Valerie Page

Title of Unit: Making Healthy Eating Choices Theme: Committing to make healthy food choices. Grade Level/Student Population Type: 4 – 5 Grade/CTT Class Number of Sessions: 13 sessions Overview of the Unit: Through the span of 13 sessions students will understand the origins of healthy food and the need to make healthy food choices as well as create an environment that promotes sustainability and healthy lifestyle choices. What is the theme of the project? Students will understand the need for making healthy food choices. In learning about food choices, students will gain a good understanding of the history of agriculture and the significance of the Native Americans “First Foods,” and how it has influenced American culture today. Students will also identify with the effects that modernization has had on agriculture, the complications that unhealthy food choices create in our lives and in turn, pro-active measures that they can take in their homes and communities to support an agriculture movement in their area. This project will show students the positive relationship between the availability of healthier food options and making the decision to choose those healthier alternatives. It will also encourage community development, awareness, and sustainability in the sense of recognizing the need to have healthy food choices, working collaboratively to bring and keep healthy foods in the community (esp. areas where it is lacking). Standards: State the standards to which your theme is aligned (refer to actual sections of real documents) Social Studies Standards Standard 1: History of the United States and New York Key Idea 1.1 1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. 1a. know the roots of American culture, its development from many traditions and the ways people from a variety of groups and backgrounds played a role in creating it. Key Idea 1.3 3. The study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individual groups. 1.3a. gather and organize information about the important accomplishments of individual and groups, including Native American Indians, living in their neighborhoods and communities. Standard 3: Geography Key Idea 3.1 1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. 3.13. investigate how people depend on and modify the physical environment

The Arts Standards Standard 1: Creating, Performing and Participating in the Arts Visual Arts 2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in visual arts. • develop skills with electronic media as a means of expressing visual ideas (b) Standard 2: Knowing and Using Arts Materials and Resources Visual Arts 2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in visual arts. Health, Physical Education, and Family and Consumer Sciences Standards Standard 1: Personal Health and Fitness Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. •understand how behaviors such as food selection, exercise, and rest affect growth and development. •recognize influences which affect healthy choices and behaviors •practice and support others in making healthy choices. Mathematics, Science and Technology Standards Standard 5: Computer Technology 3. Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. •use the computer as a tool for generating and drawing ideas. ELA Standards Writing Standard 6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Writing Standard 7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Describe the “Learning Product” your students will create and through the creation of which they will learn the content and skills you’ve identified as a goal. Students will create a website which gives an overview of each of the elements identified in the project. The website will be used to share community agricultural resources, local green initiatives, contain a blog forum for visitors, a News Room where members of the community can post information, and a News Room where students can inform members of the academia, peers and the community about things going on locally. The website will include a history of the origins of healthy foods along with tips on sustainability. Students will conduct research via online sources and interviews in the community to include in their project. Students will learn research, writing and communication skills. Students will develop inter and intrapersonal skills through work with group members. Students will develop presentation skills through interviews conducted with grocers and members of the

community. Students will strengthen technology skills by using various forms of technology to produce the final project. What Social Studies content and/or skills will they learn from your project? a) Social Studies skills learned will consist of acquiring information through reading, studying, and research. Students will also learn organizational and thinking skills. They will be able to classify, interpret, analyze, summarize, and communication information learned. b) Social Studies content learned will include: Native Americans “First Foods” European influence on Native American agricultural resources Native American agricultural influence on America Treaty of 1837, 1842 and 1854 Influence of modernization (specifically agriculture) in America Significance of agricultural sustainability 21 Century Skills a) Interpersonal Skills (Communication Skills, Collaboration Skills, Leadership Skills, Social Skill): Students work individually and in small groups to conduct research, analyze and interpret data, draw inferences, communicate/make suggestions to peers, solicit information, decide on specific roles within each group and present information coherently. b) ICT Literacy (Technology Literacy): Students demonstrates positive social and ethical behaviors when using technology. Students identify appropriate and inappropriate use of computers and describe how to work collaboratively with others when using technology at home or in school. c) Cognitive Skills (Creative Thinking Skills): Students can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) to communicate information. Students use computer programs to create graphics. Students participate in a group work to locate and create pictures, clip art, graphs, tables and other appropriate What Arts content and/or skills will they learn from your project? Students will gain knowledge of the concepts of art and design. Students will develop an awareness of the power of images to strengthen their work and influence their audience. Students will explore different dynamics of creativity by using higher level critical thinking skills, along with developing and promoting self expression. Students will transfer knowledge and make connections between the Arts and other curriculum areas. Furthermore, students will learn how to use traditional media and new technology to create a project that is expressive and illicit feelings to act. How might you determine if the students learn what you’ve intended them to? Students will receive guided instruction for each unit. Each unit will have a desired outcome and based on the outcome at hand teacher will use specific rubrics to measure evidence of success. KWL: At the commencement of each unit students will receive a KWL chart where they will indicate what they Know, Want to Know, and upon completion of the task – what they Learned. Daily Reflective Log (DRL): Will be used to gauge what student learned and identify areas of uncertainty/requiring further clarification by listing questions that they have. Community Resource Form: Students will identify agricultural resources available within their community. What I Eat – My Choice Form: Students will complete a daily log of the types of foods they consume and its nutritional content. Venn Diagram: Students will compare and contrast indigenous foods of the Native people

aka “First Foods” with healthy foods that they consume. Interview Form: Students will interview green grocers and members of the community to get a better understanding of the health state of the local people and the ease/availability of acquiring healthy foods. Group Observation: Teacher will use Group Observation Rubrics to evaluate group work. Collaboration Rubrics: Students will receive a Collaboration Rubrics and complete for assigned peer. Presentation Rubrics: Students will give an oral presentation of their findings through their interview on make suggestions for improvement. Website Content Rubrics: Teacher will evaluate content created by each group for inclusion in the overall class website. At the end of the project, the class will discuss the project and how Native American agricultural lifestyle contributed to their health, how they modeled a healthy eating lifestyle, how modernization has taken away from the agricultural lifestyle, and how this affects our food choices as a whole. The class will also discuss these questions: How did the project go? Did you enjoy doing the project? Would you like to do another project like this one? Did you enjoy learning this way? NOTE: Teacher will keep a journal of how the project and the activities are going and how the students are doing throughout the time period of the project. After the project evaluation, the teacher should compare his or her own journal notes with the comments of the students. How will technology be used? Will it be used by the teacher; the individual students or students work groups, the entire class? (Describe as practical) Internet Usage (Students) The internet will be used to conduct research, locate appropriate graphics, videos and other multimedia resources to utilize in the project. (Students and Teacher) View online tutorials about creating, designing, adding content and managing a website. PowerPoint (Students) Group presentation will make use of PowerPoint slides to present content, inclusive of text, graphics, animations and sounds if appropriate. Create poster (collage) of images associated with “Healthy Living” Word Processing (Students) – Microsoft Word will be used for composing, editing, and formatting project material/content. Web Design Page (Students and Teacher) – Instruction on how to design, produce, and launch a web page/site. The appropriate use of text, images, digital media and interactive elements. Assistive Technology (Special Needs Students) Text to Speech Program – converts any text file into an audio file for playback on the computer or a personal listening device. This device provides students with disabilities the opportunity to covert text files to audio files. This is a very powerful tool for students with visual impairments. This helps them hear the text aloud. Dictionary & Spell Corrector – is an interactive speaking dictionary. This device features an automatic phonetic spell corrector that corrects misspelled words ie. “jirafe” to “giraffe”. It can assist the special need student with spelling, word identification and reading comprehension. The individual letters are heard as they are pressed which helps those who present with difficulty in spelling, recognizes words the correct spelling of words that they’ve spelled phonetically. If the student fails to identify the word, this device will pronounce the word aloud and the student can then select the correct term. Since the special need student will have a larger auditory vocabulary as opposed to visual vocabulary, it is easier for the disabled student to recognize a word after hearing it as oppose to seeing /reading it.

Part II Flow Chart

Identify strategies to present information to students. How will students learn about the history of healthy foods and its implication for modern day society?

Community Interviews, Internet Research, Literature (books/internet articles)

Review tutorials on creating web page. Tutorials will include information on editing, content inclusion, including photo gallery

Theme – Making Healthy Eating Choices Product – Community Website Objectives – Students will understand the need for making healthy food choices. In learning about food choices, students will gain a good understanding of the history of agriculture and the significance of the Native Americans “First Foods,” and how it has influenced American culture today. Students will also identify with the effects that modernization has had on agriculture, the complications that unhealthy food choices create in our lives and in turn, proactive measures that they can take in their homes and communities to support an agriculture movement in their area.

Create alternative collateral, ie. menu

Discuss procedures for collecting data to include in website

Gather relevant images from internet regarding “First Foods” and compare/contrast with present day food options.

Show students how to log food items consumed and correctly track nutritional values.

Part III Mock Student Work Sample: https://sites.google.com/site/makinghealthyeatingchoices/ Part IV Defend your project as Project-Based Learning – give an explanation of why your unit (project) is PBL (reference the “Elements of Project Based Learning EdSE 604” list we’ve used during the course (and found on page 8 of our Final Project Overview)

This project provides an excellent forum for students to work independently and then form small collaborative groups. The beginning of the project is informational and will be conducted in lecture style to give students an understanding of what the project will entail and the skills needed to accomplish each task. The instructor will give an overview of the history of “First Foods.” This activity requires students to make decisions (i.e. content for project, individual roles within the groups, etc.) within a select framework. Students receive guidance and feedback from instructor and peers however, students are ultimately responsible for accessing and managing the information they collect. Evaluation in this project is ongoing, whether student’s are reflecting on their methods/procedures introspectively, or including this information within their daily reflective logs. Teacher also has a set of specific rubrics to use per activity and will evaluate student success collaboratively and individually. Students design the process for reaching a solution and the end result will be a final product. The final product which is a website must contain artistic creativity and discuss the subject (ie. history, challenges, solutions, accommodations, resolutions) in its entirety. The final product will be authentic and presented to a group of their peers along with administrators and teachers within the school. After fine tuning the website students will launch the website making it publicly accessible.

Part V – Unit Plan Lesson I Lesson Plan Title Concept/Curriculum Area Time Frame Unit Introduction What is “First Foods” Social Studies Three (3) sessions 50 minutes each First Foods is indigenous to the Native people. These are the foods that they farmed, hunted and produced. First Foods sustained a healthy lifestyle for the Native people and greatly reduced/eliminated health conditions. - Students will learn about the origins “First Foods” - Students will draw relationships between “First Foods” and modern day “Health Foods” - Students will understand the significant health values of “First Foods” - Students will understand how first foods contributed to the healthy lifestyle of the Native people - Students will understand the negative effects that agriculture has had on modernization Social Studies Standards Standard 1: History of the United States and New York Key Idea 1.1 1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. 1a. know the roots of American culture, its development from many traditions and the ways people from a variety of groups and

Learning Objectives

Standards

Assessment Anticipatory Steps - Procedures

Activities Resources

backgrounds played a role in creating it. Key Idea 1.3 3. The study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individual groups. 1.3a. gather and organize information about the important accomplishments of individual and groups, including Native American Indians, living in their neighborhoods and communities. Standard 3: Geography Key Idea 3.1 1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. 3.13. investigate how people depend on and modify the physical environment ELA Writing Standard 7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. KWL Chart Daily Reflection Log Venn Diagram Teacher asks students “Can anyone tell me what First Foods are”? Teacher and students engages in open dialogue Teacher asks students to post answers to the question on smart board Teacher uses PowerPoint presentation to open lesson Instruction uses photographic images from Enduring Seeds…….and snippets from the book to discuss with students Teacher uses overhead projector to display images Teacher hands out internet articles – The Native Fishery and Tribes base land management……. Teacher reads each article to students first time for listening, second time for comprehension, and students read article on their own and answer several questions pertaining to each article at the end of each. Students answer questions about passages read Book Enduring Seeds: Native American Agriculture

and Wild Plant Conversation (Gary Paul Nabhan) Internet Articles: The Native Fishery - Katrine Barber: Stories and Ceremonies: The Cultural Context of Native Fisheries (http://www.ohs.org/education/oregonhistory/nar ratives/subtopic.cfm?subtopic_ID=598) Tribes base land-management strategy on protecting 'first foods' (http://www.oregonlive.com/environment/index.s sf/2009/02/confederated_tribes_of_the_uma.html ) Work Flow Product Individual Work – Students remain in their seat/work area. Students have the option to stay at their desks or to sit in the reading area Students create collage containing different images of “First Foods” Based on passage read students create 4 paragraph narrative summarizing what they learned, and their thoughts about the passage. Individual Work – Students remain in their seat/work area. Students have the option to stay at their desks or to sit in the reading area

Logistics

Lesson II

Lesson Plan Title Concept/Curriculum Area Time Frame Unit Introduction

Learning Objectives

My Life – My Choice Health Four (4) sessions 50 minutes each Students will begin to understand the impact that their decisions to eat healthy foods has on their lives. In this exercise students will log what they eat, nutritional values and keep a journal of how they feel (energy levels, emotionally, mentally, etc.). The goal is to get students to replace unhealthy options for their counterparts. - Students will understand the relationship between nutrition and development - Students will understand the relationship between nutrition and behaviors - Students will learn how to promote healthy development - Students will understand way to prevent diseases associated with poor eating habits

Standards

Students will make suggestions for life improvement and communal improvement Health, Physical Education, and Family and Consumer Sciences Standards Standard 1: Personal Health and Fitness Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. •understand how behaviors such as food selection, exercise, and rest affect growth and development. •recognize influences which affect healthy choices and behaviors •practice and support others in making healthy choices. KWL Daily Reflection Log What I Eat – My Choice Form At the conclusion of this activity students will create a menu of containing healthy recipes to include on the website. Recipes will consist of poultry and meat alternatives, fruits, beans, whole grains, starches etc. - Teacher asks students to stand in one line and call out numbers from 1 – 4. - Students are later grouped according to their number, 1, 2,3,4. - Students use food intake form to create healthy alternatives menu. - Members are assigned specific roles in each group. - Recorder writes/types information gathered - Researcher looks up relevant images/content (recipes) on the web. - Designer uses power point to design menu - Presenter discusses menu options with the class Instructor offers guided support. Internet, Paper, Pencil, Word Processor, PowerPoint, Excel, Daily Reflection Log, What I Eat – My Choice Form Students will work in small groups (4 per group) 6 groups in total. Students will create a menu using information gathered from What I

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Assessment Presentation

Anticipatory Steps/Procedures

Teacher Input/Directions/Support Resources Work Flow Product

Social Learning

Logistics

Eat…..Form Students will participate in small group feedback, members of each group will evaluate performance of fellow group members. Students will be assigned different roles in the group, ie. recorder, presenter, researcher, designer.

Lesson III Lesson Plan Title Concept/Curriculum Area Unit Introduction Learning Objectives My Neighborhood Health, Geography Students learn about Students will interview grocers in the community and identify proactive strategies to promote an agricultural movement. Students will identify community conditions that can either promote/hinder the agricultural development. Students will also compare dynamics of current community with the past and identify significant influences that will affect the ability to promote agricultural development. Health, Physical Education, and Family and Consumer Sciences Standards Standard 1: Personal Health and Fitness Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors. •understand how behaviors such as food selection, exercise, and rest affect growth and development. •recognize influences which affect healthy choices and behaviors •practice and support others in making healthy choices. Interview Log Group Observation Presentation Rubrics Students will present information to class obtained from interviews of community members Information will either agree with the notion that there is a need for healthy food choices or deny the need Teacher will provide guided instruction and assist students with all dimensions of the

Standards

Assessment Presentation

Teacher Input/Directions/Support

Time Frame Resources

Work Flow/Logistics Product

Anticipatory Steps/Procedures

Presentation Social Learning

task. Three (3) Sessions 50 minutes each Interview Form, willing members of community/grocers agreed to be interviewed, pen, Word Processor, PowerPoint, camera Students will work independently to interview at least 3 members of their community Students will create write ups per interview which includes a photo of the interviewee, direct quotes, and dialogue from the interview - Teacher will distribute checklist to students that list the procedures they must follow to conduct interviews - Students give the name/contact info. for the person they would like to interview and teacher makes arrangement - Interviewees will have the option to either come to the school during a given time or the teacher/student will go to interviewee location - In the event that the teacher will take students out this will be considered a field trip and teacher has already received parental consent - For those students that remain in the classroom, teacher has arranged for a substitute teacher to come into the class - Students and teacher review questions that will be asked during interview - Students meet with interviewee, ask questions, use recorder to record comments and takes a photo of the interviewee for use in the write up - Students receive disclosure consent from interviewee Students will present findings to class. Teacher will base success on whether criteria of rubrics were met. Students will participate and Q & A

Lesson IV Lesson Plan Title Concept/Curriculum Area Unit Introduction Web design made simple Technology, Arts Students learn how to utilize the web to design a website.

Learning Objectives

Standards

Students will use elements of design to create a template for the website - Students will become familiar with various media resources including You Tube, Viveo, Picasso, etc. for use on their website - Students will learn how to navigate through webpages and decipher relevant information to include - Students will decide key elements of project to include on website - Students will identify with how to share information with public - Students will learn how to launch website and conduct an internet search for website Mathematics, Science and Technology Standards Standard 5: Computer Technology 3. Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. •use the computer as a tool for generating and drawing ideas. The Arts Standards Standard 1: Creating, Performing and Participating in the Arts Visual Arts 2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in visual arts. • develop skills with electronic media as a means of expressing visual ideas (b) Standard 2: Knowing and Using Arts Materials and Resources Visual Arts 2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in visual arts. ELA Standards Writing Standard 6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages

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in a single sitting. Assessment Presentation Teacher Input/Directions/Support Time Frame Resources Work Flow/Logistics Product Website Content Rubrics Teacher will provide guided instruction and assist students with all dimensions of the task. Three (3) Sessions 50 minutes each Internet, YouTube, Picasso, Google, Word Processor, Research Items, Graphic Images Students will work in original groups and post their work on the website Several websites will be created. Ultimately, the instructor will create one (1) classroom website and will include individual websites as resources on the classroom page. The classroom website will include outline of PBL dimensions and will refer to each group site for in-depth coverage of the topic Teacher will introduce mock website https://sites.google.com/site/makinghealthyeatingch oices/ Students will review online tutorial provided by google to create website Group will create group specific email account to create web page Students will use information collected through the course of the project to post on website Students will share product with peers and professor. Peers will give comments based on whether criterion for website development was met. Instructor will listen to constructive criticisms of peers and make final decision on whether project was successful.

Anticipatory Steps/Procedures

Social Learning