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I.
Traditional
Lesson:
Name/Title: Want Ad: Healthy Eater
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Purpose of Event: The purpose of this lesson is for students to understand
the differences between healthy and unhealthy eating habits and what steps they
need to take in order to make healthy eating choices.
Suggested Grade Level: 5-7
Materials Needed: A newspaper with want ads, Construction Paper,
Markers/Crayons
Description
of Idea
Begin the lesson with a discussion
about eating habits. This may include a discussion of the Food Guide Pyramid,
Dietary Guidelines, etc. Have the students give examples of healthy and unhealthy
eating habits.
Example: Healthy Eating Habit =
Eating fruit
Unhealthy Eating Habit = Drinking soft drinks
Unhealthy Eating Habit = Drinking soft drinks
NOTE: Using a transparency with some
examples that you have generated may be helpful.
Next, introduce the concept of a
Want Ad.
What is a want ad?
What does "ad" stand for?
What does "ad" stand for?
Let the students read want ads from
actual newspapers. Have the students discuss qualities the companies were
looking for in the people they wanted to hire.
Students will then write their own
'want ads for a healthy eater'. The want ads should list specific
characteristics of a healthy eater.
TIP: Encourage students to think of five specific ways they could help themselves become healthy eaters, and then plug those five things into the want ad. EX: Drink a glass of milk with every meal.
TIP: Encourage students to think of five specific ways they could help themselves become healthy eaters, and then plug those five things into the want ad. EX: Drink a glass of milk with every meal.
After the students have made their
want ads, ask the students to share their want ads for healthy eaters with the
rest of the class. Have the class discuss which characteristics might be the
most important in becoming a healthy eater.
Assessment Ideas:
Give the students a chart in which
they will fill in the characteristics they included on their want ads. The
students will take the chart home and fill in a smiley face for the days in
which they followed through on the healthy eating habits listed.
Lesson from: Wegmueller, M.
(2001, February 18). Want ad: Healthy ad. Retrieved from http://www.pecentral.org/lessonideas/PrintLesson.asp?ID=1939
II.
Traditional
and Tech. Lesson:
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Want
Ad: Healthy Eater
Grade: 5-7
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Healthy
Eating Podcast
Grade: 5/6 Multiage
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Goal: The purpose of this lesson is for students to understand
the differences between healthy and unhealthy eating habits and what steps
they need to take in order to make healthy eating choices.
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Students
will analyze health recommendations from multiple sites about healthy eating habits and apply new knowledge to create a
public service announcement (podcast) to share information.
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|
Lesson:
Begin the lesson with a discussion about eating habits. This may include a
discussion of the Food Guide Pyramid, Dietary Guidelines, etc. Have the
students give examples of healthy and unhealthy eating habits.
Example: Healthy Eating Habit =
Eating fruit
Unhealthy Eating Habit = Drinking soft drinks
NOTE: Using a transparency with
some examples that you have generated may be helpful.
|
Introduction:
Students will use the Web Quest created by the teacher to explore different
websites and gain information/suggestions about healthy eating habits. Sites
to explore are:
1.
Kids Health
2.
Healthy Kids
3.
My
Plate
Students will take notes about
important choices in eating healthy, including siting where they found the
information.
Web Quest can be viewed by going to: Health Web Quest
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Next, introduce the concept of a
Want Ad.
What is a want ad?
What does "ad" stand for?
Let the students read want ads
from actual newspapers. Have the students discuss qualities the companies
were looking for in the people they wanted to hire.
|
Next,
introduce podcasts. Use examples to share what I will be expecting them to create.
Examples of quality podcasts:
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Students will then write their own
'want ads for a healthy eater'. The want ads should list specific
characteristics of a healthy eater.
TIP: Encourage students to think of five specific ways they could help themselves become healthy eaters, and then plug those five things into the want ad. EX: Drink a glass of milk with every meal. |
Students will use a combination of pictures, audio, music,
text, and video to create their own podcast, sharing healthy eating tips
and/or habits. The podcast should provide tips
for healthy eating and/or specific characteristics of a healthy eater.
Students can use Pixie, Audacity, Windows Movie Maker,
and/or Frames at school. Students who have access to Apple products (iPad,
iBook, etc…) will be allowed to use programs available to them such as Garage
Band. Note: Our school does not provide access to Mac products at this time.
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After the students have made their
want ads, ask the students to share their want ads for healthy eaters with
the rest of the class. Have the class discuss which characteristics might be
the most important in becoming a healthy eater.
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After students have created their podcasts they will load them onto a
class website. Classmates will be able to view each other’s podcasts
on their own or this can be done whole class. Students will write a
reflection on healthy eating habits and their classmates’ podcasts. This reflection
will be posted to the class using Gaggle email accounts.
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Assessment:
Give the students a chart in which they will fill in the characteristics they
included on their want ads. The students will take the chart home and fill in
a smiley face for the days in which they followed through on the healthy
eating habits listed.
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Students
can reflect on what they learned while creating the podcast and keep notes about their own eating habits. Check back
in periodically with the class to see how students are doing about eating
healthier. Teacher can review podcasts, class reflections, and student reflections.
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Resources:
Hanson, A. (2012, March 24). Public service announcement.
Retrieved from http://tech515aliahsp12.blogspot.jp/2012/03/public-service-announcement.html
Johnson, J. (2012, March 25). Podcast. Retrieved from http://tech515jessicajsp12.blogspot.jp/2012/03/podcast.html
Little, J. (2012, March 21). Lots of fiddling and lots of hope.
Retrieved from http://tech515julielsp12.blogspot.jp/
Nemours. (2012). Kids health: Staying healthy. Retrieved from http://kidshealth.org/kid/stay_healthy/index.html
NSW Dept. of Health. (2012). Healthy kids. Retrieved from http://www.healthykids.nsw.gov.au/kids-teens.aspx
USDA. (2012). Choose
my plate.gov. Retrieved from http://www.choosemyplate.gov/food-groups/
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III.
Technology
Lesson:
Title: Healthy
Eating Podcast
Standards: 5th grade:
HE3
Nutrition and Physical Activity
Essential
Understanding: 5HE3 Healthful nutrition and physical activity contribute to
growth and energy and
prevent chronic diseases. The
student will:
Standards:
5HE3a: explain the impact of amounts of fat, sodium, cholesterol,
and sugar in food
on overall health;
5HE3f:
develop strategies for making good
food and physical activity choices;
6th
grade:
HE3
Nutrition and Physical Activity
Essential
Understanding: 6HE3 Healthful nutrition and physical activity contribute to
growth and energy and
prevent chronic diseases. The
student will:
Standards:
6HE3a: analyze the relationship between wellness and healthful
nutrition and physical
activity;
6HE3b:
determine appropriate portion sizes
for various food groups in planning
a balanced meal;
6HE3d: set personal goals for nutrition and exercise.
Learning Outcomes:
Students will analyze health recommendations from multiple sites about healthy
eating habits and apply new knowledge to create a public service announcement
(podcast) to share information. By integrating technology into this lesson,
students will be able to take control of their own learning by exploring
different sources for healthy eating tips. Students will also learn how to
integrate multimedia using a variety of programs to create interesting public
service announcements.
Lesson: Introduction: Students will use the
Web Quest created by the teacher to explore different websites and gain
information/suggestions about healthy eating habits. Sites to explore are:
1. Kids Health
2. Healthy Kids
3. My Plate
Students
will take notes about important choices in eating healthy, including siting
where they found the information.
View Web
Quest here: Health Web
Quest
Next, introduce podcasts. Use examples to share what I will
be expecting them to create. Examples of quality podcasts:
Students will use a combination of
pictures, audio, music, text, and video to create their own podcast, sharing
healthy eating tips and/or habits. The podcast should provide tips for healthy
eating and/or specific characteristics of a healthy eater.
Students can use Pixie, Audacity,
Windows Movie Maker, and/or Frames at school. Students who have access to Apple
products (iPad, iBook, etc…) will be allowed to use programs available to them
such as Garage Band. Note: Our school does not provide access to Mac products
at this time.
After students have created their
podcasts they will load them onto a class website. Classmates will be able to
view each other’s podcasts on their own or this can be done whole class.
Students will write a reflection on healthy eating habits and their classmates’
podcasts. This reflection will be posted to the class using Gaggle email
accounts. I will set up a forum where the students will be able to post their
reflections and comment on the posts of their classmates.
Students will reflect on what they
learned while creating the podcast and keep notes about their own eating
habits. Check back in periodically with the class to see how students are doing
about eating healthier. Teacher can review podcasts, class reflections, and
student reflections.
Resources:
Hanson,
A. (2012, March 24). Public service announcement. Retrieved from http://tech515aliahsp12.blogspot.jp/2012/03/public-service-announcement.html
Johnson, J. (2012, March 25). Podcast.
Retrieved from http://tech515jessicajsp12.blogspot.jp/2012/03/podcast.html
Little, J. (2012, March 21). Lots
of fiddling and lots of hope. Retrieved from http://tech515julielsp12.blogspot.jp/
Nemours. (2012). Kids health:
Staying healthy. Retrieved from http://kidshealth.org/kid/stay_healthy/index.html
NSW Dept. of Health. (2012). Healthy
kids. Retrieved from http://www.healthykids.nsw.gov.au/kids-teens.aspx
USDA. (2012). Choose my plate.gov. Retrieved from http://www.choosemyplate.gov/food-groups/
IV.
Essay:
Healthy
eating habits are important for students to learn and practice at an early age.
By modernizing a lesson on eating habits, we can generate greater student
interest and buy in. Not only will the technology in this lesson grab students’
interest, but it will also let them control their own learning by changing the
format of how the lesson is taught.
The
first part of the lesson that I changed was the learning outcome. I kept the
essential health standard of making healthy eating habits, but I added in
analyzing different websites and more student reflection. Updating the output
format was also important for engaging students and making the information
accessible to more people. I hope that by having the students create podcasts
that many more people will be able to view them and learn about healthy eating
habits than if they just created a poster to put up in the hallway. For
example, my class is reading buddies with the first grade classes and podcasts
would allow us to teach them about healthy eating habits in a fun and easily
accessible way.
In
order to meet these new learning outcomes, I had to also change the way the
lesson was taught. Instead of having me up in front of the class telling them
about healthy eating or having the students read about it in the text book, I
am having them learn about it on their own using a Web Quest. This is the most
important change because it forces the students to take charge of their own
learning and come up with answers for themselves. Fostering creativity, problem
solving skills, and independence is extremely important for today’s learners.
As the teacher I will be there to guide and help when needed, but the students
will be responsible for gathering information and applying it.
There
are several changes in the way the lesson is taught and what needs to be
provided as we change from a “typical” classroom lesson to a more technology
based lesson. In this particular lesson there will need to be information
presented to the class on podcasts. Some students may be familiar with the
concept already, however many may not. Students will also need background in
using different programs such as Frames, Audacity, Pixie, Garage Band, etc… I
plan on teaching this lesson later this year and so my students have already
been exposed to these programs. If they had not been then I would need to give
them time to explore the programs and show them simple tips as needed. As the
teacher, my work load changes. I would have more to do prior to teaching, set
up the Web Quest, find podcasts, etc… and less to do during the actual class
time. I would available for support instead of being in front of the class
teaching.
The
last change was in the reflection and conclusion of the lesson. At this point I
would have the students reflect on their own work as well as the work of their
peers. By using our Gaggle email accounts and having students reflect in an
open place, I am hoping to encourage more collaboration, discussion, and
learning. This also makes each student accountable instead of a traditional
class discussion where some students may not speak up. I also want to students
to reflect on their own learning. This again puts them in control and allows
them to see where they can go next.
This
lesson helps give students the control of their learning as well as provides
them space to interact with new technology and explore modern ways of
expressing their ideas. By encouraging students to be in control of their own
learning and incorporating more technology we will better be able to help them
be successful in the 21st century. That is truly the goal for any
teacher.
References:
Beyerbach, B., Vannatta, R., & Walsh, C. (2001). From
teaching technology to using technology to enhance student learning. Journal
of Technology and Teacher Education, 9(1), 105-127.
Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009).
Using the technology of today, in the classroom today. Informally
published manuscript, Education Arcade, Massachusetts Institute of Technology,
Cambridge, Massachusetts. Retrieved from http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
Robinson, K. (Writer) (2010, October 14). Changing
education paradigms. RSA Animate. [Video podcast]. Retrieved from http://www.thersa.org/events/video/animate/rsa-animate-changing-paradigms
V.
Presentation available at: Health Prezi
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