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Lesson c nutrition
 

Lesson c nutrition

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    Lesson c nutrition Lesson c nutrition Document Transcript

    • EDUC 7106 PBL Instructional Unit-Marion Bush TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE Lesson Plan C-Day 1Lesson Title: Final Project-Analyze the Related Lesson: Nutritious LunchesSchool’s Cafeteria MenuGrade Level: 9th Grade Girls Unit: Nutrition GoalsContent Standards (Based on the Georgia Standards for 9th-12th Grades)Health 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 Action
    • Preparation-Before ClassTechnology equipmentGroups, food group, nutrient, group member role assignment.Problem-based learning assignment schedule and timeline.Internet Safety RulesFolders to keep students assignment in until the next class. During Class Time Instructional Activities Materials15 Minutes  The information that students know about nutrition will be reviewed.  The problem for the instructional unit on “Nutrition” will be reviewed.60 Minutes  Go over the rubric for the graphic organizer Rubric- again.  For this part of the assignment each student Graphic Organizer will be responsible for answering the questions on the graphic organizer which each individual Group No., Food will turn in to the teacher. Group, Nutrient,  Students will begin to work in their groups. Group Member Role and  The students will begin to research the Assignment Schedule information for the weight comparison chart and Timeline using “Google “ search engine at www.google.com and using information from www.google.com websites, wiki sites, blogs and webquests which should be listed on their paper. Website Computer and Internet15 Minutes  The teacher will close by reviewing today’s lesson.  The teacher will ask the students to continue to work on their survey and completing it.  The teacher will have students to take up papers and put them in their folders. MonitorOngoing AssessmentRubrics for the KWL chart, graphic organizer, video notes and survey.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.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.
    • Let those that are absent from school make up their work in the mornings or during any free timethat they may have after school.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.Back-up PlanIn case the Internet is down, I will have pictures of the food pyramid, different types of food andvending machines. Lesson Plan C-Day 2Lesson Title: The Final Project-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
    • 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 equipment.Weight comparison chartGroups, food group, nutrients, group member role and assignment schedule 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: Should you care about what you eat in the cafeteria and at home?60 Minutes  Each group will begin to create their -Microsoft Excel spreadsheet using Microsoft Excel for their Spreadsheet nutritional facts from the labels for their food -Rubrics group. -www.googledocs.com  Students will begin to add their information to -Surveys spreadsheet. -Assignment Schedule  After adding their information to the and Timeline spreadsheet, they will add information to the -Group No., Food weight comparison chart. Group, Nutrient, and  Students will use information from Group Member Role www.google.com searches to for the Assignment  complete the weight comparison chart. -Weight comparison  The groups and group members will chart collaborate with each other using “Google Docs” at www.googledocs.com  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 AssessmentCollaboration Rubric and Weight Comparison RubricThe 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 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.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 C-Day 3Lesson Title: Analyze the School’s Cafeteria Related Lesson: Nutritious LunchMenuGrade 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 processes
    • in 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 ClassSet up technology equipmentFolders to keep students assignment in until the next class. During Class Time Instructional Activities Materials15 Minutes  Review previous day information.  Review the instructional unit problem. Essential Question: Should vending machines be in schools?
    • 60 Minutes  Continue to work on nutritional label Microsoft Excel spreadsheet. www.googledocs.com  Students will continue to collaborate Rubric with others in their group and other groups by using Google Docs.  Students will begin to gather pictures and setup template for your menu.15 Minutes  The teacher will close the lesson by reviewing and asking and answering questions.  Have some students to take up the papers. MonitorOngoing AssessmentCollaboration Rubric, Participation, Spreadsheet, and Menu RubricsThe 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.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.Students with no access to technology at home will be able to complete assignment at school inthe computer lab.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 C-Day 4Lesson Title: Analyze the School’s Cafeteria Related Lesson: Nutritious LunchMenuGrade 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 Action
    • Preparation-Before ClassTechnology equipmentFolders to keep students assignment in until the next class.Have a teacher on standby to interpret for second language learners. 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  Student that is responsible for surveys Survey Rubric will tally them up and answer each Surveys question based on the number of Microsoft Publisher responses taken from the student survey.  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 AssessmentCollaboration Rubric, Weight Comparison Rubric, Participation, Spreadsheet, and Menu RubricsThe 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.Let those that are absent from school make up their work in the mornings or during any free timethat they may have after school.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.
    • Back-Up PlanIn case the Internet is down, I will have pictures of the food pyramid, different types of food andvending machines Lesson Plan C-Day 5Lesson Title: The Final Project-Analyze the Related Lesson: Nutritious LunchSchool’s Cafeteria Menu Grade 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 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.  Each student that is assigned rubrics should have a rubric filled out for each student in the group including themselves.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 AssessmentCollaboration, Weight Comparison, Participation, Spreadsheet, and Menu RubricsThe 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.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.Students with no access to technology at home will be able to complete assignment at school inthe computer lab.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