GRAINS
• Eat at least 3 oz everyday of:
GRAINS
  • 1 oz. is about:
    – 1 slice of bread
    – 2 cups of breakfast
      cereal
    – ½ cup of cooked rice
    – ...
GRAINS
• Make half of
  your grains
  whole

• Eat 6 oz
  everyday
• Eat more dark-
  green veggies
  like:
 –Broccoli
 –Spinach
 –Any other dark
  leafy greens
• Eat more
  orange
  vegetables like:
  –Carrots

  –Sweet
   potatoes
• Eat more dry
  beans & peas
  like:
   –Pinto Beans
   –Kidney Beans
   –Lentils
• Vary your
  veggies

• Eat 2 ½ Cups
  Everyday
• Eat a variety
  of fruit

• Go easy on
  fruit juices
• Choose fruit
  between:
  –Fresh
  –Frozen
  –Canned
  –Dried
• Focus on
  fruits

• Eat 2 cups
  every day
• Know the
  limits on:
   –Fats
   –Sugars
   –Salt
    (Sodium)
• Make most of
  your fat
  sources from:
  –Fish
  –Nuts
  –Vegetables
   oils
• Limit solid fats
  like:
   –Butter
   –Stick
     margarine
   –Shortening
   –Lard
• Check the
  Nutrition Facts
  label to keep
  low:
   –Saturated Fats
   –Trans Fats
   –Sodium
• Choose food &
  beverages low
  in added
  sugars.
   –Added sugars
    contribute
    calories with
    few, if any,
  ...
• Go low-fat or
  fat-free when
  you choose:
   –Milk
   –Yogurt
   –Any other
    milk products
• If you don’t or can’t
  consume milk, choose:
   – Lactose-free
     products
   – Other calcium
     sources
      • Fo...
• Get your
  calcium-
  rich foods

• Get 3 cups
  Everyday
• Choose low-
  fat or lean
  cut:
   –Meats

 –Poultry
• Ways to
  prepare a
  healthy protein
  product:
  –Bake it
  –Broil it
  –Grill it
• Vary your
  protein routine-
  chose more:
  – Fish
  – Beans
  – Peas
  – Nuts
  – Seeds
• Go lean with
  protein.

• Eat 5 ½ oz.
  Everyday
• Find your balance
  between
  –Food
  –Physical Activity

• Be sure to stay
  within your daily
  calorie needs
• Children &
  Teenagers should
  be physically
  active for 60
  minutes every
  day
• For losing weight,
  at least 60-9...
Bibliography
• Bulter, J.T. Principles of Health Education
     and Health Promotions. California:
     Wadsworth Thomson ...
MCOM 510 Materials                                                                    11/18/2009
Created by Beth Rajan Soc...
MCOM 510 Materials                                                                    11/18/2009
Created by Beth Rajan Soc...
MCOM 510 Materials                                                                    11/18/2009
Created by Beth Rajan Soc...
MCOM 510 Materials                                                                                               11/18/200...
MCOM 510 Materials                                                                                            11/18/2009
C...
MCOM 510 Materials                                                                   11/18/2009
Created by Beth Rajan Sock...
•   GRAINS 

•   Eat at least 3 oz everyday of: 

        –   Whole grain cereals 

        –   Breads 

        –   Crack...
–    Sweet potatoes 

•   Eat more dry beans & peas like: 

        –    Pinto Beans 

        –    Kidney Beans 

       ...
–   Butter 

        –   Stick margarine 

        –   Shortening 

        –   Lard 

•   Check the Nutrition Facts label...
–   Bake it 

            –   Broil it 

            –   Grill it 

    •   Vary your protein routine‐ chose more: 

     ...
Summary
   1. Standard/Outcome: I.A.2
   2. Demonstrate Mastery: (1) This podcast was a designed media that projected visu...
Podcast Food
Podcast Food
Podcast Food
Podcast Food
Podcast Food
Podcast Food
Podcast Food
Podcast Food
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Podcast Food
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Podcast Food

  1. 1. GRAINS • Eat at least 3 oz everyday of:
  2. 2. GRAINS • 1 oz. is about: – 1 slice of bread – 2 cups of breakfast cereal – ½ cup of cooked rice – ½ cup of cooked cereal – ½ cup of cooked pasta
  3. 3. GRAINS • Make half of your grains whole • Eat 6 oz everyday
  4. 4. • Eat more dark- green veggies like: –Broccoli –Spinach –Any other dark leafy greens
  5. 5. • Eat more orange vegetables like: –Carrots –Sweet potatoes
  6. 6. • Eat more dry beans & peas like: –Pinto Beans –Kidney Beans –Lentils
  7. 7. • Vary your veggies • Eat 2 ½ Cups Everyday
  8. 8. • Eat a variety of fruit • Go easy on fruit juices
  9. 9. • Choose fruit between: –Fresh –Frozen –Canned –Dried
  10. 10. • Focus on fruits • Eat 2 cups every day
  11. 11. • Know the limits on: –Fats –Sugars –Salt (Sodium)
  12. 12. • Make most of your fat sources from: –Fish –Nuts –Vegetables oils
  13. 13. • Limit solid fats like: –Butter –Stick margarine –Shortening –Lard
  14. 14. • Check the Nutrition Facts label to keep low: –Saturated Fats –Trans Fats –Sodium
  15. 15. • Choose food & beverages low in added sugars. –Added sugars contribute calories with few, if any, nutrients.
  16. 16. • Go low-fat or fat-free when you choose: –Milk –Yogurt –Any other milk products
  17. 17. • If you don’t or can’t consume milk, choose: – Lactose-free products – Other calcium sources • Fortified Foods • Fortified Beverages
  18. 18. • Get your calcium- rich foods • Get 3 cups Everyday
  19. 19. • Choose low- fat or lean cut: –Meats –Poultry
  20. 20. • Ways to prepare a healthy protein product: –Bake it –Broil it –Grill it
  21. 21. • Vary your protein routine- chose more: – Fish – Beans – Peas – Nuts – Seeds
  22. 22. • Go lean with protein. • Eat 5 ½ oz. Everyday
  23. 23. • Find your balance between –Food –Physical Activity • Be sure to stay within your daily calorie needs
  24. 24. • Children & Teenagers should be physically active for 60 minutes every day • For losing weight, at least 60-90 minutes daily is required.
  25. 25. Bibliography • Bulter, J.T. Principles of Health Education and Health Promotions. California: Wadsworth Thomson Learning, 2001. • “MyPyramid.”2006. USDA. 27 March 2006. << http://www.mypyramid.gov/>>
  26. 26. MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman Project Plan & Requirements – Name? (Complete Lesson-Plan, Technology Sample and Self Assessment) 1. Create Project, fill out lesson plan. You can use this document, self-assess, and peer assess. 2. Bring both lesson plan, sample, and assess yourself 3. Make sure to submit your assignment as per the instructor’s requests. Analyze Learners Age, Grade Level, Learning Styles, Different-learning abilities (This section may be the mostly same for each project). Include the following about learners: • Age of learners, Grade/learning level, learning styles and/or different learning abilities. • Common student misconceptions about the content and/or process? • Things that the students generally do understand about the content or process. This Podcast is designed for students ages 8-10, in a fourth grade health lesson on researching information on Food Guide Pyramid. This was created for linguistic, spatial, intrapersonal, and naturalist intelligences. In addition it was developed for visual, and tactile/ kinesthetic learning styles. However, it can be easily adapted to younger grades or be extended into older grades. This lesson could also be adapted to ESOL and learning support. Also, it can be used for any state. Some common student misconceptions about this process are: each food group should have the same/ equal intake value; physical activity isn’t involved within the food pyramid; knowing what is appropriate is organizing and creating a balanced diet; nutrient facts/ appropriate servings sizes; dietary guidelines for American (Food Guide Pyramid). The students should have prior knowledge of the food pyramid. They should also be familiar with using a computer and the internet. Students should also be familiar with organizing information. Students should also know the names and labeling of the sections of the different food groups. Justification – Answer the following questions: o Why bother using this technology? o How does it support how we know students learn (learning theories and/or learning styles)? o How does it NOT support how students learn? (Because one-way of teaching very rarely supports all kinds of learning!) The use of technology during this lesson serves mostly as a motivational tool. It allows each student to explore the subject matter in their own guided way. They should be able to connect the topic to a particular area of personal interest. Also at Adapted from ASSURE) 1
  27. 27. MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman this age, students are still becoming familiar with the use of technology in the classroom and for assignments. Using Podcasting will further their development. In addition, it brings another spin on a common project. In changing delivery modes of instruction, having the students navigate their own learning, instead of the teacher discusses step by step procedures, it allowed us to reach other learning styles and preferences for each of our students. This helps the students to connect to real world applications of the topic. In developing a series of constructs, each step should lead to the next. This is a definite asset in connecting to a variety of learning styles and preferences. This should serve to assist with the long term retention of this material. Students might feel that they are engaged is something other than school work. This doesn’t support how students learn because having a lack basic computer skill will affect the students’ performance. In addition, the students who are auditor learners, musical, logical-mathematical, or interpersonal intelligences might have a harder time completing something that wasn’t designed for them. State Objectives Academic Standard or Goal (Broad) 10.1- Concepts of Health • 10.1.3 C- Explain the role of the food guide pyramid in helping people eat a healthy diet. (food groups, number of servings, variety of foods, nutrients) 10.4 Physical Activity • 10.4.3 A- Identify & engage in physical activities that promote physical fitness and health. Objectives (specific) – Audience (individual or group), behavior, condition and degree. The student will be able to create a podcast in Microsoft Power Point with Microphone Programming, to develop an appropriate food guide pyramid in helping peers eat a healthy diet, including food groups, number of servings, variety of foods, nutrients, as well as identify physical activities that promote physical fitness and health. Time needed to complete: Time to Complete Podcast 1. Identify and Record Information – 35-45 Minutes (1-2 Class Periods) 2. Plan Presentation – One Class Period to Plan; One to Two Class Periods to Create; One Class Periods to Practice and Refine 3. Complete the Presentation - One to Two Class Periods All Total – Roughly Five Class Periods (Block Scheduling) Adapted from ASSURE) 2
  28. 28. MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman Select Methods, Media, and Materials URL resources used and website name http://www.mypyramid.gov My Pyramid (2006) http://mcom510.wikispaces.com/Podcasting Podcasting MCOM510 Teacher resources/ student resources Textbooks: • Bulter, J.T. Principles of Health Education and Health Promotions. California: Wadsworth Thomson Learning, 2001. Handout/Worksheets: • MyPyramid Worksheet- Check how you did yesterday & set a goal to aim for the next day. • MyPyramid (For Kids)- Eat Right. Exercise. Have Fun. Technology Tools: • Microsoft PowerPoint • Clip Art • Audacity- Voice/ Auditory Program Utilize Media and Materials How will it be used (Individual viewing or for the class) Podcast-. Students will work in groups to handle one section of the Food Guide Pyramid. PowerPoint and Internet will be used independently or in groups and the final project will be viewed for each student’s voice per section and presented for the whole classroom. Required Learner Participation Overview of the Lesson - Describe the lesson in detail. Include a description of the following: o how the lesson will be introduced o what students will do o what the teacher will do o what are the final outcome is – i.e., do the students create a project, report on something, etc. Introduction • What is podcasting? • What is food guide pyramid? • Food Groups - Grains - Vegetables - Fruits - Milk - Meats & Beans Adapted from ASSURE) 3
  29. 29. MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman - Physical Activity • Number of servings • Variety of foods • Nutrients Student will • Conduct in discussion for completing work in the lab. • Work their way through their PowerPoint process within their groups. • Students will work in groups to handle one section of the Food Guide Pyramid. Teacher will • Be available to monitor progress and to answer any questions that may arise (ideally there will not be any questions). Final Outcomes • The students will hand in the assignments as they are completed • The students will present their podcast to the class at the conclusion of this assignment Evaluation Note you should have a student evaluation on the excel project, powerpoint project, web quest, and podcast. The student evaluation may be a formal test or rubric for projects. It could also be an informal “check for understanding” – a formative evaluation, but even if it an informal check, please list or describe what you expect the students to understand, question, and not understand. CATEGORY 4 3 2 1 Point of View - Strong awareness of Some awareness of Some awareness of Limited awareness Awareness of audience in the audience in the audience in the of the needs and design. Students can design. Students can design. Students find interests of the Audience clearly explain why partially explain why it difficult to explain target audience. they felt the they felt the how the vocabulary, vocabulary, audio vocabulary, audio audio and graphics and graphics chosen and graphics chosen chosen fit the target fit the target fit the target audience. audience. audience. Point of View - Establishes a Establishes a There are a few It is difficult to figure Purpose purpose early on and purpose early on lapses in focus, but out the purpose of maintains a clear and maintains focus the purpose is fairly the presentation. focus throughout. for most of the clear. presentation. Grammar Grammar and usage Grammar and usage Grammar and usage Repeated errors in were correct (for the were typically correct were typically correct grammar and usage dialect chosen) and (for the dialect but errors detracted distracted greatly contributed to clarity, chosen) and errors from story. from the story. style and character did not detract from development. the story. Adapted from ASSURE) 4
  30. 30. MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman Images Images create a Images create an An attempt was made Little or no attempt distinct atmosphere atmosphere or tone to use images to to use images to or tone that matches that matches some create an create an different parts of the parts of the story. atmosphere/tone but appropriate story. The images The images may it needed more work. atmosphere may communicate communicate Image choice is symbolism and/or symbolism and/or logical. metaphors. metaphors. Content Covers topic in- Includes essential Includes essential Content is minimal depth with details knowledge about the information about the OR there are several and examples. topic. Subject topic but there are 1- factual errors. Subject knowledge is knowledge appears 2 factual errors. excellent. to be good. Organization Content is well Uses headings or Content is logically There was no clear organized using bulleted lists to organized for the or logical headings or bulleted organize, but the most part. organizational lists to group related overall organization structure, just lots of material. of topics appears facts. flawed. Originality Product shows a Product shows some Uses other people's Uses other people's large amount of original thought. ideas (giving them ideas, but does not original thought. Work shows new credit), but there is give them credit. Ideas are creative ideas and insights. little evidence of and inventive. original thinking. Requirements All requirements are All requirements are One requirement was More than one met and exceeded. met. not completely met. requirement was not completely met. Mechanics No misspellings or Three or fewer Four misspellings More than 4 errors in grammatical errors. misspellings and/or and/or grammatical spelling or grammar. mechanical errors. errors. Workload The workload is The workload is The workload was The workload was divided and shared divided and shared divided, but one not divided OR equally by all team fairly by all team person in the group is several people in the members. members, though viewed as not doing group are viewed as workloads may vary his/her fair share of not doing their fair from person to the work. share of the work. person. Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color, of font, color, font, color, graphics, color, graphics, graphics, effects etc. graphics, effects, effects, etc. to effects, etc. but but these often etc. to enhance the enhance to occasionally these distract from the presentation. presentation. detract from the presentation content presentation content. Adapted from ASSURE) 5
  31. 31. MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman Reflection & Transfer: If this is in the self assessment – on the rubric- that is OK. 1.) Explain what you learned that might not be in the rubric. This may include specific tools as well as processes, concepts, reflections about what you have learned, discuss how you might change what you've done, given the chance to evaluate and revise your project. After completing the Podcast, rubric and lesson plan I have learned many more skills in using these different tools. A PowerPoint- Google and use online resource for alternative templates, Food Pyramid was a hard on to track down. Graphics could be a little more specific and the amount might be increased. Also, I found a number of educational songs, poems and quotes that discussed the Food Pyramid, so I could include that in the podcast next time. This PowerPoint was very interesting for me to develop because I am current not teaching. However my topic is a health subject and that is out of my normal domain. I am an elementary and special education teacher, not health and physical education. It was a lot of fun to develop something outside of my area because it gave me a chance to learn new information as well as develop future lessons for integration of units on collaborating with other teachers that my students could have. Rubric- developing an appropriate grading tool & information on topic. Podcasting is a lot to record as an assessment because they are so many concepts including in making a podcast. I think that in the future I would demonstrate and model each step of the rubric with my students because it is a lot of information to just pick up. However, the utube video did help me out a lot it might help my students it might not. There would have to be enough information presented to reach the needs of all of my students to achieving the same goal. Lesson Plan- I have noticed that everyone has their own format of what they think a lesson plan should contain. It is just a matter of completing it in the correct format that meets the needs of the students using the lesson plan. 2.) Transfer: How could your idea be used in other settings? What else could you do with it if you played, or were creative about it? OR, how could the student use the knowledge gained in other settings? This lesson is great for other settings. Students may use these strategies within a language arts, graphic design, health, science class. Language arts because they are conducting research, to read, collect, analyze and to write out information that is appropriate for their audience. Graphic design class/ computer class because the students would be using these tools to great a podcast. This could be use in a science class only to introduce the topic of the human body. Finally this is used in a health class because the students are researching facts about the food pyramid and good nutrient and health care for students their age. These students could also create this podcast to introduce or teach younger students on the topic of good nutrient and physical activity. This topic is something that all individuals of any age must be made aware of. Being aware of these facts and taking care of your body is something that everyone must understand in order to continue living a healthy, long life. Adapted from ASSURE) 6
  32. 32. • GRAINS  • Eat at least 3 oz everyday of:  – Whole grain cereals  – Breads  – Crackers  – Rice  – Pasta  – Oatmeal  – Low fat Popcorn  • GRAINS  • 1 oz. is about:  – About 1 slice of bread  – About 2 cup of breakfast cereal  – ½ cup of cooked rice  – ½ cup of cooked cereal  – ½ cup of cooked pasta  – GRAINS  • Make half of your grains whole  • Eat 6 oz every day  • Eat more dark‐green veggies like:  – Broccoli  – Spinach  – Any other dark leafy greens  – Eat more orange vegetables like:  – Carrots 
  33. 33. – Sweet potatoes  • Eat more dry beans & peas like:  – Pinto Beans  – Kidney Beans  – Lentils  • Vary your veggies  • Eat 2 ½ Cups Every Day  • Eat a variety of fruit  • Go easy on fruit juices   • Choose fruit between:   – Fresh  – Frozen  – Canned  – Dried  • Focus on Fruits  • Eat 2 cups Every Day  • Know the limits on:  – Fats  – Sugars  – Salt (Sodium)  • Make most of your fat sources from:  – Fish  – Nuts  – Vegetables oils  • Limit solid fats like: 
  34. 34. – Butter  – Stick margarine  – Shortening  – Lard  • Check the Nutrition Facts label to keep low:  – Saturated Fats  – Trans Fats  – Sodium  • Choose food & beverages low in added sugars.  – Added sugars contribute calories with few, if any, nutrients.  • Go low‐fat or fat‐free when you choose:  – Milk  – Yogurt  – Any other milk products  • If you don’t or can’t consume milk, choose:  – Lactose‐free products  – Other calcium sources  • Fortified Foods  • Fortified Beverages  • Get your calcium‐ rich foods  • Get 3 cups Every Day  • Choose low‐fat or lean cut:   – Meats  – Poultry  • Ways to prepare a healthy protein product: 
  35. 35. – Bake it  – Broil it  – Grill it  • Vary your protein routine‐ chose more:  – Fish  – Beans  – Peas  – Nuts  – Seeds  • Go lean with protein.  • Eat 5 ½ oz. Every day  • Find your balance between  – Food  – Physical Activity  – Be sure to stay within your daily calorie needs  – Children & Teenagers should be physically active for 60 minutes every day  • For losing weight, at least 60‐90 minutes daily is required.  • Bibliography  • Bulter, J.T. Principles of Health Education   and Health Promotions. California:    Wadsworth Thomson Learning, 2001.   • “MyPyramid.”2006. USDA. 27 March   2006. << http://www.mypyramid.gov/>>    
  36. 36. Summary 1. Standard/Outcome: I.A.2 2. Demonstrate Mastery: (1) This podcast was a designed media that projected visual aids, audio, and video during Microsoft PowerPoint, Windows Movie Maker and Audacity. (2) This is also an example of using government/current information in an interactive way, using the Internet resources and networks; it could be used as a distance learning technology. (3) Software was used for instruction. 3. Artifact Benefit: By creating a podcast, students have visual aids and audio. This podcast will benefit the classroom students, as well as their parents/guardians. By integrating language arts, media and health students are finding that concepts can be studied in a variety of ways. Reflection After completing the Podcast, rubric and lesson plan I have learned many more skills in using these different tools. A PowerPoint- Google and use online resource for alternative templates, Food Pyramid was a hard on to track down. Graphics could be a little more specific and the amount might be increased. Also, I found a number of educational songs, poems and quotes that discussed the Food Pyramid, so I could include that in the podcast next time. This PowerPoint was very interesting for me to develop because I am current not teaching. However my topic is a health subject and that is out of my normal domain. I am an elementary and special education teacher, not health and physical education. It was a lot of fun to develop something outside of my area because it gave me a chance to learn new information as well as develop future lessons for integration of units on collaborating with other teachers that my students could have. Rubric- developing an appropriate grading tool & information on topic. Podcasting is a lot to record as an assessment because they are so many concepts including in making a podcast. I think that in the future I would demonstrate and model each step of the rubric with my students because it is a lot of information to just pick up. However, the utube video did help me out a lot it might help my students it might not. There would have to be enough information presented to reach the needs of all of my students to achieving the same goal. Lesson Plan- I have noticed that everyone has their own format of what they think a lesson plan should contain. It is just a matter of completing it in the correct format that meets the needs of the students using the lesson plan. This lesson is great for other settings. Students may use these strategies within a language arts, graphic design, health, science class. Language arts because they are conducting research, to read, collect, analyze and to write out information that is appropriate for their audience. Graphic design class/ computer class because the students would be using these tools to great a podcast. This could be use in a science class only to introduce the topic of the human body. Finally this is used in a health class because the students are researching facts about the food pyramid and good nutrient and health care for students their age. These students could also create this podcast to introduce or teach younger students on the topic of good nutrient and physical activity. This topic is something that all individuals of any age must be made aware of. Being aware of these facts and taking care of your body is something that everyone must understand in order to continue living a healthy, long life.  

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