Ed 451 lesson plan 1


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Ed 451 lesson plan 1

  1. 1. A Moldy Fry By: Valene Salas Subject: Science Analyze Learners General Characteristics: In my class, I have a total of twenty-two 5th graders that consist of 10 girls and 12 boys. They are ages 10-ll years and the socioeconomic status of most of my students are from middle class families. I have a diversity of cultures in my class that includes Filipino, Chamorro, Korean, and Caucasian. The students are very energetic and hardworking. I have one student who is visually impaired, where he cannot see things so small, but he is very active and does not let his disability stop him. Entry Competencies: Introduce the topic on Nutrition and the types of foods that taste good but are actually bad for our health by asking the students to compare the prices, weight, and the amount of French fries given by three different food establishments (McDonalds, Wendy’s, and Burger King). This is a good opportunity to discuss the Food Pyramid and the topic of obesity and the reasons for obesity and what could lead to health problems. The students have little experience gathering information and interpreting data. They have had exposure to computers and excel due to computer classes, but they never really used the computers to assist in their research. Learning Styles: Most of the students in my class are excellent in Math and Science. Most of my students are kinesthetic learners and visual learners. Two to three are auditory and textbook oriented where they could read and answer questions on quizzes and exams. Most of my students like to work independently, but they enjoy working in groups when it comes to projects. Their math scores are high and their reading level is just above average. State Objectives 1. Students will be able to make predictions of which French fry would mold faster by formulating a hypothesis 2. Students will obtain knowledge of how fast foods could lead to health problems by observing different french-fries from different fast food restaurants 3. Students will create a spreadsheet of the number of days it takes a specific French fry to mold by inputting their data in excel. 4. Students will analyze their results by creating a chart in groups of 4 5. Students will present their findings by creating a poster board( title of science project,
  2. 2. hypothesis, materials, charts, etc) Select Media, Materials, and Methods 1. Projector 2. Documentary “Super Size Me” 3. Scale 4. French Fries (McDonalds, Wendy’s, and Burger King) 5. Zip-loc bags (plain white and clear) 6. Paper Towels 7. Computer(s) 8. Microsoft Word and Excel Show a documentary titled “Super Size Me” to the students. After watching the documentary, the students will predict which French fry will mold faster. The students will then get into groups of 4 or 5. The teacher will distribute the French fries into the 5 groups (1 McDonalds, 1 Wendy’s, and 1 of Burger Kings Fries for each group).Using the given data sheet, that serves as their outline, they will have to input their data of the compared prices, the amount in each order of fries, and the weight of the fries. Each group would then have a chance to create a spread sheet in their computer classes and input data once a week. The computers in the computer class would serve has the chosen software to use for their data and charts. Utilize Media, Materials, and Methods • Get students into groups of 4 or 5. Distribute one batch of fries from each establishment and give it to the groups. The students will put the fries into separate plastic Zip-loc bags with labels and observe the changes for 2 months, but observe the bags every week. • Using Microsoft 2007, have the students create a table of the data they gathered (Prices, Amount of fries, and weight) But if time is an issue, create a data sheet for your students. • Click on the “table” icon and choose 4 rows across and 4 columns down. • Label the top with Fast Food, Price, Amount of Fries, and Weight • Label the left side of the columns Burger King, McDonalds, and Wendy’s. • Students will then input their data from the given data sheet that served as their outline.
  3. 3. Data Sheet
  4. 4. Fast Food Price How many fries? Weight Burger King $1.00 25 McDonalds $1.00 20 Wendy’s $1.00 30
  5. 5. Require Learner Participation Includes detailed methods for actively engaging all students for the lesson’s duration. 10 minutes- Introduction  Review the food pyramid and the healthy foods that we should include in our everyday diet and the reasons we should include these foods into our diet  Talk about the issues on obesity, but first ask the students the meaning of obesity and the causes of obesity.  Once their input has been given and gathered, ask if fast foods are healthy for us to eat every day. 40 minutes- Exploration  Show a documentary titled “Super Size Me”. When finished watching the documentary, ask the students questions about the documentary.  Group the students into groups of 4-5 and distribute the data sheet to each group  Then distribute the French fries and each group should have 1 batch of fries from McDonalds, Burger King, and Wendy’s. Using the scale given to them they will weigh each batch of fries and input their findings into the data sheet. The students will also get the prices and predict how many fries they think are in each batch and the actually count the batches of fries.  The students will then place each batch of fries into a clear zip-loc bag. Make sure the bags are labeled. McDonalds Burger King Wendy’s  Distribute another data sheet the students will use to observe the French fries at the end of every week. Like shown above. The students will input their finding for the first week and continue on for the next 2 months 20 minutes- The next day  Using a projector, show the students how to input their data into the readymade table. Then have the students create their own table during computer class and have them save it to your personal flash drive so you will be able to work it in class as well.  Using their own table, they will input their data of the price, weight, and the amount of fries in each batch along with their predictions.
  6. 6. 30 minutes  Have the students create a table again for their observations of the fries. After every week, the groups will input their observations: 1-not moldy or brown, 2- brown, 3- brown and soft, 4 brown, soft, and moldy. They could do this in their computer class and again save their information on the teachers flash drive. Continue this for two months  At the end of the second month, have the students input all their data and create a chart 30 minutes  After gathering their data, putting their information on tables and charts, the students will create a poster board with their title, materials, methods, conclusion, and most especially charts and tables. A World of Fries  Each group will come up and present their poster and most especially their charts. Each member of the group must have a part of the presentation  The teacher will then relate the student’s observations and results to how Fast Foods are unhealthy if eaten a lot and that it will take longer for our bodies to digest these foods which can cause weight gain and other health problems such as obesity. Evaluate & Revise
  7. 7. The students were able to predict which French Fry would mold faster and which would not mold as quick. They were able to create charts and tables that helped them gather data. However, a few of the groups had a bit difficulty creating a chart in the computer, but with a little guidance they were able to create charts easily. They just needed to understand the icons, what icons to press, and where to find the icons. After inputting their data into their tables and charts, the students were able to justify their hypothesis that McDonalds fries would take longer to mold than the Burger King and Wendy’s fries. As for the presentation, several students in the group played a vital role in presenting their charts and basically their finding. For teachers grading purposes, a rubric was conducted to grade the students as a group and how well they worked together. The rubrics below are based on the completion of the project from each group and the structure of the chart which will help me as a teacher evaluate their understanding of the media. Rubric for Charts Computer Savvy! 15-11 Great at Computers 10-6 Need to Google 5-0 The charts are neatly done and contains a title Chart shows the correct results
  8. 8. Poor (0-5) Average (6-10) Excellent (11-15) Content The group was The groups were The group were able unable to present having difficulty to present their their findings loud presenting their findings in a and clear. findings, but had scientific method everything needed and present their for the poster board. charts loud and clear Organization The information on The information on The information on the board was the board was the board was unorganized, but organized with one organized and had little to no or two information contained all needed information missing information Design Sentences were The information was The information is incomplete and organized and placed in an design of the poster creative, but a little attractive and was incomplete difficult to read. professional manner. Layout design is excellent.