Lesson b nutrition

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Lesson b nutrition

  1. 1. EDUC 7106 PBL Instructional Unit-Marion Bush TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE Lesson Plan B-Day 1Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious LunchesSchool’s Cafeteria MenuGrade Level: 9th Grade Girls Unit: Nutrition GoalsContent StandardsHealth EducationHE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.Description: Students will use decision-making skills to identify, apply, and maintain health-enhancing behaviors. High school students will apply comprehensive decision-making processesin a variety of situations to enable them to collaborate with others to improve their quality oflives now and in the future.Elements:e. Analyze the potential short-term and long-term impact of each decision on self andothers.Examples:Analyze the consequences of the excessive eating of unhealthy foods.Analyze the consequences of using illegal drugs for oneself, for one’s family, and for thecommunity.f. Justify the health-enhancing choices when making decisions.Examples:Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.Justify the reasons for not using performance enhancing drugs.HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.Description: Students will use goal-setting skills to identify, apply, and maintain health-enhancing behaviors. High school students will construct short-term and long-term health goalsbased on personal needs. In addition, they will design, implement, and evaluate critical steps toachieve these goals.Elements:a. Evaluate personal health and health practices.Examples:Evaluate the pros and cons of various fad diet plans.Assess your personal physical activity level.ISTE NETS-STechnology Standards NETS-SCreativity and Innovation Communication and CollaborationResearch and Information Fluency Critical Thinking, Problem-solving and Decision MakingDigital Citizenship Technology Operations and Concepts.
  2. 2. ActionPreparation-Before ClassTechnology equipmentGroups, food group, nutrient, group member role, and assignment schedule timeline.Internet Safety Rules on the wallFolders to keep students assignment in until the next class.Have a teacher on hand if needed to interpret for non-English speaking students During Class Time Instructional Activities Materials15 Minutes The information that students know about nutrition Group, food group, will be reviewed. nutrient, group member role and assignment The unit problem will be reviewed. schedule timeline paper Essential Question: Should you care about what you eat in the cafeteria and at home?60 Minutes Students will begin to work in their groups. Graphic Organizer Weight Comparison Students will work on the graphic organizer by Chart answering the questions and statements: Computer  Why do you need to eat healthy foods? Internet  Why is it important for your school’s www.google.com cafeteria to serve students healthy foods? Wikis  What are some medical problems that can Blogs occur from not eating healthy? Websites  List your food group. Webquests  List 5 foods from your food group.  .List you nutrient.  List 5 snacks sold in your school’s vending machines.  List 5 snacks sold in your school’s vending machines. The students will begin to research the information for the weight comparison chart using “Google “ search engine and using information from wiki sites, blogs and webquests which should be listed on their paper.15 Minutes  The teacher will closing by reviewing today’s lesson.  The teacher will ask the students to continue to work on their survey and completing it.
  3. 3.  The teacher will have students to take up papers and put them in their folders MonitorOngoing AssessmentThe teacher will walk around monitoring closely what the students are doing.The assessment will be based on the teacher’s observation of students working.It will also be based on the students cooperation, participation, and time management.AccommodationsAccommodations will be made for those students that will need more time to complete theassignment by getting a student that has completed their work to help out the others.Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach toaccommodate students in wheelchairs and for hearing impaired and blind by providing visualaids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.Second language learners by including and providing someone to interpret for non-speakingand understanding English students.Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditoryaids collaboration tools, worksheets, lecture notes.Special education students with IEPs by providing them help from a gifted students, lecturenotes and if needed extended time.Students with no access to technology at home will be able to complete assignment at school inthe computer lab.The assignment can run over a day if it is needed.Let those that are absent from school make up their work in the mornings or during any free timethat they may have after school.Back-Up PlanIn case the Internet is down, I will have pictures of the food pyramid, different types of food andvending machines. Lesson Plan B-Day 2Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious LunchSchool’s Cafeteria MenuGrade Level: 9th Grade Girls Unit: Nutrition GoalsContent StandardsHealth EducationHE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
  4. 4. Description: Students will use decision-making skills to identify, apply, and maintain health-enhancing behaviors. High school students will apply comprehensive decision-making processesin a variety of situations to enable them to collaborate with others to improve their quality oflives now and in the future.Elements:e. Analyze the potential short-term and long-term impact of each decision on self andothers.Examples:Analyze the consequences of the excessive eating of unhealthy foods.Analyze the consequences of using illegal drugs for oneself, for one’s family, and for thecommunity.f. Justify the health-enhancing choices when making decisions.Examples:Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.Justify the reasons for not using performance enhancing drugs.HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.Description: Students will use goal-setting skills to identify, apply, and maintain health-enhancing behaviors. High school students will construct short-term and long-term health goalsbased on personal needs. In addition, they will design, implement, and evaluate critical steps toachieve these goals.Elements:a. Evaluate personal health and health practices.Examples:Evaluate the pros and cons of various fad diet plans.Assess your personal physical activity level.ISTE NETS-STechnology Standards NETS-SCreativity and Innovation Communication and CollaborationResearch and Information Fluency Critical Thinking, Problem-solving and Decision MakingDigital Citizenship Technology Operations and Concepts ActionPreparation-Before ClassTechnology equipment.Weight comparison chart, groups and food group assignment,Problem-based learning assignment schedule and timeline. During Class Time Instructional Activities Materials15 Minutes  Review previous day information about what they know so far about nutrition-food groups and nutrients.  Review the instructional unit problem. Essential Question:
  5. 5. Should you care about what you eat in the cafeteria and at home?60 Minutes  The students will begin to create their Computer spreadsheet using Microsoft Excel for their Microsoft Excel nutritional facts from the label spreadsheet on their food group. www.google.com  Students will research the information for the Blogs nutritional label spreadsheet by researching the Wikis information using “Google” search engine, Websites blogs, wikis and webquests. Groups, food group,  Each student need to work on their part of the nutrient, and group assignment using group members role sheet. member role for  Research information for the weight assignment comparison chart using “Google“ search www.googledocs.com engine.  Introduce the students to “Google Docs. Through the use of Google Docs,” the students will collaborate with each other about the assignment.  Remind the students of the Internet rules and explain to them how to save their information either on a jump drive or the hard drive of the computer.15 Minutes  The teacher will close the lesson by reviewing and asking and answering questions.  Have some students to take up the papers. MonitorOngoing AssessmentThe teacher will walk around monitoring closely what the students are doing.The assessment will be based on the teacher’s observation of students working.It will also be based on the students cooperation, participation, and time management.AccommodationsAccommodations will be made for those students that will need more time to complete theassignment by getting a student that has completed their work to help out the others.The assignment can run over a day if it is needed.Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach toaccommodate students in wheelchairs and for hearing impaired and blind by providing visualaids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.Let those that are absent from school make up their work in the mornings or during any free timethat they may have after school.
  6. 6. Back-Up PlanIn case the Internet is down, I will have pictures of the food pyramid, different types of food andvending machines Lesson Plan B-Day 3Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious LunchSchool’s Cafeteria MenuGrade Level: 9th Grade Girls Unit: Nutrition GoalsContent StandardsHealth EducationHE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.Description: Students will use decision-making skills to identify, apply, and maintain health-enhancing behaviors. High school students will apply comprehensive decision-making processesin a variety of situations to enable them to collaborate with others to improve their quality oflives now and in the future.Elements:e. Analyze the potential short-term and long-term impact of each decision on self andothers.Examples:Analyze the consequences of the excessive eating of unhealthy foods.Analyze the consequences of using illegal drugs for oneself, for one’s family, and for thecommunity.f. Justify the health-enhancing choices when making decisions.Examples:Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.Justify the reasons for not using performance enhancing drugs.HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.Description: Students will use goal-setting skills to identify, apply, and maintain health-enhancing behaviors. High school students will construct short-term and long-term health goalsbased on personal needs. In addition, they will design, implement, and evaluate critical steps toachieve these goals.Elements:a. Evaluate personal health and health practices.Examples:Evaluate the pros and cons of various fad diet plans.
  7. 7. Assess your personal physical activity level. ISTE NETS-S Technology Standards NETS-S Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem-solving and Decision Making Digital Citizenship Technology Operations and Concepts Action Preparation-Before Class Set up technology equipment Folders to keep students assignment in until the next class. Have a teacher available if needed for a second language learner to interpret . During Class Time Instructional Activities Materials 15 Minutes  Review previous day information.  Review the instructional unit problem. Essential Question: Should vending machines be in schools?60 60 Minutes Continue to work on nutritional label spreadsheet. Rubrics Microsoft Excel The teacher will explain to students what how to www.googledocs.com use and what to use Google Docs for in this unit. Students will collaborate with others in their group and classmates by using Google Docs. Students will begin to gather pictures and setup template for your menu. 15 Minutes The teacher will close the lesion by reviewing and asking and answering questions. Have some students to take up the papers. Monitor Ongoing Assessment The teacher will walk around monitoring closely what the students are doing. The assessment will be based on the teacher’s observation of students working. It will also be based on the students cooperation, participation, and time management. Accommodations Accommodations will be made for those students that will need more time to complete the assignment by getting a student that has completed their work to help out the others. The assignment can run over a day if it is needed.
  8. 8. Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach toaccommodate students in wheelchairs and for hearing impaired and blind by providing visualaids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.Second language learners by including and providing someone to interpret for non-speakingand understanding English students.Let those that are absent from school make up their work in the mornings or during any free timethat they may have after school.Back-Up PlanIn case the Internet is down, I will have pictures of the food pyramid, different types of food andvending machines Lesson Plan B-Day 4Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious LunchSchool’s Cafeteria MenuGrade Level: 9th Grade Girls Unit: Nutrition GoalsContent StandardsHealth EducationHE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.Description: Students will use decision-making skills to identify, apply, and maintain health-enhancing behaviors. High school students will apply comprehensive decision-making processesin a variety of situations to enable them to collaborate with others to improve their quality oflives now and in the future.Elements:e. Analyze the potential short-term and long-term impact of each decision on self andothers.Examples:Analyze the consequences of the excessive eating of unhealthy foods.Analyze the consequences of using illegal drugs for oneself, for one’s family, and for thecommunity.f. Justify the health-enhancing choices when making decisions.Examples:Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.Justify the reasons for not using performance enhancing drugs.HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.Description: Students will use goal-setting skills to identify, apply, and maintain health-enhancing behaviors. High school students will construct short-term and long-term health goals
  9. 9. based on personal needs. In addition, they will design, implement, and evaluate critical steps toachieve these goals.Elements:a. Evaluate personal health and health practices.Examples:Evaluate the pros and cons of various fad diet plans.Assess your personal physical activity level.ISTE NETS-STechnology Standards NETS-SCreativity and Innovation Communication and CollaborationResearch and Information Fluency Critical Thinking, Problem-solving and Decision MakingDigital Citizenship Technology Operations and Concepts ActionPreparation-Before ClassTechnology equipmentFolders to keep students assignment in until the next class. During ClassTime Instructional Activities Materials15 Minutes  Review the information from the previous day.  Review the instructional unit problem. Essential Question: Should vending machines be removed from schools?60 Minutes  Tally Surveys Rubrics  Write an answer based on the survey Surveys questions and the research based on the Weight Comparison Chart weight comparison chart and the Microsoft Publisher nutritional label spreadsheet.  Begin the layout for the menu using Microsoft Publisher.15 Minutes  Summarize and review today’s nutrition information.  Go over information for the next day.  Have students to take up papers and put them in folders. MonitorOngoing AssessmentThe teacher will walk around monitoring closely what the students are doing.
  10. 10. The assessment will be based on the teacher’s observation of students working.It will also be based on the students cooperation, participation, and time management.AccommodationsAccommodations will be made for those students that will need more time to complete theassignment by getting a student that has completed their work to help out the others.The assignment can run over a day if it is needed.Gifted students by giving them leadership roles, encouraging them to assist other students ifneeded.Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditoryaids collaboration tools, worksheets, lecture notes.Special education students with IEPs by providing them help from a gifted students, lecturenotes and if needed extended time.Cultural differences by not including information that will offend any students.Different intelligence (Gardner’s multiple intelligence) by including learning activities thatrequire, creating, remembering, producing communicating, comparing, organizing and designingLet those that are absent from school make up their work in the mornings or during any free timethat they may have after school.Back-Up PlanIn case the Internet is down, I will have pictures of the food pyramid, different types of food andvending machines Lesson Plan B-Day 5Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious LunchSchool’s Cafeteria MenuGrade Level: 9th Grade Girls Unit: Nutrition GoalsContent StandardsHealth EducationHE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.Description: Students will use decision-making skills to identify, apply, and maintain health-enhancing behaviors. High school students will apply comprehensive decision-making processesin a variety of situations to enable them to collaborate with others to improve their quality oflives now and in the future.Elements:e. Analyze the potential short-term and long-term impact of each decision on self andothers.
  11. 11. Examples:Analyze the consequences of the excessive eating of unhealthy foods.Analyze the consequences of using illegal drugs for oneself, for one’s family, and for thecommunity.f. Justify the health-enhancing choices when making decisions.Examples:Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.Justify the reasons for not using performance enhancing drugs.HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.Description: Students will use goal-setting skills to identify, apply, and maintain health-enhancing behaviors. High school students will construct short-term and long-term health goalsbased on personal needs. In addition, they will design, implement, and evaluate critical steps toachieve these goals.Elements:a. Evaluate personal health and health practices.Examples:Evaluate the pros and cons of various fad diet plans.Assess your personal physical activity level.ISTE NETS-STechnology Standards NETS-SCreativity and Innovation Communication and CollaborationResearch and Information Fluency Critical Thinking, Problem-solving and Decision MakingDigital Citizenship Technology Operations and Concepts ActionPreparation-Before ClassTechnology equipment During Class Time Instructional Activities Materials15 Minutes  Review the information from the previous day.  Review the instructional unit problem. Essential Question: Do you think students will continue to eat in the cafeteria or bring junk foods from home since vending machines will be removed from the campus?60 Minutes Students will work on finishing up their menu. Rubrics Microsoft Publisher
  12. 12. 15 Minutes Students will turn in their assignment. The teacher will close the lesson by reviewing and asking and answering questions. Have some students to take up the papers. MonitorOngoing AssessmentThe teacher will walk around monitoring closely what the students are doingThe assessment will be based on the teacher’s observation of students working.It will also be based on the students cooperation, participation, and time management.AccommodationsAccommodations will be made for those students that will need more time to complete theassignment by getting a student that has completed their work to help out the others.The assignment can run over a day if it is needed.I do not have the following type of students in my class but my PBL unit can accommodate:Gifted students by giving them leadership roles, encouraging them to assist other students if needed.Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory aids collaboration tools, worksheets, lecture notes.Special education students with IEPs by providing them help from a gifted students, lecture notes and if needed extended time.Students with no access to technology at home will be able to complete assignment at school in the computer lab.Cultural differences by not including information that will offend any students.Let those that are absent from school make up their work in the mornings or during any free time that they may have after school.Back-up PlanIn case the Internet is down, I will have pictures of the food pyramid, different types of food andvending machines

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