my. web viewstudents will use an understanding of the elements of good nutrition to plan ......

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5/10/2011 Schaeffer, Final LE

Alicia SchaefferEDU 327: Teaching to the Standards

Title of Learning Experience: The Food Pyramid and How it Affects Daily Eating

New York State Family and Consumer Science Standard One- Personal Health and Fitness:

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Grade Level: KindergartenFinal Learning Experience

5/10/11

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Title of Learning Experience: The Food Pyramid and How it Affects Daily Eating

Level: Elementary

Grade Level: Kindergarten- Second Grade Special Education

New York State Standard: Family and Consumer Sciences

Standard 1- Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Key Idea 1: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

Performance Indicator A: Understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation.

Page: 50 of New York Teacher's Desk Reference from New York Education Tools, Inc. (2007)

Peer Review Date: March 29th, 2011

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Name: Alicia Schaeffer

Email: [email protected]

Current Teaching Position: Student Teacher

Location: Cheektowaga, NY

School District Name: Cheektowaga Sloan Union Free School Name: Theodore Roosevelt Elementary

School Address: 2495 William Street

Buffalo, NY, 14206

School Phone: (716) 891- 6424

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Purpose/RationaleThe purpose of this learning experience is for the students to learn about the

food pyramid and a well balanced meal. Students learn the contents of the different food groups and the recommended number of daily servings. In addition, the students learn how eating nutritious food makes an important contribution to good health. Also, the students will assist in basic food preparation. After learning about the food pyramid, the students are able to make nutritious conscious decisions when eating meals.

Enduring UnderstandingEating nutritious food is important for good health.

Essential Question What constitutes a “good” meal?

Guiding Questions What are the six food groups? What foods are in each food group? How many servings of each food group should a person eat a day? Why is it important to eat healthy?

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Level: Elementary

Grade level: Kindergarten

New York State Learning Standard: Family and Consumer Sciences

Standard 1- Personal Health and FitnessStudents will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Key Idea 1: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

Performance Indicator A: Understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation.

Learning Context

Congruency

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Instructional Task

Learning Objective Student Work Assessment Tool

Working independently, understand the elements of good nutrition to plan an appropriate diet.

With assistance from peers, teachers, and a professional chef, use appropriate tools and technologies for safe and healthy food preparation (Oven, Refrigerator, Mixer).

TSWBAT independently create a healthy and well balanced meal.

TSWBAT assist in healthy food preparation with help from peers, teachers, and a professional chef.

A large plate with pictures of food on it representing a healthy and well balanced meal.

Assist in preparation of healthy snack.

Pretest: I will ask the student to draw a meal that includes all of the food groups. This will be called “My Healthy Meal” and will be scored as distinguished for having all six food groups, proficient as five, four or three groups and developing as two or one.

Posttest: A three point rubric called “My healthy meal”. Includes: title, name, neatness, having all six food groups, and accuracy.

Pretest: I will ask the students to draw a picture of a healthy snack as well as explain the snack in writing.

Posttest: Students will be graded on a three point “Create your Own Snack” rubric. This will include: helpfulness, attitude and directions.

Page:50 of New York Teacher's Desk Reference from New York Education Tools, Inc. 2007

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These lessons were implemented in a Kindergarten - Second grade special education room. The classroom is a self-contained 15-1-1 class. In the class, there is a special education teacher, a classroom aide, and myself as a student teacher. There are currently only eleven students in the class. The eleven students consist of three girls and eight boys. There are five kindergarteners, three first graders, and three second graders. All of the students are significantly below grade level in all subject areas; however, one student is currently being mainstreamed for reading and writing. Nine of these students have severe learning disabilities, one student is labeled Other Health Impaired due to being born premature and one student is Speech and Language Disabled. All eleven of the students have IEPs. Every student receives extended time on tests, behavioral therapy, and occupational therapy. Most students also receive physical therapy and speech while one student receives vision therapy. The students are all from moderate to low socioeconomic status backgrounds. There is not a textbook due to the fact that the students are from three different grade levels and varying reading abilities. Most of the time the curriculum is set for the students at a pre-k through beginning first grade level. Most of the students struggle with decoding as well as comprehension. The most profound deficits are in writing. Even writing their own names is an uphill battle and the products are usually difficult to read. There are also

significant delays in mathematics. Please refer to the floor plan (Appendix C) to view

the set up of the classroom.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Prior to Implementation: Ability to follow directions Ability to work well with others Raise hand if you would like to share Rules/procedures found on Appendices A and B

During Implementation: The six food groups include: fruits, vegetables, grains, meats/proteins, dairy, and

oils/sweets. Food provides the body with energy. A nutritious diet is important for the body to stay healthy and not retain extra fat. Rules/procedures found on Appendices A and B

Class Background

Overview of What Students Need to Know

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After Implementation: Ability to recall the names of the six food groups.

The amount of servings of each food group that a person should eat daily.

Nutritious food is important for the body to stay healthy.

Ability to prepare food that is easy to make as well as nutritious.

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nutrition- the process in which humans take in and use food healthy food- food that contains large amounts of vitamins and minerals and few

grams of calories and fat dairy- food group consisting of food made from milk meat/protein- food group that consists of food from pigs, cows, chickens,

turkeys etc as well as eggs and nuts vegetable- nonsweet roots, stems, or leaves from plants fruit- the ripened sweet part of a plant oil/sweet- any product such as vegetable oil, olive oil, or products high in sugar

and low in nutritional value such as cake and cookies grain- food products created by grinding of a

plant such as flour from wheat healthy- provides necessary nutrients to the

body serving- an individual quantity of a food or beverage senses- methods of perception (taste, feel, hear, smell, see) bar graph- a chart represented by bars of varying length to show quantity

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Diagnostic:Prior to implementing the Learning Experience, students are given the

opportunity to go to the computer lab and print pictures of food products from each of the food groups. The students can use any pictures to show their interpretation of a good meal including all of the food groups. This is used as a pretest and enables me to determine what the students’ prior knowledge on the food pyramid entails. It will be graded based on the “My Healthy Meal” rubric on page 8.

Formative:

Assessment Plan

Key Vocabulary

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As a formative assessment, the students are given twenty different pictures of food on magnetic paper. The students must place each item of food under the correct food group. This is done as a class and helps me determine if the students retained the information about the contents of each of the food groups.

Summative:As a summative assessment, the students redo the diagnostic assessment. We

return to the computer lab and the students print off pictures of food. Students are able to choose their own food pictures. Once the pictures are printed, the students will cut the pictures out and glue them to their paper plate. They will then be expected to add the title, the name of the meal, their name, and the labels of the food. The students make a “Healthy Meal” that includes all six of the food groups, the food labeled with its name, the title of the project, and the name of the meal. The rubric for this assessment, “My Healthy Meal Rubric”, is included on page 8. There is also a child friendly version of the rubric on page 9. The students will be completing the child friendly checklist to check their work.

The scoring rubric is directly aligned to the New York State Standards and Performance Indicators. It is aligned with the New York State Family and Consumer Sciences Standard One: Personal Health and Fitness. In this standard, it states that students will have the necessary knowledge and skills to maintain personal health. A main aspect of personal health is a healthy diet. Through this learning experience, the students learned about the different types of foods and how they should be proportioned in a person’s diet. They learned how to create a well-balanced meal based on the amount of servings a person should eat each day from the different food groups. The performance indicator states “Understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation.” This is exactly what the students’ objectives and the rubric are based upon. The students learn about nutritious food and why it is important, as well as how to make simple nutritious food choices and assist with basic food preparation. In addition, the scoring rubric is a large part of the other semester grades. The unit has many different activities that are incorporated in math, reading, writing, and science. The food pyramid unit accounts for approximately one third of the students’ grades for the marking period. This unit was a two week long unit that also incorporated a field trip. A lot of time and energy is spent to meet the objectives and for the students to enjoy learning about the food groups. The summative assessment which is graded with the “My Healthy Meal” rubric consists of about fifty percent of the students’ science grade. Although there are other topics taught in science during this marking period, this unit, which has several assessments, is the bulk of grades.

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My Healthy Meal Rubric

Attribute

Healthy- 4 Almost There- 3

Slightly Unhealthy- 2

Unhealthy- 1

Name and Title

Maximum of 4

Student wrote name on the

project as well as a title that

incorporates the name of the

meal.

Student wrote their

name as well as the title

but is missing the name of the

meal.

Student is missing name or

title incorporating the

name of the meal.

Student is missing both their name as well as the title of the project

incorporating the meal.

Accuracy

Maximum of 8

Student has all six of the different food groups incorporated (grains, dairy, proteins, fruits, vegetables, and sweets/oils).

Student has four or five

food groups incorporated.

Student has two or three food

groups incorporated.

Student has only one food group incorporated.

http://www.google.com/imgres?imgurl=http://www.healthcaretipsandguides.com/wp-content/uploads/2009/11/brown-rice.jpg&imgrefurl=http://www.healthcaretipsandguides.com/some-health-benefits-of-brown-rice.html&usg=__BvrtnCNLBtjqDZofvr31u7vPBQk=&h=320&w=319&sz=26&hl=en&start=48&zoom=1&tbnid=kIyzroB7tkwUFM:&tbnh=137&tbnw=137&ei=iU9pTajRFI_rgQe5x6DMCg&prev=/images?q=whole+grain+rice&um=1&hl=en&biw=1659&bih=896&tbs=isch:1&um=1&itbs=1&iact=hc&vpx=406&vpy=359&dur=187&hovh=225&hovw=224&tx=114&ty=126&oei=gU9pTYvlKoKdlgeD-IyDAg&page=2&ndsp=47&ved=1t:429,r:20,s:48

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Neatness

Maximum of 4

The project is easy to read, there are no

spelling errors, and the different

items of food are neatly

placed on the plate

The project is either a

little difficult to read, has a spelling

error, or two items of food are on top of each other.

The project has two of the

following: a little difficult to read, has a spelling error or two, or

the items of food are on top of each other.

The project has several negative

qualities such as: difficult to

read, has multiple spelling errors, and the

food is on top of each other.

Labels

Maximum of 4

All of the food on the plate is

labeled with the correct name.

One item is not labeled or labeled incorrectly.

Two items are labeled

incorrectly or not labeled on the

plate.

Three or more items are labeled incorrectly or are

not labeled.

Comments: Score: ____/20

My Healthy Meal ChecklistDirections: Check whether you believe you had a happy or sad experienceI wrote my name on the paper and the title of my project.

I have all six of the food groups in my meal (dairy, protein, sweets/oils, fruits and vegetables).

My project is easy to read, there are no spelling mistakes, and the food is neatly put on the plate.

All of the food on my plate is labeled with the food’s correct name.

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hamburger

Total:

Create Your Own Snack ChecklistDirections: Circle whether you believe you had a happy or sad experience. Happy Sad

Helpfulness:I helped create the

snack.

Attitude:I had a positive attitude.

Directions:I followed directions.

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Total:

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This learning experience is part of a two week unit (ten school days) on the Food Pyramid. This unit came after the Dental Health Unit and before the Personal Hygiene Unit. The diagnostic assessment was done the previous Friday so that I could interpret the data and plan my lessons accordingly.

Day One: Introduction of Food Pyramid, Teach Vocabulary Words, YouTube video on Food Pyramid (http://www.youtube.com/watch?v=GeDJVjQFf9o&feature=related)

Day Two: Vegetable Food Group (Whole Group)Supporting Standard: Math Standard Three:

Students:o understand the concepts of and become proficient with the skills

of mathematics;o communicate and reason mathematically;o become problem solvers by using appropriate tools and

strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability

o Statistics and Probability Strand Display of Data

Procedure

http://www.youtube.com/watch?v=GeDJVjQFf9o&feature=related

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1.S.4 Display data in bar graphs using concrete objects with intervals of one

Analysis of Data 1.S.6 Interpret data in terms of the words: most,

least, greater than, less than, or equal to

Objective: The learner uses vocabulary words such as more than, less than, and equal to in order to describe the favorite vegetable graph.

Anticipatory Set:“Boys and girls, today we are going to learn about the food group called

vegetables. Can anyone give me an example of a vegetable?”. I call on students with their hands raised to give the examples. Vegetables are nonsweet roots, stems, or leaves from plants. Examples of vegetables are broccoli, cucumbers, corn, tomatoes, and peppers

Input:“To learn about the food group vegetables, we are going to read a book.

The book is called The New Food Guide Pyramid: Vegetables. Although, all of you know what vegetables are, I want you to pay attention so you can learn why vegetables are healthy choices and why we should eat them every day”. Next, read the book to the students. Throughout the book, stop to ask comprehension questions in order to make sure the students understand what is being read. Examples are: “What are examples of how vegetables are good for the body?” and “How many cups of vegetables did the book say we should eat every day?”.

Modeling:To model, I write on the board the amount of servings of vegetables we

should have a day and the definition of vegetables. I also write why the vegetables are important for a person to eat.

Checking for Understanding:To check for understanding, I verbally ask the information written on the

board to make sure the students understand what has been taught to them.

Guided Practice:As a class, we are creating a “Favorite Vegetable” bar graph. In order for

the students to decide which vegetable is their favorite, we participate in a vegetable tasting. The students taste a few different types of vegetables. After tasting, we create a bar graph. The graph will be titled “Our Favorite Vegetables”. The y axis has the number of students and the x axis has the names of the vegetables. Each student writes their name on an index card, and they come up one at a time and place the index card with their name above their favorite vegetable. Once the graph is complete, we close the activity with questions. These questions include: “Which vegetable did the most amount of people like?”, “Which vegetable did the least amount of people like?”, How many more people

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liked carrots than cucumbers?” and “How many less people liked broccoli than corn?”.

Independent Practice:For independent practice, the students are given a copy of the bar graph

that we created as a class. The students answer several questions such as “Which vegetable did the most amount of people like?”, “Which vegetable did the least amount of people like?”, How many more people liked carrots than cucumbers?” and “How many less people liked broccoli than corn?”.

Closure:For closure, while sitting in a circle, I ask the students a few questions.

Each student is given a white board. I ask a couple of questions and the students write the answers on their white boards. The questions include information about the vegetable food group as well as less than, more than, and how many more. Examples of questions are: “How many servings of vegetables should a person eat every day?” “Name examples of vegetables” “What does less than mean?” “What does more than mean?” and “When asked how many more, does this give a clue to add or subtract?”Assessment:

As an assessment, the students are given a set of information. The information will say “Kari has six heads of lettuce, Shawn has three mushrooms, and Alicia has eight onions”. The students take the information and create a bar graph. The bar graph must have a title, the x and y axis labeled and the correct amount of vegetables represented. After creating the bar graph, the students answer which vegetable there is the most of, which vegetable there is the least of, and how many more onions there are than heads of lettuce.

Day Three: Fruit Food Group (Whole Group)Supporting Standard: Science Standard 4: The Physical SettingStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

o Performance Indicator 3: Observe and describe properties of materials, using appropriate tools.

3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses.

Objective: The learner is able to describe a fruit using the five senses.

Anticipatory Set:

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“Friends, today we are learning about another food group that is in the food pyramid. I’ll give a hint; it starts with an “f”. Does anyone remember what food group starts with an “f”?”. I call on the students who have their hands raised. I say “very good, today we are learning about fruits!”

Input:In order to learn about fruits we are reading the book The New Guide

Pyramid: Fruits . This book teaches us about fruits, why they are important, and how many servings of fruits a person should eat every day”. While reading the story, we stop to ask comprehension questions such as “Why are fruits good for the body?”, “Are fruits naturally sweet or bitter?”, and “How many cups of fruit should you eat every day?”

Modeling:To model to the students, I write notes on the board that have to do with

the fruit food group. Fruits should be eaten 2-4 times a day and are also important for nutrients such as vitamin C and potassium. Examples are grapes, bananas, and strawberries. Also, I teach the students about the senses. I remind the students that senses include: touch, taste, smell, and sight.

Checking for Understanding:To check for understanding, I read facts about fruits and the students do

thumbs up if the statement is true and thumbs down if the statement is false. This allows me to make sure that each student understands the fruit food group.

Guided Practice:After learning about fruits, we take part in a senses activity. As a class, we

sit in a circle on the rug. Each student is given a popsicle stick with a different fruit on it. For all eleven fruits, I give a description of the fruit using the senses. After giving the description, the students taste, feel, and smell the fruits in brown paper bags. After all of the students have felt, tasted, and smelled, the student with the corresponding fruit popsicle stick holds it up for the others to see and the students are able to see the actual fruit. This continues until all eleven fruits have been described and tested.

Independent Practice:For independent practice, the students complete a matching worksheet.

On the worksheet, there are five descriptions of fruits using the senses. The students match the description with the correct picture of the corresponding fruit. Please see Appendix L.

Closure:To sum up the lesson, we perform a popcorn activity. This means asking

questions at a fast pace and bouncing from one student to the next. I have the students name the different senses as well as giving an example for each of the

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senses. For example “I can see that oranges are orange. I can feel that blueberries are rubbery on the outside and juicy and soft in the inside.”

Assessment:In order to make sure the students met the intended objective, they

participate in a creative writing piece. They have to write two to three sentences describing a fruit using the senses. The students also draw a picture of the fruit.

Day Four: Grain Food Group (Grain Memory, Small Group)

Day Five: Dairy Food Group (Shared Writing on the milk process after watching Milk movie, Whole Group)

Day Six: Protein Food Group (Matching of meat product to corresponding animal, Appendix L, Small Group)

Day Seven: Oils/Sweets Food Group (Amount of sugar in favorite snacks, predictions, Whole Group)

Day Eight: Review (Food Group Go Fish, Small Group)

Day Nine: Review (Field Trip to Top’s Cooking School, educational tour/cooking class, Whole Group)

Day Ten: Overall Summative Assessment (Independently)As a summative assessment, the students redo the diagnostic assessment. We

return to the computer lab and the students print pictures of food. The students make a “Healthy Meal”. The pictures are glued onto a paper plate to make the meal look realistic. Included in this healthy meal must be all six of the food groups, the food labeled with its name, the title of the project, and the name of the meal. The rubric for this assessment is included on page 8. It is called the “My Healthy Meal Rubric”. There is also a child friendly version of the rubric on page 9.

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Student Work

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Diagnostic Pre-Assessment Scores

Distinguished: 16-20 Score on Rubric, Zero StudentsProficient: 10-15 Rubric Score, One StudentDeveloping: 9- Below Rubric Score, Ten Students

The students were given a pre-assessment in order to determine the students’ prior knowledge on the food groups. Ten out of the eleven students scored a 9 or below based on the “My Healthy Meal” Rubric. The students included only one or two of the different food groups. Labels were not included nor were the proper title and the name of the meal. One student scored in the proficient range based on the rubric. This student included three of the food groups as well as their name, the title, and the name of the meal. Prior to instruction, it was apparent that the students did not have much background knowledge about the food groups.

Distinguished-0 Proficient-1

Developing-10

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Summative Assessment Results

Distinguished: 16-20 Rubric Score, Eight StudentsProficient: 10-15 Rubric Score, Two StudentsDevloping: 9-Below Rubric Score, One Student

Following instruction on the food groups, majority of the students scored at the distinguished level. Eight out of the eleven students scored on the distinguished level based on the “My Healthy Meal” rubric. However, two students scored proficient. One of the students scored a 15/20 because they were missing the name of the meal, they only incorporated five groups, they had one spelling error and one food was labeled wrong. The other student who scored proficient scored a 12/20. This was because he did not put the title on the project, he had only three food groups incorporated, his name was difficult to read, and two of the foods were mislabeled. The one student who scored developing was due to laziness. He did not want to do the project and made that clear from the beginning. He received a score of 8/20. He was missing the name of the meal as well as the title, he only had two food groups incorporated, there were spelling errors, pictures on top of each other, and he did not label the food at all.

Overall, it was proven that my instruction had a positive effect on the students. While comparing the two sets of data, zero students scored at the distinguished level prior to instruction while in contrast, eight students scored at the distinguished level after instruction. Students scoring at the proficient level remained almost the same however, the amount of students who scored at the developing level decreased dramatically. Only one student scored at the developing level after instruction compared to the ten prior to instruction. Based on the provided instruction and the data results, it is obvious that the students successfully met the objective of learning about the six food groups.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Distinguished-8

Developing- 1

Proficient- 2

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Technology was incorporated in a couple of different ways. The overhead projector was used throughout the unit. Also, the students went to the computer lab twice to print images off of Google. Additionally, we watched a You Tube video about the food pyramid as well as a DVD about the process of milk. While doing centers in the classroom, the students have one center where they are at their seats and can finish unfinished work. I provided the students with a couple of websites throughout the unit that were to be accessed during this time. If the students went on the websites, they received extra smiley faces in their communication journals home to mom and dad. The websites were:

http://www.mypyramid.gov/tools.html http://www.mypyramid.gov/tips_resources/printmaterials.html http://www.dairycouncilofca.org/Tools/MyPyramid/ http://www.sheppardsoftware.com/nutritionforkids/games/foodgroupsgame.html http://www.youtube.com/watch?v=GeDJVjQFf9o&feature=related

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Supplies: Day One:o Papero Pencils

Day Two:o Cut up vegetables (green pepper, tomato, cucumber,

carrot)o Index Cardso Large sheet of papero Markers

Day Three:o Brown paper bagso Eleven fruits (pineapple, kiwi, strawberry, blueberry,

banana, apple, grapes, orange, watermelon, lemon, cherry)

o Eleven pictures of fruits on popsicle sticks Day Four:

o Bagelo Flouro Index cardso Marker

Technolog

Materials/Resources


http://www.sheppardsoftware.com/nutritionforkids/games/foodgroupsgame.html

http://www.dairycouncilofca.org/Tools/MyPyramid/

http://www.mypyramid.gov/tips_resources/printmaterials.html

http://www.mypyramid.gov/tools.html

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o Picture of wheato White board

Day Five:o Chart papero Marker

Day Six:o Markero Matching worksheeto Whiteboard

Day Seven:o Can of popo Candy baro Capri suno Cookieo Matching worksheeto Sugaro Ziploc bags

Day Eight:o Index cardso Scissorso Tape

Day Nine:o No materials

Day Ten:o Computero Glueo Markerso Paper plateso Printero Scissors

References: Day One:o Food Pyramid Video: http://www.youtube.com/watch?

v=GeDJVjQFf9o&feature=relatedo “The Food Pyramid” by Janine Scotto Picture of the Food Pyramid:

http://www.mypyramid.gov/downloads/MiniPoster.pdfo Day Two:

o “The New Food Guide Pyramid: Vegetables” By Emily Green

o Day Three:o “The New Food Guide Pyramid: Fruits” By Emily Green

o Day Four:o Pictures of grains (popcorn, pretzels, pasta, oatmeal,

cereal) from http://www.google.com/images

http://www.google.com/images

http://www.mypyramid.gov/downloads/MiniPoster.pdf



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o Day Five:o “Let’s Go to the Farm: Dairy Farm” movieo Picture of a cow from http://www.google.com/images

o Day Six:o Picture of a cow, turkey, chicken, fish, and pig from

http://www.good.com/imageso Day Seven:

o Pledge to eat healthy http://www.cdm.org/kickstart/pledge.html

o Day Eight:o MyPyramid Go Fish http://www.teamnutrition.usda.gov

o Day Nineo No references

o Day Ten:o Pictures of food from the six food groups from

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“The Food Pyramid” by Janine Scott “The New Guide Pyramid: Fruits” by Emily Green “The New Food Guide Pyramid: Vegetables” by Emily Green

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Literature

Instructional and Environmental Modifications

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The students in this class are extremely below grade level and have severe learning disabilities. Therefore, the students are placed in a 15-1-1 that includes many instructional and environmental modifications in itself. A 15-1-1 allows the students to have a special education teacher and a teacher’s aide in their room all day every day. The classroom is smaller in size and instructions are modified in order for the students to slowly be able to retain the information that is being taught. Many of the different activities/lessons are designed to promote success but also include large amounts of assistance. However, there are many other modifications made for the students in relation to environmental/management, instructional, material and tasks. Listed below are several different types of modifications that were in place for this learning experience.

Modification Type

Specific Modification

Rationale Benefits

Environmental/ Management

Constant repetition of procedures/ expectations/ rules

Students with severe learning disabilities need constant repetition in order to store information in the long term memory.

Students know what is expected of them and how to behave.

Instructional Visuals whenever possible

Hands on activities whenever possible

Break lessons into smaller parts

High expectations

Students have severe learning disabilities and visuals make the learning more concrete.

Students have severe learning disabilities and hands on activities make the learning more concrete.

Almost all of the students have severe learning disabilities and the students feel overwhelmed after too much instructional time without breaks.

Students have very

Students have better possibility of retaining information.

Students have better possibility of retaining information.

The students are able to have breaks in between learning so that the students can refocus and retain the information better.

If you set high

22


low self-esteem and they need to be reminded that they can complete anything they set their mind to and also know that you believe in them.

expectations, the students will know that you believe in them and their capabilities.

Materials Precut Objects Most of the students, especially the kindergarteners, have low fine motor function. If a project requires cutting out several small pieces, the pieces will be cut out prior to the lesson and given to the students.

The primary focus of the lesson is not cutting. Therefore, if the cutting has already been done for the students, we can move along to the material of the lesson that is of importance.

Tasks Visually Model Many times, the students will not understand verbal directions. In order for the students to understand what is being asked of them, I will visually model the task to the students.

By allowing the students to see a teacher exemplar as well as watching myself create the exemplar, the students understand the order of the task as well as what is expected of them.

23


- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Schedule: Because the LE was taught in a multi-age special education room, my cooperating teacher picks certain topics from each grade level. This topic can be taught anytime during the year. The topic taught prior to this unit was dental health and after the food pyramid, the students will be learning about personal hygiene.

Planning: On average, thirty minutes of planning was needed daily for each lesson. Some lessons required a little more time while others required a little less time.

Implementation: 10 Forty Minute Lessons

Assessment: 30 minutes for diagnostic pre-assessment 30 minutes for summative assessment

30 minutes for formative assessment- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Overall, I believe that this Learning Experience went excellent. I had a great time

planning this LE and was very excited to teach it. I spent a large amount of time

researching ideas and activities for the LE because I wanted it to be engaging and

hands on with the least amount of worksheets as possible. I

selected this learning experience because the focus of my first

student teaching placement was based on a two week unit of

the food pyramid. Because I was planning and implementing the unit, I thought that this

would be a good idea for my LE due to the fact that I would have all of the

materials/resources already planned and I could expand upon certain lessons.

Of all of the lessons, my two favorite were the fruits and vegetables lessons.

During the fruit lesson, I bought eleven fruits. I cut them up ahead of time and put a

piece in a bag while having eleven taste testing pieces in a zip lock bag. I went around

the circle and the students got to reach into the bag and feel and smell the fruit. The

Time Required

Reflection

24


students were then able to taste the fruit. After using their senses, each student had a

popsicle stick with a fruit on it and if the student believed that the current fruit was the

popsicle stick they had, then they had to hold it up. The kids truly enjoyed this lesson,

as did I. My supervisor actually observed the lesson and loved it. The students were still

talking about the lesson weeks later! One student told me “I loved the fruit activity; it

was so much fun trying to figure out which fruit we were tasting and smelling!” This

lesson exposed the students to fruits that they have never tasted before, and therefore

broadened their horizons. After this lesson, my teacher told me that “You’re a natural

teacher who is creative and will make it far in this profession because you care about

the students actually meeting the objectives.”

My other favorite lesson was the vegetables lesson. The students were able to

taste the different kinds of vegetables. Then the students had to decide which vegetable

was their favorite. They wrote their name on an index card and attached it to the bar

graph on the board. With assistance from the students, we labeled the graph. The graph

was then used as a bulletin board. Even Mr. Slaiman (the principal) asked to join our

bar graph.

Also incorporated in the unit was my field trip. I planned a field trip to Top’s

Supermarket. While there, we took an educational tour of the store. On the tour, they

reminded the students about the different food groups. Next, the students participated in

a cooking school. They made pizza, fruit kabobs and salads. The students loved the

field trip and were natural cooks. It was great for the students to put information learned

in the classroom into real life practice. After the field trip, one of my students said

“Thank you Miss Schaeffer for helping me find out I can be a chef when I grow up!”

I believe that this learning experience prepares students for life outside of school.

Unfortunately, in situations like this where students have such severe learning

disabilities, most of the time these students will not further their education by going to

college. I believe this unit provided the students with information based on daily living.

The students need to know how to eat healthy and why healthy eating habits are

important. The information from this unit can be used throughout the rest of the

students’ lives. As the students get older and someday have their own families, they will

25


be responsible for planning and cooking meals that are nutritious for themselves and

their future children.

Although I believe my unit went great overall, there are some things that I would

change. Some of the activities that I had planned and wanted to do with the kids, my

teacher changed. I wish that I would have had a little bit more freedom when it came to

planning the unit. She took out a couple of activities that I really liked. If I were to do this

lesson again, I would have had more time reviewing. Although the students did, for the

most part, grasp the concepts from all of the food groups, more reinforcement could

have been used. I would definitely teach this unit again and would keep some of the

same activities.

Another aspect of creating this Learning Experience was the opportunity to have

a peer review. The peer review of my Learning Experience was held on March 29 th,

2011 in the prayer room of Duns Scotus. My peer review group included myself as well

as five of my peers, and the moderator was a high school science teacher. It was really

nice to have a diversified group. Five of us are childhood but we are all working with

different grades. One student is secondary, as well as the moderator. It was nice to

have different views. The focus question of my peer review was “How can I make this

LE be as hands on as possible and eliminate using worksheets?” This was my focus

question because it was the overall goal I strived for while planning the LE and the unit.

I know that students learn the material better when the lesson is memorable and I

wanted to use the least amount of worksheets throughout the unit as I could. A quote

from a peer in my peer review group was “Wow! My kids need to go to whatever school

you are teaching at!” I was very honored by the comments of my peers. They all said

that I did an amazing job and I put their LEs to shame. This of course was not my goal; I

am simply a hard worker. It really meant a lot to receive positive comments from my

peers. On the contrary, I received constructive criticism which I was more than welcome

to accept. Many times, people will point out ideas to a person that you would not think of

on your own, but they are great resources to add to the LE. I modified my lesson based

on their comments in a few different ways. First, I added the thematic unit that came

before and after the food pyramid in order to provide a full scope and sequence for the

reader. Second, I directly connected my essential and guiding questions. I was

26


confused on these aspects and my peers helped clarify. Another modification I made

was to define the word “healthy” just to make sure the students understood what

“healthy” meant. I also weighed my rubric so the most important part of the rubric would

be worth the most points, and I took my materials out of my procedure and placed them

only in the materials/resources section. All of the comments were wonderful to receive,

and improved my LE. I believe that this entire experience was very worthwhile and I

learned a lot that will truly help me become the great teacher that I plan to be!

Appendices

A.Classroom Rules

B.Classroom Procedures

27


C. Classroom Floor Plan

D. Teacher Exemplar

E. Student Work- Developing

F. Student Work- Proficient

G. Student Work- Distinguished

H. Parent Letter

I. Field Trip Permission Slip

J. Photography Parental Consent Form

K. Pictures

L. S elf Made Teaching Aids (SMTA)

M. Revised Rubric

N. Peer Review Comments

Classroom Rules

Classroom Rules- Appendix

28


1.) Use inside voices

2.) Use walking feet

3.) Keep your hands and feet to yourself

http://www.google.com/imgres?imgurl=http://www.glamourmouse.com/products/images/shh!%20smiley%20face.jpeg&imgrefurl=http://www.glamourmouse.com/products/ebook.htm&usg=__DgSzdC0101dwmqjLqlZtR296Jwo=&h=1500&w=1500&sz=209&hl=en&start=31&zoom=1&tbnid=18BItznfW5T8PM:&tbnh=174&tbnw=174&ei=c3hQTe-3EcGitgfc_Ki3AQ&prev=/images?q=shh&um=1&hl=en&biw=1659&bih=865&tbs=isch:1&um=1&itbs=1&iact=hc&vpx=1113&vpy=358&dur=666&hovh=225&hovw=225&tx=106&ty=140&oei=anhQTcTtF8OB8gaH5JifDg&esq=2&page=2&ndsp=33&ved=1t:429,r:6,s:31



http://www.google.com/imgres?imgurl=http://www.enterpriseinnovation.net/system/files/egovasia/walking-feet.jpg&imgrefurl=http://www.enterpriseinnovation.net/tag/workforce+mobility&usg=__PNXdaDmj_c3rps8wvDxvDyJ3AEU=&h=250&w=250&sz=43&hl=en&start=28&zoom=1&tbnid=RmC0G9NbxLPkkM:&tbnh=170&tbnw=164&ei=ynhQTdHyNMSftwed07C1AQ&prev=/images?q=walking+feet&um=1&hl=en&biw=1659&bih=865&tbs=isch:1&um=1&itbs=1&iact=rc&dur=254&oei=u3hQTbXHOIep8Aamx6yaDg&esq=2&page=2&ndsp=30&ved=1t:429,r:22,s:28&tx=80&ty=109

29


4.) Follow directions given by adults

http://www.google.com/imgres?imgurl=http://www.chaaps.com/wp-content/uploads/2009/12/hands.jpg&imgrefurl=http://www.chaaps.com/5-fingers-of-your-blog-hand-google-facebook-twitter-digg-reddit.html&usg=__NtU8mO235_cr3pItRd72eWElTOg=&h=373&w=312&sz=21&hl=en&start=0&zoom=1&tbnid=TfUoDrY0GnrItM:&tbnh=169&tbnw=141&ei=Y3lQTcWYK4G78gbUy5CsDg&prev=/images?q=hand&um=1&hl=en&biw=1659&bih=865&tbs=isch:1&um=1&itbs=1&iact=hc&vpx=134&vpy=103&dur=309&hovh=246&hovw=205&tx=94&ty=159&oei=Y3lQTcWYK4G78gbUy5CsDg&esq=1&page=1&ndsp=32&ved=1t:429,r:0,s:0

http://www.google.com/imgres?imgurl=http://4.bp.blogspot.com/_iKcZ3qcCmyo/SFvkMwTH8PI/AAAAAAAAIFY/vmYwxpWSVYw/s400/feet-761353.jpg&imgrefurl=http://deathby1000papercuts.blogspot.com/2008/06/vancouver-bc-foot-mystery-sixth-foot.html&usg=__Eq6d7Xx6K-7Zcd3w5NOYYsCGDNA=&h=377&w=400&sz=13&hl=en&start=0&zoom=1&tbnid=cyp6OgYLE2kdcM:&tbnh=151&tbnw=150&ei=BHpQTfiaCYH-8Ab1yPyuDg&prev=/images?q=feet&um=1&hl=en&biw=1659&bih=865&tbs=isch:1&um=1&itbs=1&iact=hc&vpx=612&vpy=225&dur=146&hovh=218&hovw=231&tx=132&ty=110&oei=BHpQTfiaCYH-8Ab1yPyuDg&esq=1&page=1&ndsp=35&ved=1t:429,r:3,s:0

http://www.google.com/imgres?imgurl=http://4.bp.blogspot.com/_iKcZ3qcCmyo/SFvkMwTH8PI/AAAAAAAAIFY/vmYwxpWSVYw/s400/feet-761353.jpg&imgrefurl=http://deathby1000papercuts.blogspot.com/2008/06/vancouver-bc-foot-mystery-sixth-foot.html&usg=__Eq6d7Xx6K-7Zcd3w5NOYYsCGDNA=&h=377&w=400&sz=13&hl=en&start=0&zoom=1&tbnid=cyp6OgYLE2kdcM:&tbnh=151&tbnw=150&ei=BHpQTfiaCYH-8Ab1yPyuDg&prev=/images?q=feet&um=1&hl=en&biw=1659&bih=865&tbs=isch:1&um=1&itbs=1&iact=hc&vpx=612&vpy=225&dur=146&hovh=218&hovw=231&tx=132&ty=110&oei=BHpQTfiaCYH-8Ab1yPyuDg&esq=1&page=1&ndsp=35&ved=1t:429,r:3,s:0

30


5.) Raise your hand to share

Classroom Procedures1.) Morning Routine

a) When arriving in the morning students must first take off boots in the hallway.b) Next, students come into the classroom, take off jacket and put on sneakers.c) The students will then put their communication journals and binders on the

shelving unit.d) Finally, students quietly go to seat and work on morning work, which is in their

folders, until the morning announcements come on.

2.) Lining Up for Luncha) Line leader, which is predetermined by classroom helpers, lines up first.b) Following the line leader, students who brought their lunch line up.c) After, the students who are ordering first choice line up.d) Next, the students who are ordering second choice line up.e) Lastly, students who are ordering peanut butter and jelly line up.

3.) Handing in Papers

Classroom Procedures- Appendix

http://www.google.com/imgres?imgurl=http://www.650shortsale.com/wp-content/uploads/2010/08/grief-hands.jpg&imgrefurl=http://www.650shortsale.com/2010/08/raise-your-hand-for-help/&usg=__K265oahSLqtaWHDS2lJfW3miK9A=&h=430&w=346&sz=30&hl=en&start=0&zoom=1&tbnid=SQWEPyM1kB5_EM:&tbnh=176&tbnw=142&ei=PXtQTdPKH4K78gbc04ywDg&prev=/images?q=raise+your+hand&hl=en&biw=1676&bih=865&gbv=2&tbs=isch:1&itbs=1&iact=hc&vpx=580&vpy=283&dur=1056&hovh=250&hovw=201&tx=74&ty=174&oei=PXtQTdPKH4K78gbc04ywDg&esq=1&page=1&ndsp=31&ved=1t:429,r:10,s:0

31


a) When papers are complete, students must first check to see if their name is on the top of the paper.

b) After checking for their name, the students must check over their work.c) Next, the students can quietly get up from their seats and put their piece of work

in the basket labeled “Hand In”.d) Students quietly go back to their seat and continue working on other work or wait

for further directions.

4.) Behavior When Leaving Classa) If with other students, form a line with the line leader at the beginning.b) While walking down the hall, be quiet and walk.c) Do not touch things on the wall or go to any place other than the destination.d) At destination, enter quietly to be sure not to interrupt others.

5.) Seating Arrangementsa) Seats are assigned based on grade. There is a table for kindergarteners, first

graders, as well as second graders.b) Individual seating is based on the name tag in front of the chair. These are

chosen by the teacher.c) Always push in chair when you get out of it.

6.) Procedure for Going to the Restrooma) Raise your hand and ask for permission to go to the bathroom.b) Quietly exit the classroom and remain quiet in the hallway.c) After using the restroom, be sure to wash hands and throw out your paper towel.d) Quietly walk back to the classroom without touching anything on the walls.e) Quietly enter the classroom so you do not disturb others.

32


Classroom Floor Plan- Appendix C

Teacher’sDesk

Windows

Book Shelf

Door

33


Teacher Exemplar- Appendix D

34


Student Work: Developing- Appendix E

35


Developing: ThomasMy Healthy Meal Rubric

Attribute


Slightly Unhealthy-

2

Unhealthy- 1

Name and Title

Maximum of 4


project as well as a title that incorporates

what meal the food is for.

Student wrote their



meal.



name of the meal.




36


Accuracy

Maximum of 8

Student has all six of the

different food groups

incorporated (grains, dairy, proteins, fruits, vegetables, and

sweets/oils).

Student has four or five food groups incorporated.




Neatness

Maximum of 4




placed on the plate











Labels

Maximum of 4






plate.


not labeled.

Comments: Please put more work into this. Not your best work! Score: 8/20

Student Work: Proficient- Appendix F

37


38


Proficient: ConnerMy Healthy Meal Rubric

Attribute


Slightly Unhealthy-

2

Unhealthy- 1

Name and Title

Maximum of 4




Student wrote their



meal.



name of the meal.



Accuracy

Maximum of 8



incorporated(grains, dairy, proteins, fruits, vegetables, and

sweets/oils).






39


Neatness

Maximum of 4




placed on the plate











Labels

Maximum of 4






plate.


not labeled.

Comments: Missing title of project, only 3 food groups, check labels again Score: 12/20

Student Work: Distinguished- Appendix G

40


Distinguished: ElizabethMy Healthy Meal Rubric

Attribute


Slightly Unhealthy-

2

Unhealthy- 1

Name and Title



what meal the

Student wrote their


but is missing the



name of the meal.


incorporating the


41


Maximum of 4

food is for. name of the meal.

meal.

Accuracy

Maximum of 8




sweets/oils).





Neatness

Maximum of 4




placed on the plate











Labels

Maximum of 4






plate.


not labeled.

Comments: Great Job Liz! Followed all of the directions. A+ Work! Score: 20/20

Dear Parents, 1/28/11

Hello! My name is Alicia Schaeffer and I am a senior at Daemen College where

I am studying childhood education/special education. I will be the student teacher in

your child’s classroom for six weeks. I started on Wednesday, January 26th and I am

Parent Letter- Appendix H

42


scheduled to complete

this placement on

March 18th. I have

obtained experiences in other classrooms while in college and I am hoping to bring my

experiences to this room, and also learn a lot while I am here. I am truly enjoying getting

to know your child’s learning styles and their wonderful personality.

School is a place for learning and growing. It is my hope that while I am here, I

will encourage your child to enjoy learning experience and to gain self-esteem by

providing quality learning experiences that are fun. Many teachers have influenced me

throughout my life. They have enriched my life and have molded me into the person that

I am today. This had a profound impact on my life and is the reason why I am pursuing

a career as a teacher.

While at this placement, I will be teaching two units. The first unit will be on the

food pyramid. The students will learn about the different food groups and have

interactive and engaging activities based on each group. We will also be going on a field

trip to Top’s Cooking School so that the students can put their knowledge to use and

assist in the preparation of healthy snacks. My second unit will be on community

helpers. We will be learning about doctors, farmers, construction workers, firefighters,

policemen and dentists.

If you have any questions about my student teaching experience, please feel

free to contact Ms. Kiel at school at 891-6424.

Thank you,

Miss Alicia Schaeffer

Tops Supermarket Field Trip

Field Trip Permission Slip- Appendix I

43


Dear Parents,

We are going on a field trip! On Friday, March 4th, the students will go to

Top’s Supermarket to participate in a cooking school. We will be learning about

the food groups and a healthy lifestyle. To conclude this fun unit, we are going to

take a tour of different sections of the grocery store, do a scavenger hunt of

ingredients, and then cook our own lunch. We will leave school at 9:30 A.M. and

return to school at 12:30 P.M. Students who eat breakfast at school will still be

able to do so. Students will not need to bring or buy lunch.

The cost of this field trip is $4 per student. Please return the permission slip

along with the $4 by Friday, February 18th.

Thank You!Miss Schaeffer- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

My child _______________________ has permission to attend the Tops Supermarket Field Trip on Friday, March 4th.

I have enclosed the $4: ________

Parent Signature: _____________________________

Emergency Contact and Phone Number: ___________________________________________________

Photography Parental Consent Form

Photography Permission Slip- Appendix J

44


Dear Parents,

I am writing this letter in hopes that you will give me permission to

photograph your child. Photographs will only be taken during learning activities

and field trips. These photographs will be used for my professional student

teaching portfolio as well as for classroom arts and crafts. Throughout my time in

Ms. Kiel’s class, I have planned many fun and exciting activities for the students to

participate in and I would love to capture these memories.

Sincerely,Miss Schaeffer- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

_____ I give parental consent to allow my child to be photographed for educational purposes only.

Parent Signature and Date: __________________________________________

_____ I do not give parental consent for my child to be photographed for educational purposes.

Parent Signature and Date: __________________________________________

45


SMTA # 1- Introduction

Pictures- Appendix KSelf Made Teaching Aides- Appendix L

46


Fruits: 2-4 servings a day Examples: strawberries, apples, oranges, grapes

Vegetables: 3-5 servings a day Examples: broccoli, carrots, peas, cucumbers

Grains: 6 servings a day Examples: bread, pasta, pretzels, cereal, oatmeal

Sweets/Oils: Sparingly (as little as possible) Examples: cake, cookies, candy

Dairy: 2 servings a day Examples: milk, yogurt, cheese

Proteins (Meats and Beans): 2 servings a day Examples: Hamburger, chicken, green beans

SMTA # 2- Fruit LessonName:

Directions: Read the descriptions and draw a line to the matching fruit

I am yellow. I have a bumpy hard outside.

47


I have a sour taste. I smell citrusy.

I am green but I can also be purple. I have a

rubbery outside and soft juicy inside. I taste and

smell sweet.

I am green on the outside and red in the inside.

I taste and smell sweet. I feel hard on the outside and

and juicy in the inside. I have black seeds in me.

I am a mixture of red and orange. I feel fuzzy on

http://www.google.com/imgres?imgurl=http://www.whataboutwatermelon.com/wp-content/uploads/2009/06/watermelon_simple.jpg&imgrefurl=http://www.whataboutwatermelon.com/index.php/2009/06/&usg=__m0TWrEdicuJNftAxQG7T4Zm49Y8=&h=397&w=500&sz=44&hl=en&start=0&zoom=1&tbnid=YgOCEYI0EnxxWM:&tbnh=161&tbnw=203&ei=2jNYTd6-F5HQgAfS8OC5DA&prev=/images?q=watermelon&hl=en&biw=1676&bih=865&gbv=2&tbs=isch:1&itbs=1&iact=hc&vpx=574&vpy=480&dur=97&hovh=200&hovw=252&tx=117&ty=129&oei=2jNYTd6-F5HQgAfS8OC5DA&page=1&ndsp=28&ved=1t:429,r:16,s:0

48


the outside. I taste and smell sweet. I have a pit

in the middle.

I am round and smooth on the outside. I can be

red, yellow, or green. I taste and smell sweet.



http://www.google.com/imgres?imgurl=http://beautifullyused.com/wp-content/uploads/2009/03/lemon.jpeg&imgrefurl=http://beautifullyused.com/?m=200903&usg=__INxya_XhiZ2wEgWUv9Xvo0MrXlU=&h=410&w=444&sz=19&hl=en&start=0&zoom=1&tbnid=AeYCl-ABoeVDlM:&tbnh=177&tbnw=192&ei=NTRYTfn3H472gAe6-9CrDA&prev=/images?q=lemon&hl=en&biw=1676&bih=865&gbv=2&tbs=isch:1&itbs=1&iact=hc&vpx=145&vpy=122&dur=583&hovh=216&hovw=234&tx=111&ty=135&oei=NTRYTfn3H472gAe6-9CrDA&page=1&ndsp=29&ved=1t:429,r:0,s:0

49


SMTA # 3- Protein LessonName:Directions: Match the meat product with the animal that it is made of

50


My Healthy Meal Rubric

Attribute


Slightly Unhealthy- 2

Unhealthy- 1

Name and Title

-Name-Title of Project-Name of Meal

Maximum of 1




Student wrote their



meal.



name of the meal.



Accuracy

-Six Food Groups

Maximum of 2




sweets/oils).





Serving Size

-Using knowledge of daily servings for each food group, foods All pictures of

Three-five pictures of One or two of

Revised Rubric- Appendix M


51


with larger amounts of servings should be bigger while foods with lower amounts of servings should be smaller.

Maximum of 2

food are sized based on daily

servings.

food are sized based

on daily servings.

the pictures are sized based on daily servings.

All pictures are the same size.

Neatness

-easy to read-no spelling mistakes-pictures do not overlap

Maximum of 1




placed on the plate











Labels

-pictures are labeled with their corresponding food group’s name

Maximum of 2


labeled with the correct name of

its corresponding

food group.




plate.


not labeled.

Comments: Score: /8

52


Warm Comments Cool Comments1) Relation to Standards

The learning experience is directly aligned to the New York State Learning Standards.

The correct key idea and performance indicators are cited.

The congruency table that you have provided has strong student language, allowing students to comprehend the table.

1) Relation to Standards

A suggestion would be to create a direct link to the NYS MST standard

A suggestion would be on Day 3 to directly use the MST standard

A suggestion would be to create a Thematic unit prior to creating this lesson to help provide students with a full link to all subjects being taught

2) Intellectual Challenge

The students were able to review and gain knowledge of new vocabulary.

The predictions of oil and sweets within your lesson were very detailed.

The overview within the lesson is very detailed and clear for students.

2) Intellectual Challenge

A suggestion would be to directly connect your essential and focus question.

A suggestion would be make the diagrams have proportional serving size of the actual foods being shown.

A suggestion would be to define the word healthy with an introduction lesson.

Peer Review Comments- Appendix

53


3) Assessment Plan

The rubric was very clear and concise.

The field trip permission slip was clear and effective.

The student checklist was student friendly. Students would be able to clearly and effectively use this checklist.

3) Assessment Plan

A suggestion would be to weigh the rubric according to how many items were provided on the plate.

A suggestion would be to have a vocabulary assessment on particular fruits covered.

A suggestion would be to include an analysis of graphs and combine on one graph.

4) Engagement

Within the anticipatory set of your lessons, the predictions seemed to be very beneficial to the students.

Asking questions is a great way to engage students—you did a great job of posing questions using Bloom’s Taxonomy to move from concrete to abstract thinking.

4) Engagement

A suggestion would be to add a take home assignment where students are able to bring a parent/student connection home involving the learning of this learning experience, besides the parent letter.

A suggestion would be to extend the idea of your learning experience by adding exercises which may help to improve energy and health.

5) Adaptability

The lesson incorporates all the aspects of VARK.

The use of different techniques to help students of all abilities was very effective for students.

5) Adaptability

A suggestion would be to take out the materials list within your lessons and put them as a whole at end of lessons.

A suggestion would be to pair a lower level student with a higher level student if student work needed to occur.

6) Technology Integration

Students were provided with additional exposure with the entire attached websites.

The websites listed in the “Technology” section are

6) Technology Integration

A suggestion would be to crop out student faces within pictures.

Another suggestion would be to have more student engagement through having students become

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informative and interesting. the teacher and possibly use a smart board or click through a power point.

my. web viewstudents will use an understanding of the elements of good nutrition to plan ......

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