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Ids2083 slideshow

  1. 1. Aileen Seng Melinda Stone Rachel Woodworth 12/4/2013
  2. 2. State Standards: (6)Geography. The students use geography tools to collect, analyze, and interpret data. 12/4/2013
  3. 3. How did that get on my plate?  Content Objectives:  Students will use map reading skills to locate the origin of certain foods.  Students will explore and develop and understanding of the global food system. 12/4/2013
  4. 4. Preparation           KEY VOCABULARY Import Export Economy Consumer Producer Regional Local National Global  Have a classroom discussion on the key vocabulary words and their meaning.  Provide a visual chart depicting the meaning of each word with pictures and the actual definition. (to be left on the board for the duration of the lesson.) 12/4/2013
  5. 5. 12/4/2013
  6. 6. Practice  Have the class break up into groups of four or five students. Each     group should have one copy of the activity 10 &20 worksheet, markers, labels, ruler, and calculator (just in case). The group will determine which member gets which food group (by either drawing or coming to an agreement), and then each student will pick their favorite food from the food group they were chosen for. The group is to record their food of choice and complete the chart on the activity one worksheet. After the chart is complete then the group will work together using the labels to map the origin of their food by distance on the activity 2 worksheet. They can use the different colors to represent different distance. (This activity should not use precise distance.) Ex: green label could represent distance greater than 1000 miles. Teacher should provide scaffolding during this part of the activity. 12/4/2013
  7. 7. Self Evaluation  Each student will individually fill out the activity 3 sheet making sure to include at least four of the key concept vocabulary in their responses. 12/4/2013
  8. 8. Expansion  Take the class outside to a large open area. (make sure they have their maps with them.) Have the class line up but spread out a bit.  Then each student will take a certain amount of steps depending on how far their favorite food had to travel to make it to their plate.  Ex: If their food was found locally and traveled less than 100 miles then they would stand where they are without taking a step. If there food was 1000 miles away then they would take 1 step, if it was 2000 miles then they would take 2 steps, etc. 12/4/2013
  9. 9. State Standards: (5.4) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to use strategies, including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems 12/4/2013
  10. 10. Preparation  Present a brief review of the food pyramid making sure to emphasize      on and explain the recommended daily servings of the food groups: 4 servings of fruit, 5 servings of vegetables, 6 servings of grain, 5 servings of meats/beans, 3 servings of dairy, and 1 dessert/fatty item. Have the students prepare a list of foods that they prefer that would meet the criteria of the food pyramid’s recommendations. Discuss as a class personal experiences of shopping at a market or grocery store. Discuss the use of US dollars and cents to purchase items at these stores and other places. Explain to the class the placement of decimals and their correlation with cents in US currency and provide numerous examples. Demonstrate to the class how to line up decimals in addends when combing two numbers. Provide example problems to be solved as a class and individually while monitoring students to ensure comprehension. 12/4/2013
  11. 11. Presentation  Present to the class a personal or hypothetical grocery list that fits the criteria of the food pyramid. Count out the servings of each food group as a class to reiterate the amount of servings in each group.  Have a prepared list of prices for each item on the list and as a class separate the prices into their appropriate food groups.  As a class, add up the prices of each item in one food group at a time, creating six sums to add together last, equaling the total amount of the grocery list.  After assuring all students understand the procedure of the activity, let them start to construct a grocery list of their own. 12/4/2013
  12. 12. Practice  Pass out the newspaper grocery ads (one per student should suffice), construction paper, scissors, glue and markers to the class  Instruct the students to cut out pictures of foods from their list with their prices from grocery ad.  Have the students paste each picture on their construction paper. Once they have all the food prices they need for their list, have the students write out their addition problems on a separate sheet of paper. Have the students use the same procedure you demonstrated in the presentation stage.  If students are having trouble with the computations or language, pair up students to assist each other and promote social interaction. 12/4/2013
  13. 13. Self Evaluation  After the activity is complete, have the students record their experiences and findings in a “Reflective Journal”.  Have the students write about how they will use this skill in everyday life, what was easy for them, what was difficult for them, how they could have done things differently, etc.  Have a volunteer based discussion asking for students to share their journal entries with the class. 12/4/2013
  14. 14. Expansion  After this activity, teach the students the use of estimation for addition. Explain to them the benefits of being able to add numbers more quickly when their decimals are rounded up or down.  Explain the rules of rounding to the students.  Once the entire class understands the concept of rounding decimals, have them round the prices on their grocery lists and add up the total again. Emphasize to the students how the amount of time to solve the problem decreases considerably. 12/4/2013
  15. 15. State Standards: (18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. 12/4/2013
  16. 16. Preparation  “Think about what happens in the morning from the time you wake up until the time you are ready to leave for school, what do you do? Do you eat breakfast or brush your teeth first? What are the steps in getting you ready to leave the house?”  The students will participate in a quick writing activity where they describe step by step what they do to get ready in the morning for school 12/4/2013
  17. 17. Presentation  After finishing the quick writing activity, the students should have a good understanding of what is necessary to write a proper how to paper.  Ask the students to quietly think about the steps they would take in order to make a peanut butter and jelly sandwich. The students would write for a period of 20 minutes, and they should be encouraged to be as detailed as possible. 12/4/2013
  18. 18. Practice  After the given 20 minutes of writing is completed, ask students to line up in front of the table, in order to follow their own “how to” instructions and actually make their own sandwich. Ask for volunteers, if possible. The student will give the teacher their instructions on how to make the sandwich, and the teacher will read them aloud to the class.  The student is not allowed to do ANYTHING other than what they have said in the instructions. For example, if the student says “Spread the peanut butter onto the bread” they may spread it, but if the student said “Put the peanut butter on the bread” they must simply put a glob of peanut butter on the bread and move along without spreading it. 12/4/2013
  19. 19. Self Evaluation  When the lesson is over, the class is allowed to eat their sandwiches together.  The teacher will facilitate a class discussion on what things the students wish they had done differently, what they forgot, etc.  Each student will pick something that they think they did well on, and something they forgot to put in their instructions that they wish they would have included. 12/4/2013
  20. 20. Expansion  Ask students what steps they take to complete other tasks.  Students will create a step by step comic about the process of making a healthy snack of their choice. 12/4/2013
  21. 21. State Standards: (b) Knowledge and skills. (1) Health information. The student knows ways to enhance and maintain personal health throughout the life span. The student is expected to: (A) examine and analyze food labels and menus for nutritional content; (B) apply information from the food guide pyramid to making healthy food choices; (C) identify foods that are sources of one or more of the six major nutrients; (D) calculate the relationship between caloric intake and energy expenditure; 12/4/2013
  22. 22. Presentation: Vocabulary words: minerals, proteins snacks, vitamins food guide pyramid food group, fats balanced diet dietary guidelines Carbohydrates cognates: balanced diet/ dieta balanceada; protein/proteina; vitamin/vitamina; mineral/mineral 12/4/2013
  23. 23. Preparation: What do you know? Do you eat breakfast every morning? Does your diet contain two or three servings of milk, yogurt, cheese or other calcium-rich foods every day? Do you eat lunch everyday? Do you eat healthy snacks? Do you eat at least six servings from the bread, cereal, rice and pasta group every day? Do you eat dinner every evening? 12/4/2013
  24. 24. Practice: 12/4/2013
  25. 25. Self-Evaluation: 12/4/2013
  26. 26. Expansion: 12/4/2013