Technology-enhanced Lesson Plan

Teacher’s Name: Beverly Wabol

Grade: 6th

Content Area: Health and Nutrition

Lesson Title: Five Food Groups

Lesson Length: 55 minutes class; 2 days

Analyze Learners:

General Characteristics: This class is 5th grade, ages 10-11, 20 students (10 boys and 10 girls, 1 of the girls has speech impairment).

Entry Competencies: Prior to the lesson, students already know how to operate a computer, keyboarding skills, send email, and also know how to take pictures using digital camera or webcam. All the students have their own blog. Since there a student with speech impairment, the teacher mastered the interpretation of body language that the student with speech impairment uses, and teacher also must be able to do some basic body languages that the student could interpret.

Learning Styles: The learning styles for the student will be visual, individual work, tactile. The students in this class enjoy very much and find it easier when they have hands-on, demonstration, and do activities incorporated with the lesson, and then save their work in the computer. An assistive technology must be made available for the student with speech impairment.

State Objectives:

At the end of this lesson, each and every student will be able to:

1. Name 5 food groups
2. Identify kinds of food belongs to each group.
3. Explain the nutrients or nutritional facts in each food category.
4. Explains how what each food group does to our body.
5. Make a menu including all of the food groups. Since the lesson is new to the class, the amount of serving for each food group per day will be discussed later or when the students master the kinds of food in each group.
6. Using the built-in camera or digital, take a picture of a balance or complete serving that has all the five groups in.
7. Post/publish their work on their blog.

Select Methods, Media, and Materials:

Method: The method of teaching this lesson will be lecture while showing on powerpoint the content of her lecture with lists and pictures of samples of the 5 food groups.

Media and Materials: The teacher will make available 20 computers with built-in webcam or digital camera for each and every student. The school must provide an assistive tool that will accommodate the student with speech impairment. If in case the school can’t provide the proper tool for the student with disability, he/she can use body language to the teacher, or he/she type her question on the computer and raise her hand for the teacher to walk over to her and read her questions written.

Utilize Materials and Media:

1. Prior to class time, the teacher will make sure all the 20 computers and webcam and digital cameras are working perfectly and have access to internet.
2. At the beginning of class, the teacher will review previous knowledge, and then state the topic/lesson and objectives for the day, and inform them of the teaching methods that will be used. The teacher will also recommend to the student to take notes of her/his lecture/presentation. (5 minutes)
3. The teacher will move on to introduce the 5 food groups, the kinds of food categorized under each group, explain what each group does to our a body.(25 minutes)
4. Show pictures of the 5 groups and some food in each group. The teacher must explain that the chart below shows the kinds of food that must be taken/eaten more or less per day. The teacher must put in percentage so that the students would understand it in percentage. Specific serving amount for each group per day will be discussed on a later day after the students master the kinds of food that belongs to each group. (Shown below is 5 food groups and the kinds of food in each group, and the content of the lecture).

Bread, Other Cereals and Potatoes

The bread/cereal/potatoes group is a great source of carbohydrates, which are often considered the main source of energy in a persons diet, and because the energy contained in carbohydrates is released sooner than with fats and proteins, they are useful as a short run energy supply.

This food group is also rich in non-starch polysaccharides, i.e. dietary fibre, in the form cellulose and mucilages. These are important as they provide a bulk to digested food and since gut muscles are stimulated by a larger bulk the waste passes through faster, helping prevent damaging conditions including bowel cancer, heart disease, haemorrhoids and diverticular disease.

Fruit and Vegetables

The fruit and vegetables group are also a good source of carbohydrates and NSPs (as cellulose and pectins) and are also rich in vitamins and minerals; vital components of a healthy diet. Many contain carotenes, vitamin C and vitamin E; antioxidants that help prevent degenerative diseases by destroying free radicals that attack cells. Vitamin C also boosts your immunity and prevents scurvy. Vitamin E helps keep cell membranes healthy.

Fruit and vegetables (especially green ones) provide folate (vitamin B9), required for DNA synthesis and essential for cell division, and deficiency can lead to anaemia. The minerals magnesium and potassium are obtained from fruit/vegetables. Magnesium is required for over 300 enzymes to function and potassium is needed for homeostasis (providing a suitable balance of ions in order for impulses to transmit along nerves.

Meat, Fish and Alternatives

The meat/fish/alternatives group is usually our main source of protein, which carry out numerous functions around the body. Some form part of the structure of tendons and hair, others are vital to the immune system, while others are required for blood to clot.

This group is a good source of B vitamins, notably B3 and B12. B3 is required for energy production and is believed to help prevent heart disease by increasing levels of high-density lipoproteins. Deficiency can result in the condition `pellagra` which can be fatal. Vitamin B12 (cobalamin) is vital for cell division and as it works in conjunction with folate, deficiency signs are similar to that of folate.

Milk and Dairy Products

The milk and `dairy products` group are also a good source of protein and B vitamins, however their main contribution to a healthy diet is as a source of calcium, a mineral that composes 40% of bone. 70% of calcium consumed is lost in faeces so it is important we consume enough, especially in younger people whose bones are still forming.

Deficiency is in the form of rickets (in children) and osteomalacia (in adults) and eventually osteoperosis (fragile and easily broken bones) in later life. Calcium ions like potassium are also required for homeostasis, as discussed earlier.

Foods Containing Fat and Foods Containing Sugar

The final group is fatty and sugary foods and generally speaking are not essential in a healthy diet. However, they do provide a good source of energy and in some cases are a source of the `essential fatty acids` - the two fatty acids our body cannot synthesize.

Like all fatty acids they are required to form phospholipids which are the main structural components of cell membranes (cell walls). These foods generally taste good and provide contentedness, so if consumed in moderation can be a good way to decrease stress/anxiety.

5. The teacher must inform the students that a balance and healthy meal is a menu that has all the five different groups.
6. While the teacher is doing lecture/presentation, all students must watch the slides and take notes onto their notebooks or type on MS Word and save it in their file, or whichever is faster for them.
7. The teacher will list some food and try to group them into the appropriate group. The teacher may engage the students by asking them to help her group the list of food.
8. From the list of food, the teacher will make some examples of balance meals that have all the food groups. The amount of each food doesn’t have to be in the correct serving amount, just as long as the students get to see what kinds of food represent each group. The examples made by the teacher may have pictures of each food, and all these should be on the powerpoint for all the students to be able to see.
9. Given a list of food (different from the list used for example by the teacher) shown on the powerpoint, the students will group the different foods into the correct food group.
10. The teacher will require the students to type and save their work on the computer using either MS Word or Excel. This is individual work.
11. From the list given, the students will select different kinds of food to make 3 balance meals; breakfast, lunch, and dinner. No same food will be used in the three menus/meals.
12. At the end of the class, the teacher will give an assignment for the students to make a balance menu, and bring the food or ingredients that they will have in the menu to class. They will have to take a picture of the plate of food that they will make, and post it in their blog. The picture of the menu will be attached to the list of food grouped into the 5 different food groups done by the students on the first day.

Require Learner Participation

1. The teacher will allow the students to ask questions. The girl will use the assistive technology made available for her to speak for her. If her kind of question is not available on the tool, she can either type her questions on the computer and raise her hand for the teacher to go to her and read her question, or she can make sign language to ask what she wants to ask.
2. The teacher will require the students to do their work on the computer. They are allowed to insert pictures of the each kind of food listed. The students may ask each other when they do not know any of the food listed. It is a individual work but if any of them haven’t heard or seen the kind of food listed, he/she may ask the other students to help her put in the correct group.

3. On the second day, the students may help each other to take beautiful pictures of their menu and be creative in attaching their work on the first day. Some of students might want to take picture of themselves with their made up menu. If any of them would like to do, they may can ask other students to help them take their picture if they will be using digital cameras, but one should try to upload it and published in his/her own blog. If they will be using webcam, they will be able to take their own picture they way they want it.

Evaluate and Revise

The teacher will walk around to see if every student is doing right. He/she must allow chance for each and every student to answer at least one question and ask any question they might have. He/she will ask the students how they feel about the activities and using the computer and digital camera, and also find out whether the students prefer having hand-outs or just watching powerpoint slides. The teacher will check their work at the end of the first day. If any of the students wasn’t able to save his/her work and post on the blog, the teacher should assist the student before he/she can start working on the assignment for the second day. The teacher will have to check on individual student to make sure everyone is on the right track. If at the end of the second day class, the teacher still hasn’t seen published work for any student, he/she should assist the student to see what the problem is. The students probably just saved their work without publishing it that’s why the teacher still couldn’t see it. The teacher must constantly check on the student with speech impairment to see if she has questions to ask (in written or body language).

Student Assessment Rubric

Category	4 - Exemplary	3 - Accomplished	2- Developing	1- Beginning	Score
Subject Knowledge	A) All information is clear and understandable. Subject knowledge is evident.	A) Most information is clear and understandable.	A) Only some information is clear and understandable.	A) Information is confusing. Subject knowledge is not evident.
Presentation	A) Presentation is highly organized, thorough and cohesive. B) Use original approach effect- ively. Terms and concepts are fully clarified for the audience. C) Sources used greatly enhanced understanding of the topic. D) Presentation is of appropriate length. Used multiple appropr- iate sources.	A) Presentation is organized thorough and cohesive. B) Terms and concepts are clarified for the audience. C) Sources used enhanced under-standing of the topic. D) Presentation is of appropriate length. Used some appropr- iate sources.	A) Presentation needs work on its organization, thoroughness and cohesiveness. B) Some terms and concepts are not clarified for the audience. C) Some sources enhanced understanding of the topic. D) Presentation is almost of appropr- iate length.	A) Presentation is not organized, thorough and cohesive. B) All terms and concepts are not clarified for the audience. C) Very few sources enhanced under- standing of the topic. D) Presentation is of an inappropriate length.
Content	A) All unit objectives are mastered. B) Topics are covered in depth. C) Many pertinent details were included.	A) Most unit object- ives are mastered. B) Topics are covered. C) Included pertinent details.	A) Some unit object-ives are mastered. B) Covers topics in superficial manner. C) Few details were included.	A) Few unit objectives are mastered. B) Topics are not fully covered. C) Few or no details.
Technology	A) Used a variety if multimedia effects (images, sounds, video, etc). B) Used a variety of appropriate sources and emp- loyed at least various techno- logies: other Web sources, scanner, digital recorder, or digital camera to bring materials together.	A) Used more than one multimedia effects (images, sounds, video, etc). B) Used more than one of appropriate sources and emp- loyed at least one of the following technologies: other Web sources, scanner, digital recorder, or digital camera to bring materials together.	A) Used one or no multimedia effects (images, sounds, video). B) Used one or no appropriate sources and limited their use of technology.	A) Used no multimedia effects (images, sounds, video). B) Used no sources and no technology.
Inquiry Skills	A) Evidence that all content has been carefully analyzed and evaluated.	A) Evidence that content has been analyzed and evaluated, but not effectively synthesized.	A) Some evidence that content has been either eval- uated or analyzed, but no evidence it has been synthesized.	A) Little evidence that content has been evaluated, analyzed or synthesized.
Engagement	A) Students are consistently on-task throughout the unit. Maintained positive attitude.	A) Students are regularly on-task through- out the unit.	A) Usually on-task. Generally had a positive attitude.	A) Rarely on-task. Not always a positive attitude.

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http://www.congresslink.org/rubric.pdf