EDUC 7106 PBL Instructional Unit-Marion Bush

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

Lesson Plan C-Day 1

Lesson Title: Final Project-Analyze the

School’s Cafeteria Menu

Related Lesson: Nutritious Lunches

Grade Level: 9th

Grade Girls Unit: Nutrition

Goals

Content Standards (Based on the Georgia Standards for 9th

-12th

Grades)

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 assignment.

Problem-based learning assignment schedule and timeline.

Internet Safety Rules

Folders to keep students assignment in until the next class.

During Class

Time Instructional Activities Materials

15 Minutes The information that students know about

nutrition will be reviewed.

The problem for the instructional unit on

“Nutrition” will be reviewed.

60 Minutes Go over the rubric for the graphic organizer

again.

For this part of the assignment each student

will be responsible for answering the questions

on the graphic organizer which each individual

will turn in to the teacher.

Students will begin to work in their groups.

The students will begin to research the

information for the weight comparison chart

using “Google “ search engine at

www.google.com and using information from

websites, wiki sites, blogs and webquests

which should be listed on their paper.

Rubric-

Graphic Organizer

Group No., Food

Group, Nutrient,

Group Member Role and

Assignment Schedule

and Timeline

www.google.com

Website

Computer and Internet

15 Minutes The teacher will close 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

Rubrics for the KWL chart, graphic organizer, video notes and survey.

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.

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.

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.

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 C-Day 2

Lesson Title: The Final Project-Analyze the

School’s Cafeteria Menu

Related Lesson: Nutritious Lunch

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, food group, nutrients, group member role and assignment schedule 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 Each group will begin to create their

spreadsheet using Microsoft Excel for their

nutritional facts from the labels for their food

group.

Students will begin to add their information to

spreadsheet.

After adding their information to the

spreadsheet, they will add information to the

weight comparison chart.

Students will use information from

www.google.com searches to

complete the weight comparison chart.

The groups and group members will

collaborate with each other using “Google

Docs” at www.googledocs.com

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

-Microsoft Excel

Spreadsheet

-Rubrics

-www.googledocs.com

-Surveys

-Assignment Schedule

and Timeline

-Group No., Food

Group, Nutrient, and

Group Member Role

for the Assignment

-Weight comparison

chart

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

Collaboration Rubric and Weight Comparison Rubric

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.

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 C-Day 3

Lesson Title: Analyze the School’s Cafeteria

Menu

Related Lesson: Nutritious Lunch

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.

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 Minutes Continue to work on nutritional label

spreadsheet.

Students will continue to collaborate

with others in their group and other

groups by using Google Docs.

Students will begin to gather pictures

and setup template for your menu.

Microsoft Excel

www.googledocs.com

Rubric

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

Collaboration Rubric, Participation, Spreadsheet, and Menu Rubrics

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.

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.

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 C-Day 4

Lesson Title: Analyze the School’s Cafeteria

Menu

Related Lesson: Nutritious Lunch

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.

Have a teacher on standby to interpret for second language learners.

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 Student that is responsible for surveys

will tally them up and answer each

question based on the number of

responses taken from the student

survey.

Begin the layout for the menu using

Microsoft Publisher.

Survey Rubric

Surveys

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

Collaboration Rubric, Weight Comparison Rubric, Participation, Spreadsheet, and Menu Rubrics

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.

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.

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.

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 C-Day 5

Lesson Title: The Final Project-Analyze the

School’s Cafeteria Menu

Related Lesson: Nutritious Lunch

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.

Each student that is assigned rubrics

should have a rubric filled out for each

student in the group including

themselves.

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

Collaboration, Weight Comparison, Participation, Spreadsheet, and Menu Rubrics

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.

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.

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