1. Josh Worsham<br />EDTECH 541-4172 <br />Thematic Unit Plan<br />Unit Overview: This unit was created as a project for a masters level course on integrating technology into the classroom. It is a unit on nutrition, meant to be implemented in a high school health course. It includes health lessons that integrate technology along with other subject areas, including: Science, English, Math and Social Studies and the Arts. <br /> A. Theme: All about food and how it affects your body<br />B. Integrated Subject Areas: Health, Science, English, Math, Social Studies and the Arts<br />C. Anticipated Age Level: Grade 9-12 (Ages: ~ 14 – 18 years)<br />D. Demographics: All genders and cultures, English.<br />E. Essential Questions:<br />1. How is proper nutrition essential in the growth and development of healthy bodies?<br />2. How is each body system impacted by nutrients?<br />3. What resources are available to assist in making nutritional choices and be able to determine healthful food choices for a balanced diet?<br />4. How are your individual nutritional choices affected by families and community values?<br />F. Georgia Performance Standards: https://www.georgiastandards.org/Standards/Pages/BrowseStandards/HealthEd_9-12.aspx<br />GRADE 9-12:<br />It is expected that students will:<br />For: Health<br />HE H.S.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.<br />HE H.S.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.<br />HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health.<br />HE H.S.4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.<br />HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health. A3 Represent and interpret information in graphic form.<br />HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health. A6 Describe the relationship between scientific principles and technology. Identify a variety of technologies and explain how they have advanced our understanding of science (e.g., seismographic Instruments and GPS — plate tectonics and Earth’s layers)<br /> For: Math<br />MM1P3. Students will communicate mathematically.<br /> For: English<br />ELA9RC3 The student acquires new vocabulary in each content area and uses it correctly. The student<br />a. Demonstrates an understanding of contextual vocabulary in various subjects.<br />b. Uses content vocabulary in writing and speaking.<br />c. Explores understanding of new words found in subject area texts.<br /> For: Science<br />SCSh4. Students use tools and instruments for observing, measuring, and manipulating<br />scientific equipment and materials.<br />a. Develop and use systematic procedures for recording and organizing information.<br />b. Use technology to produce tables and graphs.<br />c. Use technology to develop, test, and revise experimental or mathematical models.<br /> For: Social Studies<br />SSSocC2: Students will evaluate how cultures develop and evolve.<br />a. Explain cultural change and diversity include ethnocentrism, cultural relevance, folk culture, pop culture, counterculture, subculture, and culture shock.<br />b. Compare material and non-material culture.<br />c. Analyze the impact of globalization on US and other world cultures.<br />Lesson #1 Title<br />Understanding Nutrition Labels<br />Author<br />Author: Gary Butcher (http://alex.state.al.us/lesson_view.php?id=2235) System: Shelby CountySchool: Columbiana Middle School<br />(I have modified the original lesson ever so slightly to fit my particular classroom needs)<br />Lesson Overview<br />In this lesson, students will use an Excel spreadsheet to determine the percentage of fat, protein and carbohydrates in a common breakfast cereal. The students will create a pie chart to represent the percentages of fat, protein and carbohydrates in the food. <br />Curriculum Subjects<br />Health, Math <br />Estimated Duration<br />31 to 60 Minutes<br />Grades<br />9th graders or others in high school health class<br />Curriculum Goals<br />HE H.S.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.<br />HE H.S.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.<br />MM1P3. Students will communicate mathematically.<br />Objectives<br />Given a food label from a breakfast cereal, students will identify the total number of grams of fat, protein and carbohydrates and enter those values into an Excel spreadsheet.Using the appropriate percentages, the students will use the chart wizard to create a pie chart representing the percentage of fat, protein and carbohydrates in the cereal.<br />Additionally, students will be able to identify foods which contribute to a healthy lifestyle.<br />NETS Standards<br />3. Research and Information FluencyStudents 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 andmedia.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d. process data and report results.<br />Prerequisites<br />Before engaging in this lesson, students must know or be able to turn on a computer and open basic programs. <br />Lesson Procedure<br />Motivational – Preparatory activities:Teacher Preparation1. Select appropriate label for use by students.2. Scan label into the PowerPoint presentation.3. Load Excel spreadsheet onto computer(s) the students will use (see attachment: Nutrition.xls).<br />Activity IntroductionThis lesson will introduce students to the differences in nutrients available in foods of a similar make up. <br />Information presentation and information processing (analysis/synthesis) activities:See steps 10 and 12 under application activities<br />Application activities:1.)Using PowerPoint software, review and discuss the information found on a standard nutrition label focusing on fat, protein and carbohydrates. 2.)Using the Excel spreadsheet (see attachment) demonstrate how to locate and enter the values for fat, protein and carbohydrates. 3.)Review the total calories and percentages of the fat, protein and carbohydrates found in the food. 4.)Pair students at computer terminals. 5.)Provide students with a nutrition label from a healthy food (ex: bran cereal with raisins).6.)Have the students enter the fat, protein and carbohydrate values in the Excel spreadsheet for the bran cereal. 7.)Review the number of calories from fat, protein and carbohydrates. 8.)Review the percentage of fat, protein and carbohydrates. 9.)Demonstrate how to use the chart wizard to create a pie chart. 10.)Have the students create a pie chart to represent the percentages of fat, protein and carbohydrates in the food. Print each chart and save for the following lesson. 11.)Review the student-generated charts to determine whether the cereal contained the most fat, protein or carbohydrates. 12.)Assignment: Ask students to bring in the label from a snack food that they enjoy. This lesson will be continued on the following day with labels supplied by students. 13.)The Nutri-Facts website can be used for the extension activity or for students who do not have labels to use for Step 12.( HYPERLINK quot;
http://www.nutri-facts.com/quot;
quot;
_blankquot;
Nutri-Facts)This website allows the user to enter the name of a food and get the nutrition label for several different brands.Attachments:**Some files will display in a new window. Others will prompt you to download.Nutrition.xls<br />Closure/review activities:1. Each student will select a new nutrition label and calculate the percentages of carbohydrates, protein and fat in the food.<br />2. Students will use the Nutri-Facts website (see step 13 for URL) to further investigate the nutritional values of common foods and compare different brands of the same food.<br />Assessment / Evaluation<br />Student work should be monitored and checked by the instructor to ensure spreadsheets is set up properly and correct values are plugged into correct cells. I recommend this be a completion grade and that all students redo any work that is incorrect until it is completed properly. <br />Accommodations / Differentiation<br />Cognitive Difficulties: Partner students with those who finish quickly. <br />Physical Difficulties: Have Para-professionals input data for the student<br />Sensory Difficulties: Use screen readers or microphone as necessary<br />At-Risk Students: Allow them to bring in the food that the label belongs to and sample them. <br />GATE Students: Challenge them to create their own spreadsheet formulas to further enhance this activity. <br />Materials, Resources, and Equipment<br />1. breakfast cereal nutrition label<br />2. Computer (Internet access needed for extension activity only) for each pair of students<br />3. PowerPoint Software<br /> 4. Excel software<br />5. Scanner<br />6. Data projector or other computer projection device<br />Lesson #2 Title<br />Quest for Healthier Eating Habits <br />Author<br />Josh Worsham: jworsham@henry.k12.ga.us<br />Lesson Overview<br />This is an activity designed to help teens use higher level thinking skills when deciding what food and drink will enter their bodies! Although everything is outlined in this lesson plan, the WebQuest itself includes much of the information listed here and flows better in my opinion. However, the WebQuest does not include the instructions on how to use Google Documents or Cacoo.com.<br />Curriculum Subjects<br />Health<br />Estimated Duration<br />2-3 hours<br />Grades<br />9th graders or others in high school health class<br />Curriculum Goals<br />HE H.S.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.<br />HE H.S.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.<br />HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health.<br />HE H.S.4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.<br />HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health. A3 Represent and interpret information in graphic form.<br />Objectives<br />Students will participate in higher level thinking about how they currently eat, develop a plan leading to a healthier, nutrient rich diet.<br />NETS Standards<br />2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environmentsand media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.c. develop cultural understanding and global awareness by engaging with learners of other cultures.d. contribute to project teams to produce original works or solve problems.3. Research and Information FluencyStudents 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 andmedia.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d. process data and report results.<br />Prerequisites<br />Before engaging in this lesson, students must know or be able to use personal computer including PowerPoint software and a web browser. Knowledge of how to create a login for sites like Google is also helpful. <br />Lesson Procedure<br />Motivational – Preparatory activities:<br />Teacher Preparation <br />Plan for computer lab time, set up projector and ensure there are enough computers with the required software and internet connections. <br />Activity IntroductionIn this WebQuest: http://www.zunal.com/WebQuest.php?w=71952, you will take a fun and interesting journey that will require higher level thinking about how you eat, and how to plan for a healthier, nutrient rich diet. <br />1. Have student look up WebQuest on an internet search engine, so they can understand the concept. 2. Direct students to the web address of the WebQuest. 3. Have them read the introduction page and scan the rest of the pages. 4. Clarify what the expectation of the final product each student must produce to show what they learned while completing the WebQuest. <br />Information presentation and information processing (analysis/synthesis) activities:<br />Review each resources provided in the WebQuest (along with others you find on the internet) and answer some simple questions. Compare the answers found in the resource with how you currently eat. For example: How many meals are recommended for a teenage female?<br />Application activities:Activity 1: Introduction section: http://www.zunal.com/introduction.php?w=71952<br />List 3 significant changes can you make to your current eating habits that will benefit your health?<br />Activity 2: Task Section: http://www.zunal.com/tasks.php?w=71952<br />Review each resource provided in the WebQuest (along with others you find on the internet) and answer some simple questions. Compare the answers found in the resource with how you currently eat. For example: How many meals are recommended for a teenage female? The resource may say five, and you are currently only eating two. After these questions are answered, prepare a Google docs presentation that you can share in class. See instructions below<br />1. Go to Google.com and sign up for an account, you will need this to complete the WebQuest. <br />2. After your account is active, look at the top of the page for the word quot;
morequot;
. Click on quot;
morequot;
and look for the word quot;
documentsquot;
. Double click on quot;
documentsquot;
. <br />3. Once you have arrived at Google documents, click on presentations. This program works very similarly to PowerPoint. The advantage is, sharing your presentations and working collaboratively is much easier. <br />4. Use this program to create the presentation required in the WebQuest. When you are finished with your presentation, click on the arrow next to quot;
share quot;
at the top right hand corner and change the setting to public. Finally, share the presentation (using the same share button) with me at: josh30000@gmail.com.<br />The presentation must describe three things you plan to change to make your diet more healthy, along with information to support these choices. Also, please include what you learned and your answers to the questions below. <br />Questions:1. What amount of calories are recommended for you?2. Where can I find out how many calories popular foods contain?3. What percentage of your diet should be protein, carbohydrate, and fat?4. Where can you find out what nutrients foods contain?5. What food can you remove from your diet that will reduce unhealthy calories?<br />Use the website cacco.com to create a graph that you will include in the presentation as well. See instructions below<br />Students, <br />1. Go to http://www.cacoo.com and sign up for an account.<br />2. Click on the pink button near the top right edge of the screen that says: create new diagram. <br />3. Create one useful graph to use in your Google docs presentation required for the WebQuest assignment. <br />4. When you graph is finished, click on save. <br />5. Then click on export, which will allow you to save the graph to your computer. <br />6. This file can now be inserted into your presentation as a picture! <br />Closure/review activities:Included in the presentation required above<br />Assessment / Evaluation<br />also available at: http://www.zunal.com/evaluation.php?w=71952<br />Accommodations / Differentiation<br />Cognitive Difficulties: Partner students with those who finish quickly. <br />Physical Difficulties: Have Para-professionals input data for the student<br />Sensory Difficulties: Use screen readers or microphone as necessary<br />At-Risk Students: Allow them frequent breaks as needed. Listening to music on headphones is often a nice break for them.<br />GATE Students: Challenge them to create their own WebQuest to further enhance this activity. <br />Materials, Resources, and Equipment<br />computer with projector (recommend to introduce the Web quest) <br />computer lab with enough computers for each team <br />Microsoft Power Point enough copies for each team <br />multi-media tools <br />library <br />Links to Additional Lessons<br />Lesson #3 Social Networking Activity Link: http://jworsham.weebly.com/social-networking-activity.html<br />Lesson #4 Language Arts Integration (Eating Write-Read the ebook, it is the lesson plan!) Link: http://www.panraven.com/newstoryviewer/NewStoryViewer.html?storyId=183016<br />Lesson #5 Social Studies Integration Link: https://docs.google.com/document/pub?id=1tR9iJxTfhe7NXVXUo-2G-IkoXWN0szn0Ev1Zxt0Z7e4<br />Lesson #6 Arts Integration Lesson Link: http://jworsham.weebly.com/science-and-math-resource-start-page.html<br />Other Related Unit Plan Links<br />Nutrition Video Library: http://jworsham.weebly.com/video-library.html<br />Math and Science Integration Start Page: http://jworsham.weebly.com/science-and-math-resource-start-page.html<br />