David+Keniston

December 4, 2011 Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical performance. GLE 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. -Describes dietary guidelines when making food choices. -Shows relationship between balanced food choices, portion size, and hydration. -Predicts effects of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water) on the body. || 2. Communication and Collaboration -a. Interact, collaborates, and publish with peers, experts, or others employing a variety of digital environments and media. -d. Contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem Solving and Decision Making -c. Collect and analyze data to identify solutions and/or make informed decisions. ||  ||   || Instructional Objectives: Unit: SWBAT – Analyze and evaluate our school’s current lunch options based on nutritional value. SWBAT – Devise a plan to improve the nutritional value of student lunches.
 * DAVID KENISTON ** ** Week 5 Application **
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Improving School Lunches |||| Related Lessons: Essential Nutrients, Calorie Calculations, Reading Food Labels, Individual Nutrition Goals ||
 * Grade Level: Eighth Grade |||| Unit: Nutrition ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Lesson: SWBAT – Develop a food rating system and appropriately rate food items. SWBAT – Demonstrate understanding of nutritional value and give examples of healthy and non-healthy food/drink items on the school lunch menu. 1.Presentation station ready for videos 2. Projector screen set-up 3. School lunch menus and nutritional information 4. Laptops 10 mins |||| Instructional Activities Introduction: Students will watch short video clips from the show Jamie Oliver’s Food Revaluation and the movies Super Size Me and Fat, Sick and Nearly Dead. Following the videos the students will participate in a quick think/pair/share activity for the students to express their feelings and thoughts as they watched the video clips. || Materials and Resources DVDs, internet, video player, projector screen || Students will submit their group rating systems and results. They will also complete an exit task on their own; they must list one food item they believe should be taken off the lunch menu and one that needs to stay on. || Exit slip papers, pencils || Students are arranged in groups of four based on ability levels. I have higher performing students grouped with lower performing students and each group member is assigned a specific role (facilitator, recorder, reporter, etc.). Our school uses a uniform grouping system so the students understand this design well and the importance of each member’s contributions to the team. Since we are in a gym setting I was able to make the portable laptops available to my students so each group could have access to a computer. || Students will be assessed on their submitted rating system and results, their exit task and their contributions to their team. Accommodations and Extensions: By specifically placing higher performing students with lower performing students the struggling students can receive assistance through their peers. They are also allowed to choose a group role that plays to their personal traits. Back-Up Plan: If a group’s dynamics do not work or two many students what to have the same group role, I will re-group until they have successful learning groups they are comfortable with. || I will evaluate their rating system and results using the checklist shown below I will evaluate their exit task using the checklist shown below I will evaluate their contributions to their group and performing their assigned role based on observation (students will complete a peer assessment at the end of the project). LESSON REFLECTIONS AND NOTES: The introduction went extremely well, students found the video clips interesting and informative. This activity really sparked their interests about eating unhealthy foods and the effects they can have on the human body. I had to re-group students a couple times, because too many students wanted to have the same group role. I wanted the students to be able to perform the role they were comfortable with to keep them engaged and motivated throughout the lesson. After the students were placed in groups and assigned roles they wanted the rest of the lesson ran smoothly. The menus were easy for them to read, every group developed an appropriate rating system, the most popular being a five-star rating and they successfully rated the food items based on nutritional value. The exit task was a great way to get individual feedback and to assess individual knowledge on nutritional value. || Rating system is appropriate and easy to understand YES NO Groups rate every food item on the menu YES NO Food item ratings are correct based on nutritional value YES NO __Exit Task__ Food item to remove is of low nutritional value YES NO Food item to keep is of high nutritional value YES NO ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * Before-Class Preparation:
 * Students’ knowledge gained through previous nutrition lessons will be used to perform the activities and meet the goals of this project. ||
 * During Class ||
 * Time
 * 10 mins |||| Students will be placed into groups of four, distinguish their group roles and receive a school lunch menu with food/drink items and their nutritional facts. The groups will be given time to analyze the data and discuss their feelings about the food options available to students that purchase lunches at school. || School lunch menus and nutritional information ||
 * 25 mins |||| Within their groups students will rate the school lunch options with a rating system they develop. They will also brainstorm nutritional lunch options for students and discuss their eating habits during lunch at school within their group. They will complete these tasks using the portable laptop station; they will need to use Excel and Word. || Laptops, Excel and Word programs ||
 * 5 mins |||| Conclusion:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * __Lunch Menu Ratings__

December 11, 2011 Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical performance. GLE 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. -Describes dietary guidelines when making food choices. -Shows relationship between balanced food choices, portion size, and hydration. -Predicts effects of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water) on the body. || 2. Communication and Collaboration -a. Interact, collaborates, and publish with peers, experts, or others employing a variety of digital environments and media. -d. Contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem Solving and Decision Making -c. Collect and analyze data to identify solutions and/or make informed decisions. ||  ||   ||
 * Week 6 Application**
 * Daily Lesson GAME Plan ||
 * Lesson Title: Improving School Lunches (Part 2) |||| Related Lessons: Essential Nutrients, Calorie Calculations, Reading Food Labels, Individual Nutrition Goals ||
 * Grade Level: Eighth Grade |||| Unit: Nutrition ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Unit: SWBAT – Analyze and evaluate our school’s current lunch options based on nutritional value. SWBAT – Devise a plan to improve the nutritional value of student lunches.

Lesson: SWBAT – Create a healthy meal includes all essential nutrients and follows nutritional guidelines. SWBAT – Work collaboratively in groups to discuss, edit and submit a final group school lunch meal that follows the project rubric. 1. Presentation station ready for website introduction 2. Projector screen set-up 3. Laptops 4. Wiki preparations (create, format, control settings) || 5 mins |||| Instructional Activities Students will organize into their existing groups, gather materials, review information from previous lesson amongst group members and prepare for wiki instructions. || Materials and Resources Laptops, internet access || To contribute to each other’s meals within the group they will use their established rating system to rank each group member’s meal on their group’s wiki page. They must also explain why the meal received the rating they posted. They will collaborate through on the discussion page to make changes to their meals and ultimately create one final group meal to present to the class on a later date. || Laptops, internet access || Grouping is the same as the pervious lesson; however, students will be communicating strictly through online collaboration || Students will be assessed by demonstrating their understanding of content knowledge, working in groups and following the wiki project guidelines by a rubric. Students will receive participation points for completing their reflections and its requirements. Accommodations and Extensions: Students are given ample time to complete the wiki project, along with class time they are allowed to work on the project at home, I will also be available after school to assist students further and give them time to work on their project if they do not have computers and/or internet access at home. There is after school late transportation buses for those students that would want to stay after school, but take a bus home. Students that are higher functioning and need more challenging tasks will be given the opportunity to research schools in America that have substituted poor nutrition school lunches with healthier options. They will take notes on what they have discovered through their online searches and document what is happening to school lunches around the United States. Back-Up Plan: If the students are struggling with the wiki project, students will be required to complete the same tasks on paper. I will schedule more practice time on the wiki website to ensure the students know how to properly work a wiki site. The students will post their projects on the wiki site on a later date. || The assessment rubric is attached below LESSON REFLECTIONS AND NOTES: The students demonstrated they were capable of working successfully with the wiki site. Most groups and their members did finish posting a their healthier meal choice, so I planned to have a second day on computer (in class) in order to give the students an appropriate amount of time to finish their project tasks. RUBRIC ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * Before-Class Preparation:
 * During Class ||
 * Time
 * 10 mins |||| Students will receive an introduction on the expectations of wiki rules and etiquette. I will show examples of exemplary, satisfactory and poor final wiki projects. We will go over the rubric used to grade their final wiki pages. || Projector, wiki examples, rubric handouts ||
 * 40 mins |||| Students will work individual to develop their own healthy meal choice to put on the school menu. They will use two internet resources ( [] & []) to make sure they follow the USDA guidelines of a healthy meal and are within the restrictions put on public school lunches. Once they create their healthy school lunch meal, they will post it onto their group’s wiki page. Each group must create their own page on our class wiki. Each student in the group will post their individually created meal on their group’s wiki page. Students will not be required to finish their meal by the end of the period. They may choose to work on their project outside of school.
 * 5 mins |||| Students will write a reflection on how the group worked during the class period, they must list positives and areas they need to improve. || Laptops, Word Document ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:


 * CATEGORY ||  ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Understanding content knowledge ** || Student demonstrates knowledge of nutrition content. || Student mostly demonstrates knowledge of nutrition content. || Student somewhat demonstrates knowledge of nutrition content. || Student does not demonstrate knowledge of nutrition content. ||
 * ** Contribution to wiki ** || Student contributes more than 300 words to their group’s wiki. || Student contributes more than 200 words to their group’s wiki. || Student contributes more than 100 words to their group’s wiki. || Student contributes less than 100 words. ||
 * ** Required wiki elements ** || Student posts their healthy meal option, rates 3 group member’s meals and clear explains their rating. || Student posts their healthy meal option, rates 2 group member’s meals and clear explains their rating. || Student posts their healthy meal option, rates 1 group member’s meals and clear explains their rating. || Student posts their healthy meal option, but does not rate their group member’s meals. ||
 * ** Effort/Behavior ** || Student used class time efficiently, stayed focused on their project and did not distract others || Student used class time efficiently, was usually focused and did not distract others || Student used some class time well, was sometimes focused and may have distracted others || Student did not use class time well, was usually not focused or distracted others ||

December 16, 2011 Daily Lesson GAME Plan  || Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical performance. GLE 1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. -Describes dietary guidelines when making food choices. -Shows relationship between balanced food choices, portion size, and hydration. -Predicts effects of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water) on the body. || 2. Communication and Collaboration -a. Interact, collaborates, and publish with peers, experts, or others employing a variety of digital environments and media. -d. Contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem Solving and Decision Making -c. Collect and analyze data to identify solutions and/or make informed decisions. Instructional Objectives: Unit: SWBAT – Analyze and evaluate our school’s current lunch options based on nutritional value. SWBAT – Devise a plan to improve the nutritional value of student lunches. Lesson: SWBAT – Present a nutritious meal that is a healthier option then the current school lunch options. SWBAT – Work collaboratively in groups to create a quality digital story that explains why their meal is a healthy choice and what makes it nutritious. SWBAT – Effectively learn how to use Window Movie Maker and complete the digital storytelling project. || 1. Create a digital story to be shown as an example of a final piece of work. 2. Schedule computer time (multiple days) 3. Presentation station ready for website introduction 4. Projector screen set-up Students: 1. Groups have decided on a final meal to represent their group’s collaboration towards creating a healthy lunch meal. || 15 mins |||| Instructional Activities I model how to use Windows Movie Maker which will be used for the student to create their digital story. Students will also be able to practice the skills that I am modeling as the same time on their laptops. || Materials and Resources Laptops, Projector and screen || Student will remain in their same groups at the start of the unit. || Students will be assessed by demonstrating their understanding of content knowledge, working in groups and following the digital storytelling guidelines by a rubric. Students will receive participation points for completing their reflections and its requirements. Accommodations and Extensions: I have planned ahead for available extended computer time. I have not implemented digital storytelling as a project before and I want to give the students ample time to create a final piece that targets all objectives on the rubric. I will once again make computer access available after school; since I found out most of my students do not have Windows Movie Maker at home. Students can exceed expectations by adding different components to their digit story. The spectrum of learners is well supported through a digital story project, because most of my students have the basic computer skill down that they can reach the required outcomes, but the project also offers a plethora of directions to expand upon and allows the students to use their creative skills. Back-Up Plan: I want the students to be able to learn the skills necessary to create a digital story and share their learned information in this new format, so my basic back-up plan is to allow for more time if needed. I have secured access to computers if needed and will re-teach and/or model to the class or specific groups ways to be successful with a project like this one. || The assessment rubric is attached below. LESSON REFLECTIONS AND NOTES: The students have started this process and working to finish by the time we start break next week. The students are extremely engaged in the process of creating a digital story, I slightly worry if their focus is too much on the presentation and not enough on the content they are suppose to display knowledge of. I plan to go over the rubric once more to reiterate the importance of accomplishing each objective of the project. || DIGITAL STORY RUBRIC
 * **Week 7 Application**
 * Lesson Title: Improving School Lunches (Part 3) |||| Related Lessons: Essential Nutrients, Calorie Calculations, Reading Food Labels, Individual Nutrition Goals ||
 * Grade Level: Eighth Grade |||| Unit: Nutrition ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time
 * 5 mins |||| I will show them an example of a completed digital story as an example of how to incorporate auditory, visual and written components into the project. We will also clarify project objectives and expectations of protocol as we go over the rubric. || Computer, projector, screen and rubric. ||
 * 80 mins (rest of the class period and the next day) |||| Students will have the rest of the period, all of the next day and anytime they can get together outside of school to complete their digital story. || Laptops ||
 * 30 mins |||| Students will present their final digital story project to the class. Each student will write a final reflection that includes their thoughts on each group project as well as their own. Reflections can be finished at home and turned in the next day. || Projector, screen and laptops ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:


 * ** CATEGORY ** || ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Essential Nutrients ** || The group identifies all 6 essential nutrients are present in their meal. || The group identifies 5 essential nutrients are present in their meal. || The group identifies 4 essential nutrients are present in their meal. || The group identifies 3 (or less) essential nutrients are present in their meal. ||
 * ** Balanced Food Groups ** || The group’s meal has all 5 food groups present. || The group’s meal has 4 food groups present. || The group’s meal has 3 food groups present. || The group’s meal has 2 (or less) food groups present. ||
 * ** Portion Size ** || The group displays appropriate serving sizes for each food groups present. || The group displays appropriate serving sizes for most food groups present. || The group displays appropriate serving sizes for some food groups present. || The group does not displays appropriate serving sizes for the food groups present. ||
 * ** Required Digital Story Elements ** || Story contains auditory, visual and written information. || Story contains at least 2 of the required elements. || Story contains 1 of the required elements. || Story does not contain required elements. ||
 * ** Effort/Behavior ** || Student used class time efficiently, stayed focused on their project and did not distract others. || Student used class time efficiently, was usually focused and did not distract others. || Student used some class time well, was sometimes focused and may have distracted others. || Student did not use class time well, was usually not focused or distracted others. ||