Consumer Behavior Blog Post – Would you tweet about clean hands.docx

"Consumer Behavior Blog Post – Would you tweet about clean
hands?" Please respond to the following:
Look at Method’s Twitter account presence:
· Based on this information from Method’s Twitter account,
decide whether a consumer would use hedonic or utilitarian
values in their decision to purchase a product from Method. In
this week’s blog entry, indicate your decision and explain your
rationale based on your own reaction to Method (Hint: See
Chapter 13 in the textbook for more details).
Your blog entry should be approximately two to three (2-3)
paragraphs in length.
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available

at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med

Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Grade level
At grade level
Low

No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low

Yes
Enrique
No
Low SES
Hispanic
Male
No
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med

Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
Low

No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level

Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
Grade level
At grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
At grade level

Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level

Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
At grade level
Med
Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Wade
No
Mid SES
White
Male
No
None
Grade level
At grade level

Med
Yes
Wayne
No
High SES
White
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
High
Yes
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
Med
Yes
Yung
No
Mid SES
Asian
Male
No

Low
Yes
© 2018. Grand Canyon University. All Rights Reserved.
Science Unit Plan
Grade: 2nd Grade
Unit Theme: Healthy Lifestyle
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Title, Brief Summary, and Rationale
(fill in during Topic 1)
The Body
The human body consists of several parts that work together to
support life. The body is made up of the head, hands, trunk, and
legs. The head contains the brain that controls all body
activities. The hands are used for touching and holding objects
while the legs are used for locomotion. The trunk contains
organs such as the heart, liver, and lungs. People need food,
water, and air to survive.
Fitness
Fitness refers to the state in which the body operates in ideal
ways. Physical fitness involves taking good care of the body by
eating a healthy and balanced diet consisting of proteins,
vitamins, and carbohydrates. It is unhealthy to take excess fats
and carbohydrates because they can make the body fat. Eating
excess fats and sugars causes obesity and diabetes. People need

to engage in physical exercises to stay healthy.
Motor Skills
Motor skills refer to the activities in which people use their
muscles for motion in order to accomplish specific tasks. All
activities that people engage in involve motor skills (van der
Fels et al., 2015) Examples of motor skills include: writing,
walking, and jumping. People need to exercise in order to
improve the efficiency of their motor skills.
Hygiene
Hygiene refers to the general body cleanliness. People should
take a bath at least once in a day in order to keep the skin clean.
People should also brush their teeth after every meal to protect
the mouth from disease-causing microorganisms. It is important
to wash clothes and keep them in a clean environment. People
must wash their hands before eating, and after visiting the toilet
to avoid infections.
Taking Care of the Environment
The environment refers to things that surround us. It is
important to take care of the environment. We should water
plants and take care of animals. All wastes and dirt should be
thrown in the dust bin. Throwing wastes in the environment is
called pollution. Air pollution causes respiratory diseases such
as asthma.
State-Specific Standards
Students are expected to know different parts of the human body
and their functions
Students should be able to competently classify different types
of foods and their uses. Students should also be able to
understand healthy eating habits and explain different ways of
keeping fit (Florida Department of Education, 2019).
Students should be able to demonstrate their understanding of
motor skills and explain factors that improve or deteriorate
motor skills (FDE, 2019).
Students should competently demonstrate their understanding of

hygiene, and how it applies in the day-to-day activities (FDE,
2019).
Students should competently demonstrate their understanding of
how to care for the environment including plants and animals,
and understand the implications of pollution (FDE, 2019).
Learning Objectives
-To learn different parts of the body and name them
-To general functions of different body parts
-To learn different types of foods and their uses in the body.
-To understand the harm of eating excess fats and sugars.
-To understand different ways of keeping the body physically
fit.
-To define and demonstrate motor skills
-To understand the relationship between physical fitness and
motor skills
-To describe factors that hinder and boost motor skills
-To define the meaning of hygiene and how to maintain
cleanliness
-To learn the consequences of poor hygiene
-To learn different ways of taking care of the environment
-To understand the meaning and effects of pollution
Vocabulary
Head, Trunk, hands, limbs, legs, organs
Physical fitness, carbohydrates, proteins, vitamins, obesity,
diabetes
Motor skills, muscles, movement, physical activity
Hygiene, dirt, microorganisms
Environment, plants, animals, pollution, diseases
Instructional Strategy
Reciprocal teaching, drawing, and writing (Tate, 2015).
Brainstorming, reciprocal teaching, Role play, and audiovisual

equipment (Tate, 2015).
Similes and metaphors, games, and Role play (Tate, 2015).
Brainstorming, reciprocal reaching, and short videos with
illustrations (Tate, 2015).
Brainstorming, reciprocal teaching, videos, and storytelling
(Tate, 2015).
Summary of Instruction and Activities for the Lesson
Summary
Can you ask your friends the name and functions of their body
parts? All body parts have a definite function and work together
in coordination to accomplish different activities.
Activities
Students will discuss and show different parts of the body and
state their functions. They will then draw and name the body
Summary
Fitness is the condition in which all the body parts especially
muscles are healthy and work effectively. What do can you do
to keep fit? We can stay fit by exercising and eating healthy
foods.
Activities
Students will demonstrate some of the activities that they
usually engage in to keep fit
Summary
Motor skills determine the degree to which we can accurately
accomplish different tasks. When sit and walk with our backs
straight like vertical lines, we will experience no back
complications, which makes us physically fit.
Activities
Students will demonstrate and play short games that reflect
effective motor skills.
Summary
Hygiene refers to bodily and environmental cleanliness. Can

you ask your friend to name some behaviors that improve
hygiene?
Activities
Students will discuss and describe different actions that
contribute to general body and environmental hygiene. They
will also watch videos that illustrate poor and good hygiene.
Summary
Care for the environment means keeping the environment clean,
tidy, and improving its productivity. In what ways do you care
for your school and home environment?
Activities
Students will name different methods that they have cared for
the environment and discuss ways of conserving the
environment. They will then tell stories both positive and
negative related to care for the environment.
Differentiation and Accommodations
You have talked about the activities that you will use with the
students. I want you to add the headings in yellow each day.
You have to be very specific in your planning in this section.
Use the link below to further your understanding
Differentiation
https://www.edutopia.org/discussion/18-teacher-tested-
strategies-differentiated-instruction
Accommodations
smartkidswithld.org/getting-help/the-abcs-of-ieps/examples-of-
accommodations-modifications/
Below grade level

Above grade level
ELL and or Special Need students
Instructors are tasked with the responsibility of meeting the
standards of their respective districts and states. By using
differentiated learning and instructional strategies, teachers can
effectively meet the needs of all students and support them to
exceed the established standards and expectations. The primary
objective of differentiated learning is attained by choosing
relevant teaching methods to meet each individual student’s
needs.
Any learner is expected to demonstrate considerable variation in
their learning characteristics and behaviors. As such, when a
group incorporates students that have learning disabilities or
deficiencies, the amount of variations in learning is
significantly increased (Blaz, 2016).
Providing diverse learning characteristics that are showcased by
students in the contemporary learning environment make it
essential for instructors to implement a broad range of activities
within their classroom environments. As classes get more
culturally diverse, it becomes more imperative to design
differentiated instructional models. Differentiated instruction is
necessary for virtually all general education classes.
Differentiated learning will be comprised of efforts of
instructors channeled towards responding to variances among
students in the classroom environment. In situations where the
teacher reaches out to individuals or small groups to vary their
teaching to establish the best learning experience possible, such
instructors are offering differentiated teaching.
Differentiated learning will be met in levels such as content,
processes, products, as well as learning environment. Contents

refer to what the learners require to gain knowledge or how the
student will gain access to informative data (Blaz, 2016).
Materials, Resources, and Technology
You have included both materials and resources this week.
Move forward with this unit. I look forward to receiving the
entire unit during week 5
Textbooks with illustrations, paper charts, television, power
source, projectors, and dummies depicting the human body.
Textbooks will be used as reference materials both for students
who are teaching the class and the students. Charts will contain
detailed illustration of body parts. Electronic audiovisual
equipment will be used to enhance visibility and understanding
of the different concepts (Basham, Smith & Satter, (2016). The
images, models and videos will enhance understanding for ELL
students.
Samples of physical fitness equipment such as skipping ropes
and balls, paper charts with images of fitness activities,
textbooks, the school playground or gym, and technological
equipment such as television, projectors and laptops.
Audiovisual equipment will display for the students different
types of simple but important exercises that students can engage
in at home and in the school.
Textbooks, paper charts containing images depicting different
motor actions, audiovisual equipment, different objects such as
pens and pencils to demonstrate motor activities, and balancing
equipment such as bicycles. Students will be taught about motor
skills using illustrations and texts from the textbooks,
audiovisual electronics, and labeled paper charts that illustrate
different motor activities. Students will then engage in different
activities that require accurate motor skills such as writing
neatly on a straight line, and riding bicycles to demonstrate
their motor skills.
Textbooks, paper charts with illustrations of hygienic practices,
audiovisual equipment displaying different activities that
contribute to high hygiene and those that reduce hygiene

standards, water, soap, brooms, mops, combs, and writing
materials. Students will first be taught about the factors that
contribute to both high and low hygiene using the textbook and
illustrations from the charts and audiovisual equipment. They
will then divide themselves in groups so that each group will
demonstrate different hygiene practices that contribute to good
health.
Textbooks, paper charts, audiovisual equipment, cleaning
equipment such as brooms and mops, dustbins, watering cans
and sprinklers, and seedlings.
Students will be taught about how to care for the environment
and to protect it against degradation. Examples of the different
methods for taking care of the environment will be illustrated
using labeled paper charts, and audiovisual electronic
equipment. Students will then use the available tools such as
brooms, spades and seedlings, and the dustbin to demonstrate
different ways through which they can take care of the
environment. Students will then narrate to their group members
the daily activities that they conduct that contribute to caring
for the environment.
Formative Assessment
Summative Assessment
Reflection Topic 1:
While preparing the unit plan, I had ensured that I
introduce different concepts within each lesson so that students
can have a broad understanding of the topic covered in each
lesson, and to relate the concepts with their environment. The

ability to relate what is taught in class with the environment is
not only important for students to succeed in developing a
strong foundation for their future professions but also to
empower them with the ability to apply their knowledge in their
day-to-day activities. During the early development stages,
children need to develop strong cognitive abilities by relating
the stimuli that they pick from the environment using different
senses with what they are taught (Akfirat & Kezer, 2016). In
view of these reasons, the objective of integrating the concepts
of life science with the environment, and to be able to
understand why conservation of the environment is important is
meant to set foundation for future lessons in which the concepts
are discussed in detail.
The most important key concepts in the plan are essential life
skills, and relationship between people and the environment.
Essential life skills discussed has been supported by discussions
about motor skills in which people make coordinated
movements. The skills can be applied when engaging in
physical fitness exercises to ensure that exercises are done in
safe and beneficial ways. After understanding the concepts of
essential life skills, students will be endowed with the ability to
perform important activities such as washing their hands after
visiting the toilet and engage in environment conservation
exercises such as planting trees. These concepts are important
because they enhance students’ understanding of how human
health is affected or influenced by the environment, and
enabling students develop basic skills for good health (Akfirat
& Kezer, 2016). Furthermore, students will be able to have
foundational knowledge of the activities that they will engage in
upon completion of their studies. With an elaborate knowledge
of life skills, students can live lives in which they take
precaution that reduce diseases, conserve the environment, and
relate their knowledge with environmental ecosystems. The unit
plan can be used in future professional practice to demonstrate
to students the importance of physical fitness in the dimension

of disease prevention, and long-term sustainability of
environmental resources. Students will then be able to
understand the importance of physical fitness and a healthy diet
regarding disease prevention. The theme will be applied to
endow students with basic life skills for a healthy life and safe
environment.
Reflection Topic 2:
The process of continuing with the unit plan development got to
the point in which appropriate instructional strategies were
carefully chosen to suit the topic, and smooth transition from
and connection to the concepts of the past and future lessons
respectively. The main instructional strategies include but not
limited to: brainstorming, reciprocal learning, use of graphics,
role modeling, games, and storytelling. Brainstorming and
graphics support independent study and active inquiry since
students actively think of different ways that the concepts
taught are connected with other concepts that they are familiar
with, which in turn enhances their critical thinking capacities.
Reciprocal learning, storytelling, and role modeling increases
the rates of collaborative knowledge transfer among students
(Sharafi-Nejad, Raftari, Ismail & Eng, 2016). When students
learn from one another, they freely engage in active inquiry and
supportive interactions (Lee et al., 2016). As a result, the
degree of reciprocity will increase, which in turn increases
collaborative learning thus increasing the rate of knowledge
acquisition and transfer among students.
In my future professional practice, I will apply brainstorming
and audiovisual graphics to help students remember or connect
the current concepts with concepts from previous lessons.
Brainstorming helps students to review their knowledge and
make connections with present concepts, which increases their
creativity and critical thinking skills (Sharafi-Nejad, Raftari,

Ismail & Eng, 2016). In order to increase students’
collaborative learning and interdependence, I will apply the
strategy of role modeling and storytelling. Role-modeling
involves selecting one student to demonstrate to others in a
group or the whole class different aspects of lesson contents to
increase collective understanding (Tate, 2015). When role-
modeling is combined with storytelling and short academic-
oriented games, students will engage in supportive interactions
that in turn will promote their critical thinking, which in turn
will improve their ease of understanding the content. As such,
the overall time taken for teaching the concepts will reduce,
which will save time for reviewing the concepts as a way of
reinforcing students’ understanding of the content areas.
Reflection Topic 3:
Your discussion was good but remember to meet the in citation
required in this section each week, You needed a min of 2 of
them
Instructors are tasked with the responsibility of meeting the
standards of their respective districts and states. By using
differentiated learning and instructional strategies, teachers can
effectively meet the needs of all students and support them to
exceed the established standards and expectations. The primary
objective of differentiated learning is attained by choosing
relevant teaching methods to meet each individual student’s
needs. Any learner is expected to demonstrate considerable
variation in their learning characteristics and behaviors. As
such, when a group incorporates students that have learning
disabilities or deficiencies, the amount of variations in learning
is significantly increased (Blaz, 2016). Therefore, the diverse
learning characteristics that are showcased by students in the
contemporary learning environment make it essential for
instructors to implement a broad range of activities within their
classroom environments. As classes get more culturally diverse,
it becomes more imperative to design differentiated

instructional models. Differentiated instruction is necessary for
virtually all general education classes. This is especially true
when it comes to students who have a long array of learning
challenges.
At its most essential levels, differentiated learning is
comprised of efforts of instructors channeled towards
responding to variances among students in the classroom
environment. In situations where the teacher reaches out to
individuals or small groups to vary their teaching to establish
the best learning experience possible, such instructors are
offering differentiated teaching. Differentiated learning can be
met in levels such as content, processes, products, as well as
learning environment. Contents refer to what the learners
require to gain knowledge or how the student will gain access to
informative data (Blaz, 2016). On the other hand, processes
include activities that the students engage in to make sense of
or master the contents. Examples of processes may include
making tiered activities through which all learners work with
the same important understanding and skills, but proceed with
varying levels of support, challenges, or complexities.
Reflection Topic 4:
You have discussed the importance of using materials and
technology in this unit.
The use of information resources can be applied effectively to
increase students ease of understanding of the technologies and
confidence by demonstrating to the students the manner in
which electronic equipment are handled to store, process, and
retrieve information. During instruction, consistent use of
electronic equipment to enhance learning, and giving students
the opportunity to use the electronics such as computers in
groups after orienting them adds them confidence regarding the
use of technology for group and individual learning (Rashid &
Asghar, 2016). Students will be allowed to use technological
equipment in groups. Sharing of technological equipment

increases the level of students’ engagement with one another
since as they learn in groups they will exchange ideas on
different concepts and ask one another questions on what may
not be clear (Rashid & Asghar, 2016). This in turn increases
their motivation that will cultivate coordination and cooperation
among the students. Furthermore, technological equipment can
be used to draw colorful diagrams, and display of real-life
quality color videos and images that attract students’ attention
and helps to keep them engaged.
The materials and tools that will be used to support learning
have to be acceptable in the curriculum and the school, district,
and state educational guidelines. In order to verify the
appropriateness of electronic and non-electronic equipment, I
will access the district and state Department of Education
websites to verify the nature and features of the resources
allowed to be used for educational purposes. Since there are
sessions in which students will be working alone in their
groups, they can be tempted to engage in other activities that
are not related to the class or lesson (Steinberg, 2018). To avoid
such situations, all the computers and electronic devices used
will not be able to support games or log into social media
websites. Child applications that control user activities will be
installed in the devices to reduce the likelihood of misuse of the
electronics by the students. Furthermore, all objects and images
used will be of high moral integrity in that obscene content will
be avoided as much as possible (Steinberg, 2018). I will work
closely with the school administration and make consultations
on the appropriateness of the materials and resources to be used
before they are used so as to ensure that the materials are
appropriate as per curriculum and ethical standards set by the
school administration.
Reflection Topic 5:

References
Correct apa formatting was used here
Akfirat, O. N., & Kezer, F. (2016). A program implementation
for the development of life skills of primary school 4th grade
students. Journal of Education and Practice, 7(35), 9-16.
Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal
design for learning: scanning for alignment in K–12 blended
and fully online learning materials. Journal of Special
Education Technology, 31(3), 147-155.
Blaz, D. (2016). differentiated instruction: a guide for world
language teachers. London:
Routledge.
Gentry, R., Sallie, A. P., & Sanders, C. A. (2013).
Differentiated instructional strategies to
accommodate students with varying needs and learning
styles. Online Submission.
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E.,
& Ryu, H. (2016). Cooperation begins: encouraging critical
thinking skills through cooperative reciprocity using a mobile
learning game. Computers & Education, 97, 97-115.
New York State Education Department. (2019). New York state
P-12 science learning standards. NYSED. Retrieved from
http://www.nysed.gov/common/nysed/files/programs/curric
ulum-instruction/p-12-science-learning-standards.pdf
Tate, M. L. (Ed.). (2015). Worksheets don't grow dendrites: 20
instructional strategies that engage the brain. Instructional
Leader, 26(2), 1-12.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-
directed learning, student engagement and academic
performance: examining the interrelations. Computers in
Human Behavior, 63, 604-612.
Sharafi-Nejad, M., Raftari, S., Ismail, S. A. M. M., & Eng, L. S.
(2016). Prior knowledge activation through brainstorming to

enhance Malaysian EFL learners’ reading
comprehension. International Journal of Linguistics, 8(2), 187-
198.
Steinberg, E. R. (2018). Teaching computers to teach (2nd ed.).
New York, NY: Lawrence Earlbaum, Inc. Publishers.
van der Fels, I. M., te Wierike, S. C., Hartman, E., Elferink-
Gemser, M. T., Smith, J., & Visscher, C. (2015). The
relationship between motor skills and cognitive skills in 4–
16 year old typically developing children: a systematic
review. Journal of science and medicine in sport, 18(6), 697-
703.

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