Final Project

Brooke Monroe and Chelsea Proudlock

Towson University
Foundations in Learning Technology and Design: ISTC 541
Dr. Elmendorf
December 12, 2020
 Disease Prevention and Healthy Eating Unit Plan
8th Grade Health

Lessons Objectives Standards Assessments Technology

Integration

Lesson 1: Explain ways to prevent the Standard 1: Students will Pear Deck Pear Deck
Health Practices spread of germs that cause comprehend concepts written Google Slides
for Disease infectious diseases. related to health responses JamBoard
Prevention promotion and disease Kahoot
prevention to enhance Disease
health. prevention
Prevention strategies -hand
Kahoot
washing, food
Standard 8: Students will
sanitation/preparation, JamBoard
demonstrate the ability to
respiratory etiquette, vaccines, advocate for personal,
physical activity, stress family, and community
management, healthy sleeping health.

Lesson 2: Demonstrate the ability to use Standard 1: Students will Pear Deck Pear Deck
Healthy Eating goal-setting skills to enhance comprehend concepts “This or That” Actively Learn
Goal Setting health. related to health warm-up MyPlate
promotion and disease
Develop a goal to adopt, prevention to enhance
Sugar: Good or
maintain, or improve a personal health.
Bad
health practice (for disease
Standard 2: Students will Labeling activity
prevention)
analyze the influence of
family, peers, culture, MyPlate
media, technology, and Labeling
other factors on health
behaviors. Actively Learn

Standard 3: Students will

Exit Ticket
demonstrate the ability to
access valid information ○ E
and products and x
services to enhance
n
health.

Standard 8: Students will

demonstrate the ability to
advocate for personal,
family, and community
health.
 Lesson 3: Recognize the negative effects of
Environmental pollutants on physical health
Health and the environment.
● Air quality (asthma,
COPD)
❏ Secondhand smoke
❏ Industrial pollution
❏ Deforestation
● Water pollution
(infectious disease,
neurological disorders,
etc.)
❏ Farming waste and
runoff
❏ Pesticides and herbicides
● Litter and waste
management
❏ Tobacco byproducts
❏ Plastics
Demonstrate the ability to
practice health-enhancing
behaviors and avoid or reduce
health risks.
Standard 1: Students will Discussion Timers
comprehend concepts warm-up Google Forum
related to health Padlet
promotion and disease Socrative Quiz Discussion
prevention to enhance Page
Closure Google QR Code
health.
Forum Socrative
Standard 2: Students will Quizzes
analyze the influence of
family, peers, culture,
media, technology, and
other factors on health
behaviors.
Standard 3: Students will
demonstrate the ability to
access valid information
and products and
services to enhance
health.
Standard 8: Students will
demonstrate the ability to
advocate for personal,
family, and community
health.
 Health Education
Day 1: Healthy Habits for Prevention Disease
(7th grade)

National Health Education Standard(s):

Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and
community health.

Healthy Behavior Outcome(s):

● Explain ways to prevent the spread of germs that cause infectious diseases.
● Prevention strategies -hand washing, food sanitation/preparation, respiratory
etiquette, vaccines, physical activity, stress management, healthy sleeping

What students should know What students should be able to do

● Define Health ● Understand that there are

● Examples of each aspect of Health dimensions to wellness and overall
health
● Identify what Health means to them
● Understand the difference between
infectious and non-infectious
diseases
● Understand the lifestyle habits that
put an individual at risk for diseases
● Apply lifestyle choices that exemplify
the six dimensions

Vocabulary:
● Health
● Wellness
● Communicable and Non-Communicable Disease
● Infectious and Non-Infectious
Assessment(s):
● Pear deck written responses in the Healthy Habits for Preventing Disease
Slides
● Disease Prevention Kahoot

Materials:
● Healthy Habits for Preventing Disease Slides
● Healthy Habits Guided Research Paper
● Healthy Habits Jamboard
● Kahoot

Learning Plan:

Warm-up:
1. Begin with a ‘This or That’ pear deck activity to grab student’s attention before the
lesson begins.
2. As students are dragging the icons over the items they would choose, take
attendance and ask students to turn their microphones on to reply “here.”

(5 minutes max)

Review Healthy Habits Slides:

1. Remind students of the audio option available on each of the slides if they would like
to review the slides after class again.
2. Watch the Osmosis Jones short clip
3. Review with the students:
a. What did the man in the video do wrong?
b. What should he have done differently?
c. Answers to look for: He picked up the egg off the ground after it was on the ground
and followed the supposed “ten second rule” and continued to eat it- in order to
minimize exposure to germs he should have thrown the hard-boil egg away.
4. Ask students to once again reply in the Pear Deck space bar
a. After watching the video, what do you think infectious or communicable
disease means?
 b. Answers to look for: infectious or communicable means illnesses or diseases
that can spread from person to person
5. Define Disease
6. Brain break: DJ Khaled ‘We the Cleanest’ to grab student’s attention and motivate
them about the importance of disease prevention (even to big name rappers this is a
big deal). In addition, mention the power that this celebrity has on influencing others
healthy behavior during this pandemic time (we will talk about influences later in the
unit).
7. Ask students to once again reply in the PearDeck space bar
a. What are some illnesses or diseases you’ve heard of?
b. Answers to look for: Cold, flu, cancer, heart disease, COVID19, stroke
8. Review the importance of understanding how diseases spread
a. Infectious vs. non-infectious and communicable vs. non-communicable
9. Discuss infectious disease slide
a. Highlight to students that infectious diseases are most common and typically
in our control
10. Ways to prevent infectious diseases
11. How to stop the spread
12. Ways to get help
13. Closure response for students to answer in the Pear Deck: You wake up for your
online meet and notice you’re feeling extra tired, sniffly, and feel a headache coming
on- what is the best way to handle this situation in the healthiest way possible?
a. Answers to look for: Even though we are all working from home- we still
need to get rest even when we are sick. This means still taking sick days and
getting lots of rest and fluids to help the immune system strong. In addition, if
an individual is feeling sick, they should refrain from getting in close contact
with other family and friends, continue to wash their hands frequently and
often, reduce and manage their stress levels, and seek medical attention if
symptoms worsen.

(20 minutes max)

Healthy Habits Research Jamboard and Break Out Room Activity:

Students will be divided into groups to research different topics in order to teach each other
about the benefits of healthy habits. Once students are in their groups they will be placed
into a break-out room on Google Meet and will be provided with the Jamboard link to work
with their groups simultaneously to record their findings.

Directions:
1. Use your skills for finding reliable resources to find accurate information about how
teens can stay healthy by making healthy food choices and having an active lifestyle,
sleep, healthy hygiene, accessing healthcare, and vision.
2. Look for the answers to the research questions and any other information you think
is important for teens to know. You can start with the suggested websites. If you use
any other websites, be sure to list them in the “Websites used” section.
3. Explain how you know that the websites you used for your research are reliable.
After you do your own research, you’ll meet with a group to prepare a presentation
for the class.

(15 minutes max)

Closer Kahoot:
1. On the last slide students can click on the purple ‘Kahoot’ image to be directed to the
site
2. This Disease Prevention Kahoot will assess students' knowledge from today’s lesson
and get a better understanding of what they remember from the previous year.

(5 minutes max)

References:

DJ Khaled's Handwashing Song. (2020, April 28). Retrieved December 11, 2020, from

https://www.youtube.com/watch?v=XY8kTjw_OZI

Dowshen, S. (Ed.). (2018, May). Taking Charge of Your Medical Care (for Teens) - Nemours
 KidsHealth. Retrieved December 11, 2020, from

https://kidshealth.org/en/teens/medical-care.html

Dowshen, S. (Ed.). (2018, May). Talking to Your Doctor (for Teens) - Nemours KidsHealth.

Retrieved December 11, 2020, from

https://kidshealth.org/en/teens/talk-doctor.html?ref=search

Gavin, M. (2015, September). Eating Well While Eating Out. Retrieved December 11, 2020,

from https://teenshealth.org/en/teens/eating-out.html?WT.ac=ctg

Gavin, M. (2018, May). The Deal With Diets. Retrieved December 11, 2020, from

https://teenshealth.org/en/teens/dieting.html?WT.ac=ctg

Gupta, R. (Ed.). (2014, August). Common Sleep Problems (for Teens) - Nemours KidsHealth.

Retrieved December 11, 2020, from https://kidshealth.org/en/teens/sleep.html

Healthy Vision. (2020, July 27). Retrieved December 11, 2020, from

http://www.nei.nih.gov/healthyeyes

Hygiene Basics (for Teens) - Nemours KidsHealth. (n.d.). Retrieved December 11, 2020,

from https://kidshealth.org/en/teens/hygiene-basics.html?ref=search

Hygiene Etiquette & Practice. (2016, July 27). Retrieved December 11, 2020, from

https://www.cdc.gov/healthywater/hygiene/etiquette/index.html

Jamboard. Retrieved December 11, 2020, from http://jamboard.google.com/

Keeping Hands Clean. (2019, December 04). Retrieved December 11, 2020, from

https://www.cdc.gov/healthywater/hygiene/hand/handwashing.html

Kelly, A. (2016, December 01). Take Charge of Your Health: A Guide for Teenagers.
Retrieved

December 11, 2020, from

https://www.niddk.nih.gov/health-information/weight-management/take-charge-
h

ealth-guide-teenagers
Learning games: Make learning awesome! (2020, December 09). Retrieved December 11,

2020, from http://www.kahoot.com/

Nourie, C. (Ed.). (2019, October). Choosing Your Own Doctor (for Teens) - Nemours

KidsHealth. Retrieved December 11, 2020, from

https://kidshealth.org/en/teens/own-doctor.html

Osmosis Jones (2001) - Careful, I'm Contagious (2/9) Scene: Movieclips. (2017, July 14).

Retrieved December 11, 2020, from https://youtu.be/FnPOuK9RHH0

Salvin, J. (Ed.). (2014, June). Taking Care of Your Vision (for Teens) - Nemours KidsHealth.

Retrieved December 11, 2020, from

http://kidshealth.org/teen/your_body/take_care/vision_care.html

Sleep for Teenagers. (2020, December 08). Retrieved December 11, 2020, from

https://www.sleepfoundation.org/articles/teens-and-sleep

Health Education
Day 2: Healthy Eating Goal Setting
(7th grade)

National Health Education Standard(s):

Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology,
and other factors on health behaviors.
Standard 3: Students will demonstrate the ability to access valid information and products
and services to enhance health.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and
community health.

Healthy Behavior Outcome(s):

● GS Students will demonstrate the ability to use goal-setting skills to enhance health.
● GS 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice
(for disease prevention)
What students should know What students should be able to do

● Define Health ● Summarize the benefit of nutritious

● Examples of each aspect of Health
● Understand the lifestyle habits
that put an individual at risk for
diseases
● Healthy eating and the
importance of limiting sugar
intake
● Identify the negative
environmental impacts on the
individual, family, community
foods
● Talk about the dangers of too much
sugar
● Discuss the importance of
minimizing sugar intake by avoiding
high sugary drinks
● Discuss each of the components of
the MyPlate

Vocabulary:
● Calories
● MyPlate
● Blood sugar levels
● Cardiovascular disease

Assessment(s):
● Pear Deck
○ Warm-up ‘This or That’
○ Sugar: Good or Bad label activity
○ Label the MyPlate
○ Exit ticket slide
● Actively Learn

Materials:
● Warm-up/ Motivator for class
● Five minute timer for the warm-up and closure
● Fifteen minute timer for the Actively Learn assignment
● Pear Deck
 ● ACTIVELY LEARN
● MyPlate

Learning Plan:

Warm-up:
1. This lesson is designed for a fully virtual setting
2. Students will work on the ‘Frozen’ Warm-Up and motivator to gain the attention of
the students as they transition during a virtual setting
3. Also, during this time the teacher will take attendance, call each student’s name, and
ask for them to un-mute their mic to say “here”
4. The warm-up asks students to name three movies of each production. At the end of 5
minutes (begin the five minute timer and display on the screen) ask students to
share one response from each to get them warmed up to using their microphones in
class.

(5 minutes max)

Reviews Food Choices and Influences Slides:

1. Instruct students to enter the Pear Deck
2. Students will engage in a “This or That” opener to introduce the topic of healthy food
misconceptions
a. Students will drag the heart over the food option they believe is the “healthier
choice”
i. Chick fil a: 440 cal vs. Panera: 900 cal
ii. Whopper jr: 310 cal vs. Subway: 458 cal
iii. Cesar: 440 vs Sandwich: 410
3. Discuss the influences on food choices
a. Accessibility
b. Taste
c. Cost
d. Commercial/ads/
e. Social media ads
f. Addiction (sugar)
4. Importance of eating healthy
5. Direct students to MyPlate (scroll through the website and discuss the features available)
6. Back to the PearDeck to label each section of the MyPlate
7. Sugar- Good or Bad: have students drag the icons and label the drink items pictured 1-5
from most the least sugary (1 being the most, 5 being the least)
8. Play ‘Sugar: Fed Up’ video on the next slide
9. Exit ticket: have students answer on the last slide “is calorie just a calorie?”
 (25 minutes max)

Actively Learn
1. Direct students to access their actively learn ‘Should Soda Have a Warning Label’
assignment through this link. ACTIVELY LEARN
2. Students will be directed to an article that will ask to reflect on questions reviewed in the
reading about the dangers of sugary drinks
3. Display a fifteen minute timer on the screen while students work: Fifteen minute timer
a. Allow for students to be pulled into break out rooms if they are struggling with the
questions (this provides privacy and increases the likelihood that students will ask
questions)
4. If students need more time- allow for them to complete the Actively Learn as an
asynchronous assignment and turn in by the next class meet
5. Remind students to revisit their canvas page and review the asynchronous work for the
week

(15 minutes max)

References:

5 Minute Timer - Calm and Relaxing Music. (2020, September 07). Retrieved December 12,

2020, from https://www.youtube.com/watch?v=hso3oR8PJss

Actively Learn. (n.d.). Retrieved December 12, 2020, from https://www.activelylearn.com/

MyPlate partner title Become a MyPlate partner! (n.d.). Retrieved December 12, 2020, from

https://www.choosemyplate.gov/

Online Stopwatch Timer. (2020, November 02). 15 Minute TIMER, Winter Edition.

Retrieved December 12, 2020, from

https://www.youtube.com/watch?v=tBUk0zHBIEo

Pear Deck for Google Slides. (n.d.). Retrieved December 12, 2020, from
https://www.peardeck.com/googleslides
 Health Education
Day 3: Environmental Health
(7th grade)

National Health Education Standard(s):

Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology,
and other factors on health behaviors.
Standard 3: Students will demonstrate the ability to access valid information and products
and services to enhance health.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and
community health.

Healthy Behavior Outcome(s):

● CC Recognize the negative effects of pollutants on physical health and the
environment.
● Air quality (asthma, COPD)
○ Secondhand smoke
○ Industrial pollution
○ Deforestation
● Water pollution (infectious disease, neurological disorders, etc.)
○ Farming waste and runoff
○ Pesticides and herbicides
● Litter and waste management
○ Tobacco byproducts
○ Plastics
● SM Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
 What students should know What students should be able to do

● Define Health ● Identify the importance of

● Examples of each aspect of Health environmental health
● Understand the lifestyle habits ● Identify the negative environmental
that put an individual at risk for impacts on the individual, family,
diseases community
● Healthy eating and the
importance of limiting sugar
intake

Vocabulary:
● Environmental health

Assessment(s):
● Discussion warm-up
● Quiz
● Closure google forum

Materials:
Timers:
Five-minute timer for the warm-up and closure
Twenty-minute timer to read the choices magazine
Fifteen-minute timer for the quiz

Warm-up video link: Click here to watch

Padlet link to post their responses to the video.

How-to access choices webpage link: click here

How to access choices articles: click here

(students use code MWMSHealth when prompted in order to access the articles used in the
lesson)
Choices articles
Option 1: "Should Plastic be Banned” from Choices by clicking here (Links to an external
site.)

Option 2: "Should Schools take Meat off the Menu" from Choices by clicking here

Socrative Quiz Link: www.socrative.com

Click log in (student login)

Enter room name: Monroe8043
Enter your name: First Name, Last Name
Take quiz

Exit ticket: Environmental Health Google Forum

Learning Plan:

Warm-up:
● Welcome students as they enter the meet
● While teaching in the fully virtual settings, have the modules page for canvas shared
on the screen and remind student to pull the module page for the day up (found
under modules -> disease prevention unit)
● In addition, continue to copy and paste the modules page link for the day in the chat
for easy access for students to access the video and padlet to post their responses.
● Once students have accessed the video begin the Five minute timer and share on the
screen

Step 1:

Watch the video:

Click here to watch

OR Watch the video on your phone (open your camera on your phone/iPad/other
device to the QR code and click the tab that will pop up as a notification):
 Step 2:

Answer the following by replying below on the Padlet: Should plastic bags be
banned?

If NOT- explain WHY (no ONE word answers please)

If so- what would be a better alternative?

Padlet Link:

https://padlet.com/brookec13/h5temhj2ktux6b3y

Or

Use QR Code to Access the Padlet

(5 minutes max)

Access Choices Magazine:

● Next students will work individually to read a Choices magazine (an online article
subscription available for Health/PE teachers) and select between two options
● Provide students the ‘how-to’ when signing in and accessing the Choices website by
providing a link that explains step-by-step:
○ We are going to be using Choices Scholastic (PLEASE REFERENCE our
resources page or click here for help logging into Choices otherwise you
WON'T be able to access these articles)
○ Option 1:
■ Read "Should Plastic be Banned” from Choices by clicking here (Links
to an external site.)
○ Option 2:
■ Read "Should Schools take Meat off the Menu" from Choices by clicking
here

● Once students have successfully accessed and completed the reading, a Twenty
minute timer will then be displayed on the screen so students can manage their time
appropriately
● Once the timer goes off, students will then be instructed to take the quiz
○ If students need extra time to finish reading allow for them to complete the
reading and assure them, they can take the quiz if they need too after class

(20 minutes max)

Online Quiz:
● Once students have completed their reading- they will take an online quiz that
coordinates with the article (the quizzes are available on Socrative.com)
○ Option 1: "Should Plastic be Banned"
○ Click here to take option 1 quiz
■ Click log in (student login)
■ Enter room name: Monroe8043
■ Enter your name: First Name, Last Name
 ■ Take quiz
● Teacher sharing resource:
https://b.socrative.com/teacher/#import-quiz/53669198

○ Option 2:"Should Schools Take Meat off the Menu"

● Click here to take option 1 quiz
■ Click log in (student login)
■ Enter room name: Monroe8043
■ Enter your name: First Name, Last Name
■ Take quiz
● Teacher sharing resource:
● https://b.socrative.com/teacher/#import-quiz/53669490

● Send another copy of the link in the chat to help students access the Padlet page
● Start the Fifteen minute timer and display on the screen
● If students finish early have students complete the exit ticket/closure

(15 minutes max)

Closure:
1. Once students have completed their quiz, they will then be provided a link to
complete the google forum
a. Something to THINK about: Do you think you could an hour without
creating any waste/trash? How about a day? A week? A month? A YEAR?
2. If students have time left in class remind them to look over the asynchronous work
for the week
3. Provide the recess room to those students who are completely done and on top of
their work

(5 minutes max)
 References:

5 Minute Timer - Calm and Relaxing Music. (2020, September 07). Retrieved December 12,

2020, from https://www.youtube.com/watch?v=hso3oR8PJss

DNewsChannel. (2013, December 19). Paper or Plastic: Which Bags Hurt the Environment

More? Retrieved December 12, 2020, from

https://www.youtube.com/watch?v=vhmg6l_WNSE

Google Forms. Retrieved December 12, 2020, from https://www.google.com/forms/about/

Online Stopwatch Timer. (2020, November 02). 15 Minute TIMER, Winter Edition.

Retrieved December 12, 2020, from

https://www.youtube.com/watch?v=tBUk0zHBIEo

Online Stopwatch Timer. (2020, November 09). 20 Minute TIMER with Stunning WINTER

Snow. Retrieved December 12, 2020, from

https://www.youtube.com/watch?v=xUZyODV6ADQ

Padlet. Retrieved December 12, 2020, from https://padlet.com/

Should Plastic Bags Be Banned? (2018, January). Retrieved December 12, 2020, from

https://choices.scholastic.com/issues/2017-18/010118/should-plastic-bags-be-ba

nned.html

Should Schools Take Meat Off the Menu? (2020, January). Retrieved December 12, 2020,

fromhttps://choices.scholastic.com/issues/2019-20/120119/should-schools-take-

meat-off-the-menu.html

Socrative. (2019, November 13). Retrieved December 12, 2020, from

https://www.socrative.com/
 This is a middle school seventh grade ‘Disease, Prevention, and Control’ unit that entails the

integration of technology in order to serve students in a full virtual setting while also achieving the

objectives and learning goals. The learning goals of the DPC unit align with the National Health

Education Standards developed by SHAPE America. These teaching goals include comprehending

core concepts, analyzing influences, accessing valid information, using interpersonal skills to

communicate and enhance health, develop decision making skills, develop health-enhancing

behaviors that avoid risks, and advocate for healthy behavior for self, peers, family and community

(Joint Committee on National Health Education Standards, 2007). This unit was designed by a

Howard County Health teacher and a Harford County Physical Education teacher in order to

promote healthy living. The unit focuses on the importance of preventive care including healthy

habits, regular exercise, limiting sugar intakes, and the impact of environmental health. Both

teachers will implement the unit as a way to promote health and well-being amongst a teenage

population. The importance of the unit is to develop the skills necessary to develop healthy habits

that will shape future lifestyle choices and help reduce the chances of disease. As Health and

Physical Educators, it is important that our teaching styles exemplify our compassion, care, and

mindfulness of our students because of the sensitivity of the topics at hand. Both educators

embrace a fun, loving environment in order to build trust and belonging in a community

atmosphere.

This school population for both Howard and Harford county is diverse and includes IEP,

ELL, and 504 students all now in a full virtual learning environment. The demographics of these

school districts roughly include 30% Caucasian, 30% African American, 30% Hispanic, and 10%

Asian populations. Both schools in these districts include 6th, 7th, and 8th grade students with

approximately 850 students enrolled at each school.

 Improving Teaching and Learning Through the Use of Technology

Technology can be used to systematically collect, analyze achievement data, and interpret

and communicate results to improve teaching and learning. Student assessment is a critical part of

the teaching and learning process. Assessment allows students to demonstrate their understanding

of a topic and evaluate their own performance. Assessment is not only important for students but is

also the basis of instruction for teachers. Teachers use both formal and informal assessments to

guide instruction and evaluate whether educational goals and standards are being met. “In addition

to supporting learning across content areas, technology-enabled assessments can help reduce the

time, resources, and disruption to learning required for the administration of paper assessments.

Assessments delivered using technology also can provide a more complete and nuanced picture of

student needs, interests, and abilities than can traditional assessments, allowing educators to

personalize learning” (Assessment).

Assessment in education is making a shift from traditional pen and paper assessments to

digital assessments. Traditional assessments typically take place after learning, are limited, contain

fixed pathways, provide delayed feedback, and are often generic in nature. Assessments that use

technology can be embedded in learning, are universally designed, can be adapted to meet the

diverse needs of students, and allows feedback in real time (Assessment). Technology tools provide

the means for learners to solve problems in real-world environments where students can use

hands-on experiences while engaging in subject matter. “Teachers can access information on

student progress and learning throughout the school day, which allows them to adapt instruction to

personalize learning or intervene to address particular learning shortfalls” (Assessment).

Technology transforms assessment in a variety of ways. First, technology-based

assessments allow teachers to steer away from the restricted types of questions such as multiple-
choice, true-or-false, or fill-in-the-blank. Instead, students are able to demonstrate their

understanding of the content and use critical thinking in a performance-based assessment.

“Because performance-based assessments allow students to construct an original response rather

than selecting the right answer from a list, they can measure students’ cognitive thinking skills and

their ability to apply their knowledge to solve realistic, meaningful problems” (Assessment).

Second, technology-based assessments allow for real-time results, which allows both educators and

students to quickly interpret and examine results. These assessments are also easily accessible for

parents and families to access at home. Many online learning platforms allow for teachers to

provide feedback to students through text, audio, and video, which allows for individualized and

specific feedback to guide the learning process. Third, technology increases accessibility for all

students, including those with diverse needs and language capabilities. “Special features include the

ability to increase font sizes and change the color contrast, text-to-speech, bilingual dictionaries,

glossaries, and more” (Assessment). These technological accessibility features allow teachers to

create individualized assessments to allow students to successfully demonstrate their knowledge.

Fourth, assessments can be easily embedded into classroom learning activities. “Embedded

assessments have the potential to be useful for diagnostic support purposes in that they provide

insights into why students are having difficulties in mastering concepts and provide insights into

how to personalize feedback to address these challenges”. Lastly, technology provides students

with access to ongoing learning throughout the school year. Because technology-based assessment

is enhanced and not fixed in nature, students have multiple options to demonstrate their skills and

understanding. For example, students can create multimedia productions, construct websites, and

design presentations that can be shared with the entire class. This type of assessment allows for

teachers to see how students are accessing and processing information. Using technology-based

assessments allow for learners to better reflect upon what they know, as well as empower teachers
to design more personalized instruction based on the data gathered from these assessments

(Assessment).

Selecting and Evaluating Technology Through Collaboration

Selecting and evaluating technology and resources to be used within the educational

context should be a process that is carefully planned through collaboration to ensure that these

resources are compatible with the technology infrastructure within the educational context.

Technology allows schools to provide students with engaging and powerful learning content,

resources, and experiences. Leaders and educators within schools must have a shared vision for

how technology can best meet the needs of all learners. One of the first steps that must occur when

evaluating technology and resources is to develop a strong team of leaders that include

administrators, teachers, students and parents. Teachers should have a role in choosing specific

technology and resources to use in their classrooms. Students and parents should have an

opportunity to practice using this technology in order to gain feedback about the technology. This

group of leaders must discuss various subjects such as how students will use this technology to

learn, what specific tools and devices will be needed, how many devices are needed, how much

bandwidth will be needed, what type of professional learning will need to take place for teachers

and administrators to successfully use these tools, and what resources are available to fund this

technology (Infrastructure).

Student learning objectives and outcomes should be the focus when deciding on specific

technology and educational resources. Technology infrastructure decisions must begin with a clear

understanding of learning goals that support engaging and empowering learning experiences

(Infrastructure). Once these goals are discussed, there are a few factors that should be a part of the

process of selecting and evaluating specific technology and resources that are going to be used

within the educational context. Schools must have access to high-speed internet. Students must also
have access to the internet at home. Students and staff need to have access to high quality devices

that allow learners and educators to access various resources online and collaborate with one

another. These devices need to be user-friendly and also should be able to accommodate the needs

of each student. Another factor in this selection process is the specific content and tools that are

planned on being used to design and deliver engaging learning experiences. These tools need to be

compatible with staff and student devices so as to not place an instructional burden on the teacher

and students when designing instructional activities. Lastly, the school must set Responsible Use

Procedures in place to promote responsible use and protect student privacy. “Preparing students to

be successful for the future requires a robust and flexible learning infrastructure capable of

supporting new types of engagement and providing ubiquitous access to the technology tools that

allow students to create, design, and explore” (Infrastructure).

Tools and Processes that Promote Diversity

Teachers have an important role in designing instruction that accommodates each student

in the classroom. Students have many learning differences and are diverse in nature when it comes

to learning styles. Universal Design for Learning is a way that teachers can give all students an

equal opportunity to succeed. When selecting tools and processes to use in instruction, teachers

must offer flexibility in the ways that students access material, engage with it, and show what they

know. UDL gives all students equal opportunities to succeed in the classroom and reduces barriers

for individuals with or without disabilities. When designing instruction, educators can implement

the UDL guidelines to promote diversity in the classroom. These guidelines are built around three

learning principles: providing multiple means of representation, providing multiple means of action

and expression, and providing multiple means of engagement. “Learners differ in the ways that they

perceive and comprehend information that is presented to them” (CAST, 2018). For example,

students may have a sensory disability, learning disability, language, or cultural difference, that

requires a different way to approach the content being learned. Students in a classroom may
process information more effectively through auditory means, while other students may benefit

from visual representations. Therefore, one specific means of representation does not benefit all

learners. Providing students with multiple means of representation will allow students to choose

the approach that works best for them. Students must also be given various options to express what

they know. Many individuals struggle with communicating information, especially those with

language barriers and learning disabilities. Providing students with several options to express

themselves is crucial. Learners are also engaged and motivated in many ways depending on an

individual’s culture, personal relevance, background knowledge, and other factors. Some students

enjoy working alone while others thrive when working in a group. Providing multiple means of

engagement will help students stay motivated and engaged (CAST, 2018). Teachers must consider

the student learning goals and abilities of students when selecting digital tools and resources. The

tools and processes chosen should enhance learning, help the learner complete activities with

greater independence, and provide the learner with opportunities to extend their knowledge and

abilities (Martin, 2019).

Adaptive and Assistive Technology

Assistive technology has become an essential tool in providing students with the resources

needed to be successful in the classroom. Implementing assistive technology when designing,

modifying, and differentiating instruction, can allow for special needs students to learn in the least

restrictive environment. This technology gives special needs students and students with disabilities

the resources to overcome barriers in the educational setting and connects these student’s

cognitive abilities to educational activities. These students will develop greater independence and

the ability to access grade-level content through the use of this assistive technology. “AT has the

potential of increasing student’s motivation to develop and acquire effective life skills and cognitive

functions that prepare them to function effectively in today’s society” (Akpan and Beard, 2013 p.

113).
 Educators can implement assistive technology into instruction, assessments, and activities

to make learning more accessible to each student in the class. Educators can create outlines,

concept maps, auditory aids, and visual aids for students who may struggle with the comprehension

of complex concepts. Wheelchairs, Braille readers, modified desks, audio books, page turners,

headphones, and TTY telephones are all examples of assistive technology that can give students the

tools to take control of their learning. Assistive technology aids greatly in the area of

communication, specifically language learning, speech, and reading. Work scanners, audio books,

text readers, and voice-recognition software can aid English Language learners with pronunciation

as well as speaking. Text-to-voice and voice-to-text software, translating devices, and touch screens

are resources that students can use to communicate effectively with others. Those who are

struggling with reading comprehension can benefit from the use of audio books, text reading

software, smart pens, eReaders, and computer applications that use word processors (Akpan and

Beard, 2013 p. 115-116). “AT devices, such as smartphones and tablet PC’s, hold the promise to

improve education and the lives of all students” (Akpan and Beard, 2013 pg. 117). Assistive

technology allows teachers to create effective and engaging instruction to allow all students to

succeed academically and thrive throughout their lives. Assistive technology can create a more

inclusive and effective learning environment to reach all learners.

Digital Citizenship

During the pandemic and online teaching, it has been imperative to use a variety of

technology tools in order to provide effective digital learning. However, using a variety of

technology also means ensuring that the material follows proper digital citizenship and copyright

laws. In our unit, we provide a variety of videos, articles from Choices magazine, embedded Pear

Deck in our Google Slides, Socrative, Padlet, and a clip from the movie Osmosis Jones. In order to

ensure proper digital citizenship, our unit only incorporates tech tools that are approved by our

county. As educators of a young teen population, it is vital that we demonstrate what it means to be
responsible online. This includes using sites that do not invade a student’s privacy and puts them at

the potential of being hacked from other online users. In addition, for the safety of our young teen

population, it is important that the web tools used in the unit do not connect them with other users

outside of the organization. These tools direct students to either sign in using their school email or

use a code that the teacher has presented, which only allows for that class to access the resources.

Google slides, for instance, can have the settings adjusted so that only users in the Howard County

or Harford County organization can view the document being shared. In addition, the videos and

clip from the Osmosis Jones movie relate to the content of the lesson and do not exceed the length

that would violate copyright law.

Applying AECT Ethics

While developing this unit, the AECT code of professional ethics was considered to ensure

the commitment of the learner, the profession of the teacher, and to the society. Committing to the

learner means providing access to varying points of view (AECT Code of Ethics, 2018). During the

duration of the designed unit, the time frame will align with a variety of holidays, including

Hanukkah, Christmas, and Kwanza. In order to adhere to the learner, different points of view are

represented through the representation in the background of the slides. For example, there are

slides attached below that are decorated with images that celebrate the Hanukkah and Christmas

slides. In later lessons, there are slides that are decorated with traditional Kwanzaa images and

simple winter themed slides for students who do not celebrate any holidays. With the variety of

different cultural themed slides, the teacher embraces the diversity of the class and the different

holidays that each student may celebrate. This embraces each of the students' differences and

makes them all feel as if they are recognized and represented as a community member in the

classroom.

Committing to the profession by AECT code indicates that the educator uses materials that

are current and follow professional and accepted guidelines (AECT Code of Ethics, 2018). In the
DPC unit attached, the Google Slides and Pear Deck covers the core concepts of healthy habits, sugar

levels, and MyPlate guidelines that are up to date to the nutritional needs of today. In regard to

Health and Physical Education, it is extremely important to ensure that the materials being used in

class are current because health behaviors and needs are constantly changing. For example, Health

and Physical education more recently followed a Food Guide Pyramid in 1992, which then

developed to a MyPyramid model in 2005, followed by the current food dietary guidelines of the

MyPlate in 2011 (U.S Department of Agriculture, n.d.).

Commitment to society by AECT code means the educator separates their personal and

professional views in order to represent educational matters (AECT Code of Ethics, 2018). It is

important that the material represented in the DPC unit focuses on health skills versus health

knowledge and sole content. As an educator in a full virtual setting, it can be easy to fall into the

basis of teaching health content solely. However, this would not follow ethical practices nor provide

effective Health Education.

Maximizing Student Learning Through Effective Classroom Management and Collaborative

Learning

When considering effective lesson plans for the seventh grade DPC unit, including

technology tools that incorporated rigorous and engaging activities was vital for classroom

management. In a full virtual learning environment, it can be very easy for students to get

distracted, lose interest, and get confused, which can inevitably lead to poor student behavior.

According to Lynch in the “5 Must Have Classroom Management Apps, Tools, and Resources”

(2017) one of the best ways to manage teen’s issues and maximize instruction time is by

implementing Google Classroom. The article describes how tech tools like Google classroom can

“help you conduct most of your classroom tasks in one convenient location” (Lynch, 2017). This

tech tool has a multitude of benefits that ultimately changes the classroom environment. Some of

these benefits and features include easy access from any device, automatic and frequent saving,
mass announcements to all students, available online quizzes provided by the administrator and

educator, surveys, and graded classwork/homework with viewable comments and teacher

feedback (Lynch, 2017).

While these features keep students productive and efficient, Google Classrooms also has

add-ons that allow for more interactive learning. In particular, Pear Deck is a feature that allows for

teachers to set the pace at either director pace or student pace. Director pace moves as the educator

goes through the slides and allows for the students to individually respond through different

formats. These formats include multiple choice, draggable icons, in-text response, and free hand

draw. The educator can adjust these tools based on the questions and needs of the students. In

addition, educators are able to see the students' responses on a separate dashboard along with a

list of students who have yet to respond. This can impact classroom management. The more

involved students are in the activities at hand, the less likely they are to get off task and behave

inappropriately. In addition, Pear Deck allows for educators to save student responses to their

Google Drive as a way to document student progress and motivate students to participate.

Another way to ensure students are staying on task and to ensure that the classroom

environment is productive is by using class timers and boosting student participation (DeVaul,

2018). Providing an appropriate amount of time that is not too long or too short for students to

complete the assignment prevents students from having spare time to move to off-topic tasks. In

addition, displaying the timer on the board, or in a virtual setting sharing on the main screen for all

to see can motivate students to self-pace before the class moves on. This is beneficial in the online

environment where more distractions, such as televisions, phones, family members, games, etc., are

surrounding students and pulling their attention away from the screen. Timers, however, are not

the only benefit to classroom management. Gaining students' interest by inquiring engaging

questions allows for students to relate to one another through common responses. In addition,

asking simple, opinion-based questions increases students' confidence to share with the whole
class. The more students are participating, the more discussion is generated and the better on-task

the students will perform.

Supporting Learning Opportunities with Online/Blended Learning, Digital Content, or

Collaborative Learning Networks

While transitioning back and forth from fully in-person learning, hybrid learning, and

virtual learning, vitalizing professional development for a new teaching atmosphere has been

critical. The pandemic has added the stress of redesigning curriculum and ensuring that material is

engaging enough for students who have more distractions surrounding them than ever before.

While knowing the content is a part of our Health and Physical Education curriculum, a majority of

what we teach is skill-based and requires students to apply and demonstrate what they learn

through their behaviors. These have brought many challenges to ensuring our students learn the

material, especially during our DPC unit where the sensitivity of the topics needs to be handled

mindfully. The connection to COVID19 can scare students from wanting to learn. Online teaching,

however, allows more opportunities for teachers to meet in video chats and collaborate by sharing

materials digitally. The in-person model for related arts classes, such as Health and Physical

Education, typically do not allow for content members to have the same planning time. However,

with the online learning there is more time built into the daily schedule for teachers to

collaboratively plan and therefore enhance the learning materials for students.

In addition, with all of our students now having access to a device, materials such as Google

Slides and Pear Deck can come equipped with features that expand learning opportunities. One of

these opportunities is the ability to add audio to slides for students who are visually impaired,

below reading level and comprehension, or English language learners. In addition, the article

choices that have been selected allow for students to get the material translated instantly. This is a

huge advantage for students who are ELL or getting help from a parent whose English is limited.

Lastly, the technology tools that were incorporated into the DPC unit contain features such as drag
and drop in Pear Deck and Google Slides that allow for students who have 504 Plans or

Individualized Education Plans to show their understanding of the material.

References

AECT Code of Professional Ethics 2018 (2018). Retrieved November 24, 2020 from

https://www.aect.org/docs/AECT_Code_of_Ethic-Current.pdf

Akpan Ph.D, J. P.,&Beard Ed.D, L.A. (2013). Overview of Assistive Technology Possibilities for

Teachers to Enhance Academic Outcomes of All Students. Universal Journal of

Educational Research, 113-118.

American Library Association (2019, March 10). Copyright: Distance Education and the TEACH Act.

American LibraryAssociation.

http://www.ala.org/advocacy/copyright/teachact/distanceeducation

Assessment (Section 4: Measuring for Learning). Retrieved December 06, 2020, from

https://tech.ed.gov/netp/assessment/

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved December 06,

2020, from http://udlguidelines.cast.org/

DeVaul, K. (2018, April 06). 12 Tested and Trusted Classroom Management Tools. Retrieved

December 11, 2020, from https://www.commonsense.org/education/articles/12-tested-

and-trusted-classroom-management-tools
Infrastructure (Section 5: Enabling Access and Effective Use). Retrieved December 06, 2020,

from https://tech.ed.gov/netp/infrastructure/

Joint Committee on National Health Education Standards. (2007). National Health Education

Standards, Second Edition: Achieving Excellence. Washington, D.C.: The American Cancer

Society.

Lynch, M. (2018, September 23). 5 Must Have Classroom Management Apps, Tools, and

Resources. Retrieved December 11, 2020, from

https://www.thetechedvocate.org/5-must-classroom-management-apps-tools-

resources/

Martin, K. (2019, December 02). Technology For Inclusion With Diverse Learners. Retrieved

December 06, 2020, from https://educationtechnologysolutions.com/2019/12/

technology-for-inclusion-with-diverse-learners/

U.S Department of Agriculture (n.d.). A Brief History of USDA Food Guides. Retrieved December 11,

2020, from https://www.choosemyplate.gov/eathealthy/brief-history-usda-food-guides