examples and guidelines to demonstrate the teacher’s expectations of student PowerPoint projects. Days 5-8: Students will continue writing in their food logs. Days 9-12: Students will pick one day of their food log on which to build a PowerPoint presentation. They will first create a story board on paper to serve as a rough draft. Once their story boards are complete, they will work in Computer Labs with teacher and Lab Technicians building their PowerPoint presentations. Days 13-14: Students will give PowerPoint presentations in class. Each presentation will take approximately five minutes with time allotted for questions and transitions to the next presenter. Software and Hardware needed: Hardware: Computers with internet connections (1 per student) LCD projector and screen Software: PowerPoint presentation software Accommodations for Differentiated Instruction Resource Student: Extra guidance in computer lab Extra guidance and daily check-ins with teacher while writing food log Gifted Student: Additional guidelines or parameters for advanced PowerPoint presentations if original goals are met early IDENTIFY STANDARDS – Select two or three standards from each category and copy/paste them into this document Specific Teacher Performance Expectations (TPEs): TPE 6A: Connect with the children’s immediate world; draw on key content from more than one subject area; and include hands-on experiences and manipulatives that help students
  3. 3. Technology Training with Steve Gibbs learn through instructional activities. TPE 6B: Design learning activities to extend students’ concrete thinking and foster abstract reasoning & problem-solving skills. TPE 5: Encourage students to share and examine points of view during lessons. They use community resources, student experiences, and applied learning activities to make instruction relevant. Specific CA Content Standards: Health Education: 5.1.N Describe how to use a decision-making process to select nutritious foods and beverages. 6.1.N Make a plan to choose healthy foods and beverages. 7.1.N Practice how to take personal responsibility for eating healthy foods. 7.2.N Practice how to take personal responsibility for limiting sugar consumption in foods, snacks, and beverages. 7.3.N Identify ways to establish and maintain healthy eating practices consistent with current research-based guidelines for a nutritionally balanced diet. Specific ISTE Tech Standards for Teachers: 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
  4. 4. Technology Training with Steve Gibbs d w it h c o n te n t a n d te c h n o l o g y st a n d a r d s a n d u s e r e s u lt i n g d at a t o i
  5. 5. Technology Training with Steve Gibbs Specific ISTE Tech Standards for Students: 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. REFERENCES – List websites, books, magazines, and other resources used to collect content information for this unit Teaching Today’s Health, 9th Edition. David J. Anspaugh, Gene Ezell.