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.

http://www.tesco.com

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

Technology-enhanced lesson plan

REFLECTION ON MULTIMEDIA LESSON PLAN

A multimedia lesson plan planned and written in an ASSURE model surely requires a lot of thinking, creativity, and is time-consuming but it is really interesting and exciting. I spent a total of 8 days in planning, writing up, editing, searching for and inserting clip arts, revising, and finalizing. Although it took me that long, I honestly had fun doing it especially when at the end I see the result of my work. It may not be satisfying to my instructor, but I am proud of myself knowing that I have gained skills and knowledge that I did not have prior to this lesson. I am pretty sure that I can eventually get to master the planning and writing up of a multimedia lesson plan in an ASSURE model. When the ASSURE model was introduced to me, I thought it was and will always be the best kind of lesson plan. But then introduced later to me was a multimedia lesson which is even more exciting, creative-required, and best for the students. Using more than just one media or technology in completing a project is even more challenging. Today’s kids master the operation of media and technology tools at home or early at school, so it will not be difficult to just add one or two more kinds of media or technology tool for them to use in a class. I think using more than one media to complete a school project will be even more easier and creative. I just hope that the school system on my island makes it a requirement for all subject area to be incorporated with technology tools. Even the students with disabilities can also be given a task to do using more than just one technology tool. There are assistive technology made available for all kinds of disabilities.

If the teachers don’t have knowledge in incorporating technology into their lessons, then they must go back to school and learn to do it. The school system must make it a requirement for all teachers to take classes in learning to carry out lessons using technology. I am pushing this idea because I really see the betterment of the students learning a subject area while at the same time learning to use technology. Today’s children are more into the modern technology and they seem to learn better using media and technology tools. Much more better if a class has all the possible kinds of media and technology tools.

When we were first told to do this assignment on Multimedia lesson plan, I thought this is a crazy idea. I thought it was difficult for students to be in one class while at the same time learning to use technology tool. But yet, we are to add one or two more technology to be used in the class. But after I had spent so much time working on it, it is absolutely possible to learn or to use multiple technology in a class. It doesn’t have to be in a Audio Visual or Technology class that we learn to use these tools. I like that we were able to choose our content area and subject matter to prepare a lesson plan. I struggled thinking of which technology or media tools to use to meet the objectives. Although I had a difficult time to finally arrive at the final planning, I enjoyed it knowing that the students will benefit from this kind of lesson.

I feel that the NET*S 3A, 3B, 3C, 3D, 4A, and 4C are applied in this assignment. The objectives include using technology to support learner-centered strategies, applying technology to develop students’ higher order skills in creativity, and applying technology in assessing student learning of subject matter using a variety of assessment techniques.

Before I go on with my conclusion, let me say something to all teachers out there. Teachers, if you think it is not possible for your students to learn a subject area with the use of media or technology, you are wrong. Today’s children already started learning to operate computers or digital cameras or other media tools as early as kindergarten. They can easily use these tools in all the subject areas. If the children can do the work, then why would it be difficult for you teachers to just do the planning of the lesson using multimedia? Yes, multimedia lesson plan is time-consuming but that is only for the first time. If you continue to do it, you’ll experience the fun of it and notice that it is not difficult.

I just can’t explain enough how excited I am now that I actually prepared a multimedia lesson plan. Even if my instructor thinks I am not doing it correctly, I am still happy because I got the idea of it already but I still need to practice more and also get more advices from my instructor.

What I don’t like about the assignment is just the fact that I believe the school system in Kosrae doesn’t even have all these media and technology that I am dreaming and planning on. What is the use of being so professional in planning a multimedia lesson plan while the school won’t even provide the tools needed? The length of time given to me to work on this assignment was long enough but I was just slow in planning. Other than that, I enjoyed doing the assignment. I think I want to become a teacher just right now so I can show off to others what I can do that they can’t.

References:

http://www.iste.org/AM/Template.cfm?Section=NETS

http://fcit.usf.edu/multimedia/design/designd.html

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

No Excuse to Exclude the Children with Disabilities from the Mainstream

I believe that without assistive technology products, children with disabilities would have been left behind, ignored, or not accepted at the regular schools because the teacher wont be able to assist the them without any assistive technology. Like in many many years ago when these assistive technologies weren’t yet invented, individuals with severe disabilities were not included in the mainstream.

There are many different kinds of disabilities, but various assistive technology tools are invented to accommodate the children with disabilities that are interested to go to school. Today’s technology made it so possible for individuals with disabilities, regardless of severe or minor special need, to learn, perform, or even improve and increase their capabilities. Therefore, there is no excuse for the schools or teachers to excluded any children with disabilities in the regular classrooms.

If a teacher finds a student who has disability(ies) or special need, the teacher must first identify the kind of disability the student has, determine the best way for a student to access a device, and then select an assistive technology that can effectively allow the student to learn and perform tasks at school. The lesson plans, materials, and procedures have to be made assessable for the students with disabilities. The best way to asses a student’s understanding of a subject is through performance-based assessment.

A student with disability can not be assessed if he/she doesn’t perform. How can the teacher know and be sure that the student understand what has being taught in class. In order to assess these kind of students , with disabilities, using assistive tools will be the only possible way to perform and be assessed. The teacher will need to do modification on the activities, objectives, and procedure until he/she sees and proves that the student with disability learns and fully understands the lesson.

The teacher has to allow time for the student to practice and get used to the tool and master it before his/her understanding of the subject can be assessed. The student with disability could probably fully understand the lesson and can apply the concepts but if he/she can’t perform his/her understanding using the assistive tool, then the teacher has to do something about it. The teacher has to train the student to use the tool to perform his/her understanding. Or the tool is probably not the perfect tool for his/her kind of disability.

There could possible be cases where the students with certain disabilities be exempted. For instance, if the class is required to do a presentation orally, a student with speech impairment could just present his/her work on slides with written explanation about his/her work. There are assistive tools made to assist students with speech impairment but if a presentation is being timed, the assistive tool might not be able to perform at a required speed. The teacher has to be patient and smart enough to think of any way to get all students engaged, participate, and perform in order to be able to be assessed.

Never exclude the students with disabilities from doing all the activities required in class. They can perform in any way, any thing, any how.

http://www.slideshare.net/atajalle/ed451-educational-games-1085163?type=powerpoint

A highly recommended lesson plan model

Reflection

Before I proceed to say anything about ASSURE Lesson Plan, allow me to tell you about my experience in making lesson plans. I had already been conducting classes, therefore, I have experienced making lesson plans. When I first learned to make lesson plans, it was just as easy as writing a letter. Why is that? Why was it so easy like that? Let me tell you. It was just as easy as that because I was taught a totally different format of lesson plan. The format of the lesson plan I was taught would just indicate the grade level, subject area, procedure in carrying out the lesson, objectives, and evaluation. It wasn’t so detailed as it is in ASSURE Lesson Plan. This type of lesson plan makes it so easy for a substitute teacher to know what must be done on that particular day. This type of lesson plan is written in details as if the particular teacher for that class will be absent and a substitute teacher will cover that class.

The ASSURE Lesson Plan consists of sequential steps that are very useful and should be followed to result in an effective lesson plan. Each step should be followed because each of them holds its own value of importance within the lesson. From this format of Lesson Plan, I learned that before I began a lesson plan, I must get to know the information about my target audience, which of course, are the students in that particular class. It is very important that the lesson plan includes children with any disabilities. From my past experience, we never cared to identify each student’s disabilities or capabilities. The ASSURE type allow the teacher to always have a difference teaching strategies and objectives for students with any disability.

This type of lesson plan also includes media, digital spreadsheet to be used in the class activities. Due to the fact that technology is rapidly taking over today’s society, integration of technology into the curriculum will soon be required in every school system. In doing so, students will not only learn one subject content in one class, but also learning to use technology tools in a class. A 3rd grader could possibly be so good in using a computer than his/her 40 years old individual. This is an implication that if technology will be required in all subject content, it’ll not be difficult for the lower graders because today’s kids master the operation of media or technology tools at home at young age. The ASSURE model allows the learner to interact with the objects such as the graphs on MS Excel, paintbrush, etc.

I feel that the NET*S standard 3A, 3B, 3C, and 3D are applied in this assignment. The learning objectives consisted of applying digital spreadsheet or technology in assessing student learning of subject matter using technology resources to input data and analyze data, and interpret results. ""Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader."

In conclusion, I strongly recommend ASSURE model to be introduced and used by every teacher. This is the best and understandable lesson plan that I ever seen. I believe that there will be no question raised by a substitute teacher if he/she has to cover the class. The ASSURE model clearly analyze the learners, states objectives, selects media and materials to be used and methods to be applied, requires learner participation, and evaluate at the end of the class. This is just the best model for all teachers to follow.




References:

Don Knezek, ISTE CEO, (2008)
website: http://www.iste.org/AM/Template.cfm?Section=NETS


Heinrich, Molenda, Russel, Maldino (1999)
http://www.unca.edu/education/edtech/techcourse/assure.htm