Food for thought


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Food for thought

  2. 2. UNIT SUMMARY <ul><li>Students study their own health, activity, and nutrition needs as they develop menus of healthy and appealing foods for their own restaurants. Students develop consumer awareness by evaluating the persuasive elements of television and print advertising, and write and present their own convincing commercials to encourage people to visit their restaurants. As a culminating activity, the restaurants open, and students pretend to take orders, figure bills, compute 15 percent tips, and count back change. </li></ul>
  4. 4. ENGAGED LEARNING <ul><li>During Engaged Learning the students explore new topic that captivate their attention and makes them excited to learn. The teacher acts as a facilitator or guide in the learning process </li></ul><ul><li>Examples from the unit </li></ul><ul><ul><li>Students explore what they eat and how it effects their overall health </li></ul></ul><ul><ul><li>Students create an imaginary restaurant to explore how it operates and what healthy foods they will serve </li></ul></ul>
  5. 5. OUTCOME-BASED EDUCATION <ul><li>Outcome-Based Education is education that prepares students for life. </li></ul><ul><li>Examples from the unit </li></ul><ul><ul><li>Students learn how eating healthy can make their overall heath much better </li></ul></ul><ul><ul><li>Students receive resources to help them maintain a healthy diet </li></ul></ul>
  6. 6. SOCRATIC LEARNING AND QUESTIONING <ul><li>  The Socratic Method turns statements into questions. The questions are open ended and keep the students thinking. </li></ul><ul><li>Examples from the Unit </li></ul><ul><ul><li>Students are asked open ended questions through out the lesson </li></ul></ul><ul><ul><ul><li>Essential Question How can I stay healthy? </li></ul></ul></ul><ul><ul><ul><li>Unit Questions How do my eating habits affect my health and growth? How do I plan a healthy, nutritious diet? What factors influence my food choices? </li></ul></ul></ul><ul><ul><ul><li>Content Questions What is the food pyramid? What is the right number of calories for me? How do I analyze and represent data </li></ul></ul></ul>
  7. 7. INQUIRY LEARNING AND COLLABORATIVE & COOPERATIVE LEARNING <ul><li>Inquiry Learning consists of a project where students are given a driving question that leads them to answer the question through some kind of visual proof. Students work together in groups to experience collaborative and cooperative learning. </li></ul><ul><li>Examples from the unit </li></ul><ul><ul><li>Students are divided into heterogeneous groups </li></ul></ul><ul><ul><li>Students work collaboratively on the menu and commercial </li></ul></ul>
  8. 8. TECHNOLOGY INTEGRATION <ul><li>Technology Integration should be seamless in a classroom. It also must be accessible and readily available. Technology is always changing so the teacher must continually learn new material and accept the changes. </li></ul><ul><li>Example of Technology Integration in the Unit </li></ul><ul><ul><li>The making of the commercial allow the students to use video camera and editing software </li></ul></ul><ul><ul><li>The Students use spreadsheet software to create food label graphs </li></ul></ul><ul><ul><li>Students use an online calorie calculator to keep track of the calories they eat </li></ul></ul>
  9. 9. ESSENTIAL QUESTIONS AND BIG IDEAS <ul><li>Educators should use and post essential questions and big ideas. </li></ul><ul><li>Essential questions and big ideas should differ on a scale of importance. </li></ul><ul><li>Essential questions should include the primary objective of the assignment. </li></ul><ul><li>Big ideas should cover secondary objectives. </li></ul>
  10. 10. DIFFERENT TYPES OF RESOURCES <ul><li>Both educators and students should use a variety of resources to create and complete assignments. </li></ul><ul><li>Resources should include books, magazines, web resources, computer software, and types of media such as audio or video. </li></ul>
  11. 11. ANALYZE AND EVALUATE <ul><li>Students must not only analyze and evaluate the subject of their work, but themselves as well. </li></ul><ul><li>They also must be able to recall ideas that were important from other assignments in order to complete the current assignment. </li></ul><ul><li>This leads to a building of understanding on greater level after each assignment. </li></ul>
  12. 12. RUBRIC AND CRITERIA <ul><li>Educators should make the rubric and criteria of the current assignment available. </li></ul><ul><li>This makes it easier for students to understand the main ideas of the assignment. </li></ul><ul><li>Essential questions and big ideas should be included with the rubric and criteria. </li></ul>
  13. 13. GUIDED ASSISTANCE FROM THE TEACHER <ul><li>An educator should sometimes allow students to work at their own pace and in their own way. </li></ul><ul><li>At the same time, the educator should keep students on task and help with any questions they may have. </li></ul><ul><li>In this case teachers should be more like a guide than a ruler. </li></ul>
  14. 14. BACKWARD DESIGN <ul><li>An effective way to construct a lesson is to first look at what the students should learn. </li></ul><ul><li>From that point work backward and create objectives that would lead to students learning the particular idea. </li></ul><ul><li>It is a good idea to create checkpoints in the assignment where students should understand certain parts of the whole idea. </li></ul>
  16. 16. CONSTRUCTIVIST THEORY <ul><li>The Food for Thought unit follows the Constructivist theory because… </li></ul><ul><ul><li>It utilizes open-ended questions </li></ul></ul><ul><ul><li>Teacher encourages analysis, evaluation, interpretation, discussion, and a form of student evaluation** </li></ul></ul><ul><ul><li>** The students will be following a rubric provided at the beginning of the unit in order to evaluate their positions and responsibilities throughout the unit; but ultimately the teacher evaluates each student </li></ul></ul>
  17. 17. VYGOTSKY’S THEORY <ul><li>The unit involves group work and social interaction which is necessary for student learning </li></ul><ul><li>Zone of Proximal Development </li></ul><ul><ul><li>“ Skills too difficult for a child to master on his/her own but can be done with guidance and encouragement from a knowledgeable person.” </li></ul></ul><ul><ul><li>This unit illustrates this idea by creating their own restaurant </li></ul></ul><ul><ul><li>Student may know nothing about this but given rubrics, instructions, and encouragement the students are capable of learning how to create and start a restaurant </li></ul></ul>
  18. 18. <ul><li>The teacher facilitates social interaction that allows students to build knowledge with in a social context </li></ul><ul><li>In this unit.. </li></ul><ul><ul><li>Students work off the ideas of others, and learn to see from different perspectives while revising their thinking in order to meet the standards or ideas of the group </li></ul></ul>
  19. 19. LEARNING THROUGH EXPERIENCES <ul><li>Piaget, Dewey, and Vygotsky all think learning through experiences are critical for student learning </li></ul><ul><li>Dewey says students should DO what they learn </li></ul><ul><ul><li>Students are planning healthy meals, interpreting food labels, and creating their own restaurant </li></ul></ul><ul><ul><li>This will encourage them to practice what they have learned in their own lives </li></ul></ul>
  20. 20. <ul><li>By learning through experiences students get an idea of how the content and ideas can be used throughout their lives, and why it is important to know </li></ul><ul><ul><li>By planning a healthy diet they get an understanding of how food affects the body and keep it working properly; students will be encouraged to be more conscious of what kinds of food they are eating </li></ul></ul>
  22. 22. EDUCATIONAL PSYCHOLOGIST <ul><li>Studies how students learn in educational settings. </li></ul><ul><li>Focus’s on accommodating all different types of learning. </li></ul><ul><li>Helps modify lesson plans to fit everyone’s style successfully. </li></ul><ul><li>Asks the right questions when constructing lesson plans: </li></ul><ul><ul><li>Why do I need to know this? </li></ul></ul><ul><ul><li>What is the content? </li></ul></ul><ul><ul><li>How will I use this in real life? </li></ul></ul><ul><ul><li>What possibilities will this create? </li></ul></ul>
  23. 23. EDUCATIONAL PSYCHOLOGIST <ul><li>Food For Thought! </li></ul><ul><ul><li>It allows activities for both Left and Right Brain learners. </li></ul></ul><ul><ul><ul><li>Right Brain: Commercial/advertising campaign, group work/presentation, creating menu, drawing food pyramid, open restaurant. </li></ul></ul></ul><ul><ul><ul><li>Left Brain: Organize a food log/diary, due dates, commercial checklist, scoring guide, menu rubric. </li></ul></ul></ul>
  24. 24. EDUCATIONAL PSYCHOLOGIST <ul><li>Food For Thought provides activities for different intelligences: </li></ul><ul><ul><li>Verbal - Commercial </li></ul></ul><ul><ul><li>Logical – Creating the menu </li></ul></ul><ul><ul><li>Visual – Advertising campaign </li></ul></ul><ul><ul><li>Musical - Commercial </li></ul></ul><ul><ul><li>Interpersonal – Opening the restaurant </li></ul></ul><ul><ul><li>Kinesthetic – Opening the restaurant and serving the classroom </li></ul></ul>
  25. 25. EDUCATIONAL PSYCHOLOGIST <ul><li>Food For Thought supplies motivation for both Intrinsic and Extrinsic. </li></ul><ul><ul><li>Any type of group work will promote some form of motivation. This unit has goals and rewards, assists the learner in obtaining valued accomplishments, and allows themselves to integrate with other classmates. You have to work together to create a menu, design and present a commercial, and open your restaurant; all while learning about a healthy diet. </li></ul></ul>
  26. 26. Indiana Academic Standards for Engineering and Technology Education. Middle School Grades
  27. 27. Middle School .1 Define how technology helps improve, manage, and control the natural and human-made environments. MS.1.AExplain the purpose of technology MS.1.B Note how technology influences life What we do with the curriculum: As curriculum specialists we would incorporate these with real life experiences with in our classroom to show how technology influences our lives. For example (You could do a project explaining technology 25 years ago to technology now.)
  28. 28. Middle School.2 Describe technology as a system with inputs, processes, outputs, impacts, and feedback. MS.2.A Define technology MS.2.B Describe and apply a technological systems model MS.2.C Identify resources MS.2.D Describe technological processes MS.2.E Explain impacts / consequences What we do with the curriculum: The most basic thing is describing what technology is so they have the right definition. Let the students use technology within the class room so they get the basic processes. Create a problem with the technological problem so that they understand the impact and consequences of technological education. Basically you are going to show what technology does with different projects in the classroom.
  29. 29. Middle School.3 Understand the integrated relationship of technology with other academic fields, particularly language arts, math, science, and social studies . MS.3.A Explain the interdisciplinary nature of technology MS.3.B Apply knowledge and skills learned in mathematics, science, language arts, and other classes when completing technology-based assignments What we do with the curriculum: The best thing we can do with other subjects is have curriculum extensions within every subject. Technology does not need to be a subject of its own. It needs to be introduced with EVERY LESSON so children find different aspects with technology.
  30. 30. Middle School.4 Describe technology as it is applied in the context of communication, construction, design, manufacturing, transportation, and related technologies. MS.4.A Define communication and information technology MS.4.B Define production technology MS.4.C Define transportation technology MS.4.D Explain various technological systems What we do with curriculum: As a college student these standards are confusing for me. As educators we should break down various technological systems so that our students have a deep understanding on the process of technology and what each software can contribute to their education.
  31. 31. Middle School.5 Work cooperatively and productively in groups to design and use technology to solve technological problems. MS.5.A Work in teams to address an opportunity or solve a problem MS.5.B Use a standard design process to create a new product MS.5.C Help manage a group activity in an efficient manner What we do with curriculum: These standards are self explanatory. Team work is crucial for success within education. Have a healthy balance between team work and individual work. Use different software that students are not familiar with to create a new product.
  32. 32. Middle School.6 Identify societal and personal needs and opportunities that can be addressed through technology. MS.6.A List how demands, values, and opinions drive technology MS.6.B Describe the acceptance and popularity of various devices and systems MS.6.C Outline the innovation and invention process What we do with curriculum: Discussion is something that is very important throughout education too. Students need to have the understanding on why something is the way it is before they can do a new project. Discussing demands, values, opportunities, innovation, and invention process. Students need to voice their opinion on different processes so you know their thought process. This will help you tremendously as an educator.
  33. 33. Middle School. 7 Develop and refine alternate solutions that address technological needs and opportunities. MS.7.A Describe and use a basic problem solving process MS.7.B List the requirements for a design project MS.7.C Participate in brainstorming and developmental activities MS.7.D Apply technical illustration and modeling skills What we do with curriculum: Creating different opportunities within technological projects will be very beneficial for students. This is when you let students be very creative with different designing projects then they learn how to correctly apply technical illustration and modeling skills.
  34. 34. Middle School.8 Evaluate and select appropriate solutions that address technological needs and opportunities. MS.8.A Evaluate technologies based on research and data MS.8.B Make informed technological decisions What we do with the curriculum: Use discovery based learning so students find the best decision within the research and data they have collected. Make sure to use resources correctly and cite them correctly. Also have them make decisions based off the material they have learned.
  35. 35. Middle School.10 Specify solutions to stated needs and opportunities using appropriate technical means . MS.10.A Explain how devices, products, structures, or systems function MS.10.B Communicate new designs with appropriate media MS.10.C Report design or production information in an efficient manner What we do with curriculum: With all the different projects that students have done have them dissect them and find out what is good and what could be better so they know what to improve on.
  36. 36. Overall these strategies we use should reach the academic standards in the state of Indiana.
  38. 38. HEALTH: GRADE 5 <ul><li>Students will demonstrate the ability to access valid </li></ul><ul><li>information and products and services to enhance health. </li></ul><ul><li>5.3 </li></ul><ul><ul><li>This standard focuses on how to identify and access valid health resources and to reject unproven sources. Students list valid sources of health information, health-promoting products, and services to prevent and detect health problems. </li></ul></ul><ul><ul><ul><li>5.3.1 </li></ul></ul></ul><ul><ul><ul><ul><li>Identify characteristics of valid health information, products and services. </li></ul></ul></ul></ul><ul><ul><ul><li>5.3.2 </li></ul></ul></ul><ul><ul><ul><ul><li>Locate resources from home, school and community that provide valid health information. </li></ul></ul></ul></ul>
  39. 39. MATH PROBLEM SOLVING: GRADE 5 <ul><li>5.7 </li></ul><ul><ul><li>Students make decisions about how to approach problems and communicate their ideas </li></ul></ul><ul><ul><li>5.7.1 </li></ul></ul><ul><ul><ul><li>Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information and observing patterns. </li></ul></ul></ul><ul><ul><li>5.7.5 </li></ul></ul><ul><ul><ul><li>Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. </li></ul></ul></ul>
  40. 40. SCIENCE: GRADE 5 <ul><li>Scientific Thinking </li></ul><ul><ul><li>5.2 </li></ul></ul><ul><ul><ul><li>Students use a variety of skills and techniques when attempting to answer questions and solve problems. Students describe their observations accurately and clearly using numbers, words, and sketches, and are able to communicate their thinking to others. They compare, contrast, explain, and justify both information and numerical functions. </li></ul></ul></ul><ul><ul><ul><li>5.2.5 </li></ul></ul></ul><ul><ul><ul><ul><li>Use technology, such as calculators or spreadsheets, in determining area and volume from linear dimensions. Find area, volume, mass, time, and cost, and find the difference between two quantities of anything. </li></ul></ul></ul></ul>
  41. 41. NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS) PERFORMANCE INDICATORS FOR TECHNOLOGY LITERATE STUDENTS (GRADES 3-5)  <ul><li>Prior to completion of grade 5, students will: </li></ul><ul><li>Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. </li></ul><ul><li>Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. </li></ul><ul><li>Use technology tools (such as multimedia authoring, presentation, Web tools, digital cameras, and scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. </li></ul><ul><li>Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. </li></ul><ul><li>Use technology resources (such as calculators, data collection probes, videos, and educational software) for problem solving, self-directed learning, and extended learning activities. </li></ul><ul><li>Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. </li></ul>
  42. 42. STUDENT OBJECTIVES <ul><li>Health and Nutrition </li></ul><ul><li>Develop awareness of factors that influence food choices, and reflect on their own eating patterns </li></ul><ul><li>Learn to analyze the nutritional values of foods  </li></ul><ul><li>Understand their nutritional needs and outline steps to plan healthy eating </li></ul>
  43. 43. <ul><li>Math </li></ul><ul><li>Make and use estimates with money  </li></ul><ul><li>  </li></ul><ul><li>Learn to calculate percentages to determine recommended daily requirements </li></ul><ul><li>Apply consumer math skills to real-world situations while they tabulate a bill, make change, and figure a 15 percent tip   </li></ul><ul><li>Create charts and graphs to record data and observations   </li></ul><ul><li>Make decisions based on visual displays of data </li></ul>
  44. 44. <ul><li>Science </li></ul><ul><li>Design an investigation to answer questions or check predictions  </li></ul><ul><li>  </li></ul><ul><li>Collect, organize, and summarize data from investigations   </li></ul><ul><li>Analyze, interpret, and summarize data </li></ul><ul><li>Use process skills </li></ul><ul><li>Work cooperatively in small groups </li></ul><ul><li>Document observations in a journal or learning log </li></ul><ul><li>Ask questions, gather research, organize information, prepare data, and present findings in writing   </li></ul>