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EDUC 7106 PBL Instructional Unit-Marion Bush

       TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

                                   Lesson Plan B-Day 1

Lesson Title: Lets Create Menu-Analyze the        Related Lesson: Nutritious Lunches
School’s Cafeteria Menu
Grade Level: 9th Grade Girls                      Unit: Nutrition
                                             Goals
Content Standards
Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.
HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
ISTE NETS-S
Technology Standards NETS-S
Creativity and Innovation               Communication and Collaboration
Research and Information Fluency Critical Thinking, Problem-solving and Decision Making
Digital Citizenship                      Technology Operations and Concepts
.
Action
Preparation-Before Class
Technology equipment
Groups, food group, nutrient, group member role, and assignment schedule timeline.
Internet Safety Rules on the wall
Folders to keep students assignment in until the next class.
Have a teacher on hand if needed to interpret for non-English speaking students
                                          During Class
    Time                      Instructional Activities                         Materials
15 Minutes      The information that students know about nutrition     Group, food group,
                will be reviewed.                                      nutrient, group member
                                                                       role and assignment
                The unit problem will be reviewed.                     schedule timeline paper

                Essential Question:
                Should you care about what you eat in the cafeteria
                and at home?

60 Minutes      Students will begin to work in their groups.           Graphic Organizer
                                                                       Weight Comparison
                Students will work on the graphic organizer by         Chart
                answering the questions and statements:                Computer
                    Why do you need to eat healthy foods?             Internet
                    Why is it important for your school’s             www.google.com
                       cafeteria to serve students healthy foods?      Wikis
                    What are some medical problems that can           Blogs
                       occur from not eating healthy?                  Websites
                    List your food group.                             Webquests
                    List 5 foods from your food group.
                    .List you nutrient.
                    List 5 snacks sold in your school’s vending
                       machines.
                    List 5 snacks sold in your school’s vending
                       machines.

                The students will begin to research the information
                for the weight comparison chart using “Google “
                search engine and using information from wiki sites,
                blogs and webquests which should be listed on their
                paper.
15 Minutes           The teacher will closing by reviewing
                        today’s lesson.
                     The teacher will ask the students to continue
                        to work on their survey and completing it.
 The teacher will have students to take up
                       papers and put them in their folders
                                              Monitor

Ongoing Assessment
The teacher will walk around monitoring closely what the students are doing.
The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.

Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to
accommodate students in wheelchairs and for hearing impaired and blind by providing visual
aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.
Second language learners by including and providing someone to interpret for non-speaking
and understanding English students.
Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory
aids collaboration tools, worksheets, lecture notes.
Special education students with IEPs by providing them help from a gifted students, lecture
notes and if needed extended time.
Students with no access to technology at home will be able to complete assignment at school in
the computer lab.
The assignment can run over a day if it is needed.
Let those that are absent from school make up their work in the mornings or during any free time
that they may have after school.

Back-Up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines.



                                     Lesson Plan B-Day 2

Lesson Title: Lets Create Menu-Analyze the             Related Lesson: Nutritious Lunch
School’s Cafeteria Menu
Grade Level: 9th Grade Girls                           Unit: Nutrition

                                               Goals
Content Standards

Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.

HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
ISTE NETS-S

Technology Standards NETS-S
Creativity and Innovation             Communication and Collaboration
Research and Information Fluency      Critical Thinking, Problem-solving and Decision Making
Digital Citizenship                   Technology Operations and Concepts
                                             Action
Preparation-Before Class
Technology equipment.
Weight comparison chart, groups and food group assignment,
Problem-based learning assignment schedule and timeline.

                                         During Class
    Time                        Instructional Activities                         Materials
15 Minutes           Review previous day information about what
                        they know so far about nutrition-food groups
                        and nutrients.
                     Review the instructional unit problem.
                 Essential Question:
Should you care about what you eat in the cafeteria
                 and at home?

60 Minutes           The students will begin to create their             Computer
                      spreadsheet using Microsoft Excel for their         Microsoft Excel
                      nutritional facts from the label spreadsheet on
                      their food group.                                   www.google.com
                     Students will research the information for the      Blogs
                      nutritional label spreadsheet by researching the    Wikis
                      information using “Google” search engine,           Websites
                      blogs, wikis and webquests.                         Groups, food group,
                     Each student need to work on their part of the      nutrient, and group
                      assignment using group members role sheet.          member role for
                     Research information for the weight                 assignment
                      comparison chart using “Google“ search              www.googledocs.com
                      engine.
                     Introduce the students to “Google Docs.
                      Through the use of Google Docs,” the students
                      will collaborate with each other about the
                      assignment.
                     Remind the students of the Internet rules and
                      explain to them how to save their information
                      either on a jump drive or the hard drive of the
                      computer.
15 Minutes           The teacher will close the lesson by reviewing
                      and asking and answering questions.
                     Have some students to take up the papers.

                                            Monitor
Ongoing Assessment

The teacher will walk around monitoring closely what the students are doing.
The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.

Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
The assignment can run over a day if it is needed.
Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to
accommodate students in wheelchairs and for hearing impaired and blind by providing visual
aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.
Let those that are absent from school make up their work in the mornings or during any free time
that they may have after school.
Back-Up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines




                                    Lesson Plan B-Day 3

Lesson Title: Lets Create Menu-Analyze the          Related Lesson: Nutritious Lunch
School’s Cafeteria Menu

Grade Level: 9th Grade Girls                        Unit: Nutrition

                                              Goals
Content Standards

Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.

HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
    ISTE NETS-S

    Technology Standards NETS-S
    Creativity and Innovation             Communication and Collaboration
    Research and Information Fluency      Critical Thinking, Problem-solving and Decision Making
    Digital Citizenship                   Technology Operations and Concepts
                                                 Action
    Preparation-Before Class
    Set up technology equipment
    Folders to keep students assignment in until the next class.
    Have a teacher available if needed for a second language learner to interpret .
                                               During Class
         Time                     Instructional Activities                          Materials
    15 Minutes           Review previous day information.
                         Review the instructional unit problem.
                     Essential Question:
                     Should vending machines be in schools?
60 60 Minutes        Continue to work on nutritional label spreadsheet.   Rubrics
                                                                          Microsoft Excel
                     The teacher will explain to students what how to     www.googledocs.com
                     use and what to use Google Docs for in this unit.

                     Students will collaborate with others in their
                     group and classmates by using Google Docs.

                     Students will begin to gather pictures and setup
                     template for your menu.
    15 Minutes       The teacher will close the lesion by reviewing and
                     asking and answering questions.

                     Have some students to take up the papers.
                                                    Monitor

    Ongoing Assessment
    The teacher will walk around monitoring closely what the students are doing.
    The assessment will be based on the teacher’s observation of students working.
    It will also be based on the students cooperation, participation, and time management.

    Accommodations
    Accommodations will be made for those students that will need more time to complete the
    assignment by getting a student that has completed their work to help out the others.
    The assignment can run over a day if it is needed.
Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to
accommodate students in wheelchairs and for hearing impaired and blind by providing visual
aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.
Second language learners by including and providing someone to interpret for non-speaking
and understanding English students.
Let those that are absent from school make up their work in the mornings or during any free time
that they may have after school.
Back-Up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines




                                    Lesson Plan B-Day 4

Lesson Title: Lets Create Menu-Analyze the          Related Lesson: Nutritious Lunch
School’s Cafeteria Menu
Grade Level: 9th Grade Girls                        Unit: Nutrition

                                              Goals
Content Standards

Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.

HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
ISTE NETS-S

Technology Standards NETS-S
Creativity and Innovation              Communication and Collaboration
Research and Information Fluency       Critical Thinking, Problem-solving and Decision Making
Digital Citizenship                    Technology Operations and Concepts
                                              Action
Preparation-Before Class
Technology equipment
Folders to keep students assignment in until the next class.
                                          During Class
Time            Instructional Activities                           Materials
15 Minutes          Review the information from the
                       previous day.
                    Review the instructional unit problem.
                Essential Question:
                Should vending machines be removed from
                schools?

60 Minutes           Tally Surveys                                Rubrics
                     Write an answer based on the survey          Surveys
                      questions and the research based on the      Weight Comparison Chart
                      weight comparison chart and the              Microsoft Publisher
                      nutritional label spreadsheet.
                     Begin the layout for the menu using
                      Microsoft Publisher.
15 Minutes           Summarize and review today’s nutrition
                      information.
                     Go over information for the next day.
                     Have students to take up papers and put
                      them in folders.


                                             Monitor
Ongoing Assessment

The teacher will walk around monitoring closely what the students are doing.
The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.

Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
The assignment can run over a day if it is needed.
Gifted students by giving them leadership roles, encouraging them to assist other students if
needed.
Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory
aids collaboration tools, worksheets, lecture notes.
Special education students with IEPs by providing them help from a gifted students, lecture
notes and if needed extended time.
Cultural differences by not including information that will offend any students.
Different intelligence (Gardner’s multiple intelligence) by including learning activities that
require, creating, remembering, producing communicating, comparing, organizing and designing
Let those that are absent from school make up their work in the mornings or during any free time
that they may have after school.

Back-Up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines



                                    Lesson Plan B-Day 5

Lesson Title: Lets Create Menu-Analyze the          Related Lesson: Nutritious Lunch
School’s Cafeteria Menu
Grade Level: 9th Grade Girls                        Unit: Nutrition

                                              Goals
Content Standards

Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.

Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.

HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
ISTE NETS-S

Technology Standards NETS-S
Creativity and Innovation             Communication and Collaboration
Research and Information Fluency      Critical Thinking, Problem-solving and Decision Making
Digital Citizenship                   Technology Operations and Concepts
                                             Action
Preparation-Before Class
Technology equipment
                                        During Class
    Time                    Instructional Activities                          Materials
15 Minutes            Review the information from the
                         previous day.
                      Review the instructional unit problem.
                 Essential Question:
                 Do you think students will continue to eat in
                 the cafeteria or bring junk foods from home
                 since vending machines will be removed from
                 the campus?

60 Minutes       Students will work on finishing up their menu.    Rubrics
                                                                   Microsoft Publisher
15 Minutes       Students will turn in their assignment.
                 The teacher will close the lesson by reviewing
                 and asking and answering questions.
                 Have some students to take up the papers.
                                             Monitor
Ongoing Assessment
The teacher will walk around monitoring closely what the students are doing
The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.

Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
The assignment can run over a day if it is needed.
I do not have the following type of students in my class but my PBL unit can accommodate:
Gifted students by giving them leadership roles, encouraging them to assist other students if
  needed.
Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory
 aids collaboration tools, worksheets, lecture notes.
Special education students with IEPs by providing them help from a gifted students, lecture
 notes and if needed extended time.
Students with no access to technology at home will be able to complete assignment at school in
 the computer lab.
Cultural differences by not including information that will offend any students.
Let those that are absent from school make up their work in the mornings or during any free
  time that they may have after school.


Back-up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines

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Lesson b nutrition

  • 1. EDUC 7106 PBL Instructional Unit-Marion Bush TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE Lesson Plan B-Day 1 Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunches School’s Cafeteria Menu Grade Level: 9th Grade Girls Unit: Nutrition Goals Content Standards Health Education HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health. Description: Students will use decision-making skills to identify, apply, and maintain health- enhancing behaviors. High school students will apply comprehensive decision-making processes in a variety of situations to enable them to collaborate with others to improve their quality of lives now and in the future. Elements: e. Analyze the potential short-term and long-term impact of each decision on self and others. Examples: Analyze the consequences of the excessive eating of unhealthy foods. Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the community. f. Justify the health-enhancing choices when making decisions. Examples: Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages. Justify the reasons for not using performance enhancing drugs. HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health. Description: Students will use goal-setting skills to identify, apply, and maintain health- enhancing behaviors. High school students will construct short-term and long-term health goals based on personal needs. In addition, they will design, implement, and evaluate critical steps to achieve these goals. Elements: a. Evaluate personal health and health practices. Examples: Evaluate the pros and cons of various fad diet plans. Assess your personal physical activity level. ISTE NETS-S Technology Standards NETS-S Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem-solving and Decision Making Digital Citizenship Technology Operations and Concepts .
  • 2. Action Preparation-Before Class Technology equipment Groups, food group, nutrient, group member role, and assignment schedule timeline. Internet Safety Rules on the wall Folders to keep students assignment in until the next class. Have a teacher on hand if needed to interpret for non-English speaking students During Class Time Instructional Activities Materials 15 Minutes The information that students know about nutrition Group, food group, will be reviewed. nutrient, group member role and assignment The unit problem will be reviewed. schedule timeline paper Essential Question: Should you care about what you eat in the cafeteria and at home? 60 Minutes Students will begin to work in their groups. Graphic Organizer Weight Comparison Students will work on the graphic organizer by Chart answering the questions and statements: Computer  Why do you need to eat healthy foods? Internet  Why is it important for your school’s www.google.com cafeteria to serve students healthy foods? Wikis  What are some medical problems that can Blogs occur from not eating healthy? Websites  List your food group. Webquests  List 5 foods from your food group.  .List you nutrient.  List 5 snacks sold in your school’s vending machines.  List 5 snacks sold in your school’s vending machines. The students will begin to research the information for the weight comparison chart using “Google “ search engine and using information from wiki sites, blogs and webquests which should be listed on their paper. 15 Minutes  The teacher will closing by reviewing today’s lesson.  The teacher will ask the students to continue to work on their survey and completing it.
  • 3.  The teacher will have students to take up papers and put them in their folders Monitor Ongoing Assessment The teacher will walk around monitoring closely what the students are doing. The assessment will be based on the teacher’s observation of students working. It will also be based on the students cooperation, participation, and time management. Accommodations Accommodations will be made for those students that will need more time to complete the assignment by getting a student that has completed their work to help out the others. Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to accommodate students in wheelchairs and for hearing impaired and blind by providing visual aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes. Second language learners by including and providing someone to interpret for non-speaking and understanding English students. Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory aids collaboration tools, worksheets, lecture notes. Special education students with IEPs by providing them help from a gifted students, lecture notes and if needed extended time. Students with no access to technology at home will be able to complete assignment at school in the computer lab. The assignment can run over a day if it is needed. Let those that are absent from school make up their work in the mornings or during any free time that they may have after school. Back-Up Plan In case the Internet is down, I will have pictures of the food pyramid, different types of food and vending machines. Lesson Plan B-Day 2 Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunch School’s Cafeteria Menu Grade Level: 9th Grade Girls Unit: Nutrition Goals Content Standards Health Education HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
  • 4. Description: Students will use decision-making skills to identify, apply, and maintain health- enhancing behaviors. High school students will apply comprehensive decision-making processes in a variety of situations to enable them to collaborate with others to improve their quality of lives now and in the future. Elements: e. Analyze the potential short-term and long-term impact of each decision on self and others. Examples: Analyze the consequences of the excessive eating of unhealthy foods. Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the community. f. Justify the health-enhancing choices when making decisions. Examples: Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages. Justify the reasons for not using performance enhancing drugs. HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health. Description: Students will use goal-setting skills to identify, apply, and maintain health- enhancing behaviors. High school students will construct short-term and long-term health goals based on personal needs. In addition, they will design, implement, and evaluate critical steps to achieve these goals. Elements: a. Evaluate personal health and health practices. Examples: Evaluate the pros and cons of various fad diet plans. Assess your personal physical activity level. ISTE NETS-S Technology Standards NETS-S Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem-solving and Decision Making Digital Citizenship Technology Operations and Concepts Action Preparation-Before Class Technology equipment. Weight comparison chart, groups and food group assignment, Problem-based learning assignment schedule and timeline. During Class Time Instructional Activities Materials 15 Minutes  Review previous day information about what they know so far about nutrition-food groups and nutrients.  Review the instructional unit problem. Essential Question:
  • 5. Should you care about what you eat in the cafeteria and at home? 60 Minutes  The students will begin to create their Computer spreadsheet using Microsoft Excel for their Microsoft Excel nutritional facts from the label spreadsheet on their food group. www.google.com  Students will research the information for the Blogs nutritional label spreadsheet by researching the Wikis information using “Google” search engine, Websites blogs, wikis and webquests. Groups, food group,  Each student need to work on their part of the nutrient, and group assignment using group members role sheet. member role for  Research information for the weight assignment comparison chart using “Google“ search www.googledocs.com engine.  Introduce the students to “Google Docs. Through the use of Google Docs,” the students will collaborate with each other about the assignment.  Remind the students of the Internet rules and explain to them how to save their information either on a jump drive or the hard drive of the computer. 15 Minutes  The teacher will close the lesson by reviewing and asking and answering questions.  Have some students to take up the papers. Monitor Ongoing Assessment The teacher will walk around monitoring closely what the students are doing. The assessment will be based on the teacher’s observation of students working. It will also be based on the students cooperation, participation, and time management. Accommodations Accommodations will be made for those students that will need more time to complete the assignment by getting a student that has completed their work to help out the others. The assignment can run over a day if it is needed. Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to accommodate students in wheelchairs and for hearing impaired and blind by providing visual aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes. Let those that are absent from school make up their work in the mornings or during any free time that they may have after school.
  • 6. Back-Up Plan In case the Internet is down, I will have pictures of the food pyramid, different types of food and vending machines Lesson Plan B-Day 3 Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunch School’s Cafeteria Menu Grade Level: 9th Grade Girls Unit: Nutrition Goals Content Standards Health Education HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health. Description: Students will use decision-making skills to identify, apply, and maintain health- enhancing behaviors. High school students will apply comprehensive decision-making processes in a variety of situations to enable them to collaborate with others to improve their quality of lives now and in the future. Elements: e. Analyze the potential short-term and long-term impact of each decision on self and others. Examples: Analyze the consequences of the excessive eating of unhealthy foods. Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the community. f. Justify the health-enhancing choices when making decisions. Examples: Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages. Justify the reasons for not using performance enhancing drugs. HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health. Description: Students will use goal-setting skills to identify, apply, and maintain health- enhancing behaviors. High school students will construct short-term and long-term health goals based on personal needs. In addition, they will design, implement, and evaluate critical steps to achieve these goals. Elements: a. Evaluate personal health and health practices. Examples: Evaluate the pros and cons of various fad diet plans.
  • 7. Assess your personal physical activity level. ISTE NETS-S Technology Standards NETS-S Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem-solving and Decision Making Digital Citizenship Technology Operations and Concepts Action Preparation-Before Class Set up technology equipment Folders to keep students assignment in until the next class. Have a teacher available if needed for a second language learner to interpret . During Class Time Instructional Activities Materials 15 Minutes  Review previous day information.  Review the instructional unit problem. Essential Question: Should vending machines be in schools? 60 60 Minutes Continue to work on nutritional label spreadsheet. Rubrics Microsoft Excel The teacher will explain to students what how to www.googledocs.com use and what to use Google Docs for in this unit. Students will collaborate with others in their group and classmates by using Google Docs. Students will begin to gather pictures and setup template for your menu. 15 Minutes The teacher will close the lesion by reviewing and asking and answering questions. Have some students to take up the papers. Monitor Ongoing Assessment The teacher will walk around monitoring closely what the students are doing. The assessment will be based on the teacher’s observation of students working. It will also be based on the students cooperation, participation, and time management. Accommodations Accommodations will be made for those students that will need more time to complete the assignment by getting a student that has completed their work to help out the others. The assignment can run over a day if it is needed.
  • 8. Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to accommodate students in wheelchairs and for hearing impaired and blind by providing visual aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes. Second language learners by including and providing someone to interpret for non-speaking and understanding English students. Let those that are absent from school make up their work in the mornings or during any free time that they may have after school. Back-Up Plan In case the Internet is down, I will have pictures of the food pyramid, different types of food and vending machines Lesson Plan B-Day 4 Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunch School’s Cafeteria Menu Grade Level: 9th Grade Girls Unit: Nutrition Goals Content Standards Health Education HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health. Description: Students will use decision-making skills to identify, apply, and maintain health- enhancing behaviors. High school students will apply comprehensive decision-making processes in a variety of situations to enable them to collaborate with others to improve their quality of lives now and in the future. Elements: e. Analyze the potential short-term and long-term impact of each decision on self and others. Examples: Analyze the consequences of the excessive eating of unhealthy foods. Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the community. f. Justify the health-enhancing choices when making decisions. Examples: Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages. Justify the reasons for not using performance enhancing drugs. HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health. Description: Students will use goal-setting skills to identify, apply, and maintain health- enhancing behaviors. High school students will construct short-term and long-term health goals
  • 9. based on personal needs. In addition, they will design, implement, and evaluate critical steps to achieve these goals. Elements: a. Evaluate personal health and health practices. Examples: Evaluate the pros and cons of various fad diet plans. Assess your personal physical activity level. ISTE NETS-S Technology Standards NETS-S Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem-solving and Decision Making Digital Citizenship Technology Operations and Concepts Action Preparation-Before Class Technology equipment Folders to keep students assignment in until the next class. During Class Time Instructional Activities Materials 15 Minutes  Review the information from the previous day.  Review the instructional unit problem. Essential Question: Should vending machines be removed from schools? 60 Minutes  Tally Surveys Rubrics  Write an answer based on the survey Surveys questions and the research based on the Weight Comparison Chart weight comparison chart and the Microsoft Publisher nutritional label spreadsheet.  Begin the layout for the menu using Microsoft Publisher. 15 Minutes  Summarize and review today’s nutrition information.  Go over information for the next day.  Have students to take up papers and put them in folders. Monitor Ongoing Assessment The teacher will walk around monitoring closely what the students are doing.
  • 10. The assessment will be based on the teacher’s observation of students working. It will also be based on the students cooperation, participation, and time management. Accommodations Accommodations will be made for those students that will need more time to complete the assignment by getting a student that has completed their work to help out the others. The assignment can run over a day if it is needed. Gifted students by giving them leadership roles, encouraging them to assist other students if needed. Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory aids collaboration tools, worksheets, lecture notes. Special education students with IEPs by providing them help from a gifted students, lecture notes and if needed extended time. Cultural differences by not including information that will offend any students. Different intelligence (Gardner’s multiple intelligence) by including learning activities that require, creating, remembering, producing communicating, comparing, organizing and designing Let those that are absent from school make up their work in the mornings or during any free time that they may have after school. Back-Up Plan In case the Internet is down, I will have pictures of the food pyramid, different types of food and vending machines Lesson Plan B-Day 5 Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunch School’s Cafeteria Menu Grade Level: 9th Grade Girls Unit: Nutrition Goals Content Standards Health Education HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health. Description: Students will use decision-making skills to identify, apply, and maintain health- enhancing behaviors. High school students will apply comprehensive decision-making processes in a variety of situations to enable them to collaborate with others to improve their quality of lives now and in the future. Elements: e. Analyze the potential short-term and long-term impact of each decision on self and others.
  • 11. Examples: Analyze the consequences of the excessive eating of unhealthy foods. Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the community. f. Justify the health-enhancing choices when making decisions. Examples: Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages. Justify the reasons for not using performance enhancing drugs. HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health. Description: Students will use goal-setting skills to identify, apply, and maintain health- enhancing behaviors. High school students will construct short-term and long-term health goals based on personal needs. In addition, they will design, implement, and evaluate critical steps to achieve these goals. Elements: a. Evaluate personal health and health practices. Examples: Evaluate the pros and cons of various fad diet plans. Assess your personal physical activity level. ISTE NETS-S Technology Standards NETS-S Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem-solving and Decision Making Digital Citizenship Technology Operations and Concepts Action Preparation-Before Class Technology equipment During Class Time Instructional Activities Materials 15 Minutes  Review the information from the previous day.  Review the instructional unit problem. Essential Question: Do you think students will continue to eat in the cafeteria or bring junk foods from home since vending machines will be removed from the campus? 60 Minutes Students will work on finishing up their menu. Rubrics Microsoft Publisher
  • 12. 15 Minutes Students will turn in their assignment. The teacher will close the lesson by reviewing and asking and answering questions. Have some students to take up the papers. Monitor Ongoing Assessment The teacher will walk around monitoring closely what the students are doing The assessment will be based on the teacher’s observation of students working. It will also be based on the students cooperation, participation, and time management. Accommodations Accommodations will be made for those students that will need more time to complete the assignment by getting a student that has completed their work to help out the others. The assignment can run over a day if it is needed. I do not have the following type of students in my class but my PBL unit can accommodate: Gifted students by giving them leadership roles, encouraging them to assist other students if needed. Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory aids collaboration tools, worksheets, lecture notes. Special education students with IEPs by providing them help from a gifted students, lecture notes and if needed extended time. Students with no access to technology at home will be able to complete assignment at school in the computer lab. Cultural differences by not including information that will offend any students. Let those that are absent from school make up their work in the mornings or during any free time that they may have after school. Back-up Plan In case the Internet is down, I will have pictures of the food pyramid, different types of food and vending machines