General project

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Name of Project: Healthy
Lifestyle:
Are
We
Really
What
We
Eat? Duration: 4
weeks
Subject/Course: ELA: Writing Teacher(s): Shalini
Patel Grade Level: 1st
Other subject areas to be included, if any:
Science/Health and Math
Key Knowledge and
Understanding
(CCSS or other standards)
CCSS.ELA-­‐LITERACY.W.1.2
http://www.corestandards.org/ELA-­‐Literacy/W/1/2/
Write
informative/explanatory
texts
in
which
they
name
a
topic,
supply
some
facts
about
the
topic,
and
provide
some
sense
of
closure.
CCSS.ELA-­‐LITERACY.W.1.8
http://www.corestandards.org/ELA-­‐Literacy/W/1/8/
With
guidance
and
support
from
adults,
recall
information
from
experiences
or
gather
information
from
provided
sources
to
answer
a
question.
CCSS.ELA-­‐LITERACY.W.1.6
http://www.corestandards.org/ELA-­‐Literacy/W/1/6/
With
guidance
and
support
from
adults,
use
a
variety
of
digital
tools
to
produce
and
publish
writing,
including
in
collaboration
with
peers.
CCSS.ELA-­‐LITERACY.SL.1.3
http://www.corestandards.org/ELA-­‐Literacy/SL/1/3/
Ask
and
answer
questions
about
what
a
speaker
says
in
order
to
gather
additional
information
or
clarify
something
that
is
not
understood.
CCSS.ELA-­‐LITERACY.SL.1.4
http://www.corestandards.org/ELA-­‐Literacy/SL/1/4/
Describe
people,
places,
things,
and
events
with
relevant
details,
expressing
ideas
and
feelings
clearly.
CCSS.MATH.CONTENT.2.MD.D.10
http://www.corestandards.org/Math/Content/2/MD/D/10/
Draw
a
picture
graph
and
a
bar
graph
(with
single-­‐unit
scale)
to
represent
a
data
set
with
up
to
four
categories.
Solve
simple
put-­‐together,
take-­‐apart,
and
compare
problems
using
information
presented
in
a
bar
graph.
Success Skills
(to be taught and
assessed)
Critical Thinking/Problem Solving Self-Management
Collaboration Other: Communication NGSS-­‐K-­‐2-­‐ETS1-­‐1
Asking
questions,
making
observations,
and
gathering
information
are
helpful
in
thinking
about
problems.
X
Project Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)
The
first
graders
will
investigate
the
age-­‐old
adage:
You
are
what
you
eat.
They
will
learn
about
how
to
promote
a
healthy
lifestyle
for
themselves,
their
families,
and
the
community.
Students
will
begin
by
thinking
about
what
it
means
to
be
healthy
and
think
about
things
that
they
do
to
be
healthy.
As
part
of
their
investigation,
students
will
conduct
interviews
with
their
parents
to
learn
about
what
their
families
do
to
stay
healthy.
They
will
also
learn
from
local
experts
(a
pediatrician,
a
yoga
instructor,
a
psychiatrist,
and
a
nutritionist)
about
staying
active.
The
students
then
will
create
a
Healthy
Eating
and
Fitness
Menu
for
the
local
gym
in
addition
to
short
commercials
about
what
they
learned
about
nutrition
and
exercise,
which
they
will
share
with
the
other
students
in
the
school
and
community.
Driving Question How
do
healthy
habits
help
me,
and
my
family,
grow
stronger
and
live
longer?

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Entry Event Day
1
–
The
students
will
watch
a
video
about
healthy
food.
This
will
help
to
set
the
idea
for
the
unit.
Day
2
–
Students
will
have
a
discussion
about
making
healthy
choices.
They
begin
the
conversation
by
examining
a
picture
of
two
cereal
boxes.
One
of
the
boxes
should
be
a
sugar-­‐filled
cereal
with
a
picture
of
a
character
on
it.
Another
box
of
cereal
should
be
a
healthy
cereal
with
a
plain
cover
with
no
characters.
Take
a
poll
by
having
students
place
a
sticky
dot
under
the
cereal
box
they
would
rather
buy
and
eat.
After
everyone
has
voted,
begin
a
class
discussion
posing
questions
about
their
choice
of
cereal:
Have
you
ever
eaten
either
cereal
before?
How
do
you
know
if
the
cereal
is
healthy?
Would
you
try
the
one
you
did
not
choose?
Why
or
why
not?
Pose
the
Driving
Question,
How
do
healthy
habits
help
me,
and
my
family,
grow
stronger
and
live
longer?
Elicit
student
questions
about
and
responses
to
the
DQ.
Chart
the
responses
on
a
KWL
chart
for
students
to
refer
to
throughout
the
unit.
Products Individual:
Informational
Book
Healthy
Menu
Specific content and skills to be assessed:
Writing
an
informational
book
Math/Science
–
observation
and
gathering
data/graphing
the
healthy
foods
that
they
ate
according
to
the
food
groups.
Communication:
Family
Interview
Team (Teams of 4):
Team
Healthy
Menu
Commercial
Specific content and skills to be assessed:
Writing
of
menu
(list)
Communicating
the
ideas
that
the
students
learned
about
healthy
living.

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P R O J E C T D E S I G N : O V E R V I E W page 3
Making Products Public
(include how the
products will be made
public and who students
will engage with
during/at end of project)
As
part
of
their
investigative
work,
students
will
learn
from
community
experts
(a
pediatrician,
a
yoga
instructor,
a
psychiatrist,
and
a
nutritionist)
during
the
unit.
The
nutritionist
will
provide
feedback
on
the
menu
midway
through
the
project.
At
the
end
of
the
project,
students
will
share
their
menus
with
a
local
gym
and
short
commercials
with
other
students
and
the
community.
Resources Needed On-site people, facilities:
Computer
lab
and
tech
support
Equipment:
I-­‐Pad
or
tablet/recording
device
Materials:
Technology
to
record
the
commercial,
flyer/poster
paper
to
create
the
menus,
pyramid
food
guide,
and
books
about
nutrition.
Community Resources:
We
will
need
to
contact
the
local
gym
to
see
if
they
will
display
the
menus.
We
will
need
a
pediatrician,
a
yoga
instructor,
a
psychiatrist,
and
a
nutritionist
to
come
in
to
the
classroom
to
work
with
the
students.
Reflection Methods
(how individual, team,
and/or whole class will
reflect during/at end of
project)
Journal/Learning Log
X
Focus Group
Whole-Class Discussion
X
Fishbowl Discussion
Survey Other: Peer
Feedback
X
Notes:

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P R O J E C T D E S I G N : S T U D E N T L E A R N I N G G U I D E
Project: Healthy
Lifestyle:
Are
We
Really
What
We
Eat?
Driving Question: How
do
healthy
habits
help
me,
and
my
family,
grow
stronger
and
live
longer?
Final Product(s)
Presentations,
Performances, Products
and/or Services
Learning Outcomes/Targets
knowledge, understanding & success skills needed by
students to successfully complete products
Checkpoints/Formative Assessments
to check for learning and ensure
students are on track
Instructional Strategies for All Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(individual and
team)
Healthy
Menu
(Individual)
I
can
create
a
menu
to
share
my
ideas
about
a
healthy
lifestyle.
(W.1.6)
Short
Commercial
(Team)
Anchor
Learning
Target
I
can
communicate
what
I
have
learned
about
healthy
lifestyles
to
an
audience.
(SL.1.3
and
1.4)
I
can
write
an
informational
text
to
explain
what
my
family
does
to
stay
healthy.
(W.1.2,
W.1.8,
ETS1-­‐1)
1.
Questions
for
the
family
interview
2.
Outline
of
the
interview
3.
Teacher
conferencing
during
writing
*Teacher-­‐led
lesson
on
interview
questions
*Parents
can
record
their
responses
*Writer’s
Workshop
and
conferencing
(conferencing
will
support
the
teacher
in
pulling
groups
for
small
group
instruction
based
on
need)
*Small
group
instruction
to
support
with
writing
the
informational
text
based
on
area
of
need
*Pediatrician
speaks
to
the
class
about
what
families
can
do
to
be
healthy
and
answers
student
questions
I
can
identify
the
5
main
food
groups
and
ways
to
maintain
a
healthy
lifestyle
through
eating
and
exercise.
(ETS1-­‐1,
2MD.D.10)
1.
Food
Journal
2.
Graph
of
the
Food
Journal
3.
Small
group
activity
–
food
sort
*Students
can
draw
pictures
to
represent
their
food
*Word
Banks
*Small
group
activity
–
Students
sort
foods
into
groups
and
explain
their
reasoning;
explain
if
a
food
is
healthy
or
not
and
their
reasoning
*Teacher
read-­‐aloud
on
healthy
eating
(e.g.,
Good
Enough
to
Eat
by
Lizzy
Rockwell)
*Nutritionist
speaks
to
the
class
about
healthy
recipes
and
eating
habits;
answers
students
questions
I
can
make
a
list
of
healthy
foods
to
eat
for
a
day
and
exercise
to
share
with
a
public
audience
by
creating
a
visual
aid.
(W.1.6,
W.1.2)
1.
Food
Journal
2.
Information
from
the
nutritionist
and
her
feedback
3.
Drafts
of
menus
(reviewed
by
the
nutritionist
&
teacher)
*Students
can
draw
pictures
to
represent
their
food
*Word
Banks
*Small
group
instruction
to
support
creating
the
menus
*PE
lesson
on
various
cardiovascular
exercises
and
yoga
led
by
the
yoga
instructor
*Examination
of
sample
menus
I
can
communicate
my
ideas
and
work
with
my
team
to
create
a
commercial.
(SL.1.3,
SL.
1.4)
1.
Weekly
video
journals
2.
Peer
feedback
on
storyboard
for
the
commercial
3.
Teacher
Observations
*Practice
recording
on
the
iPad/tablet
*Teacher
feedback
*Examination
of
commercials
*Teacher
modeling
of
storyboarding;
small
group
instruction
to
support
as
needed