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Diet Analysis

Subjects:

P.E. & Health, Science  

Grade:

10  

Title – Diet Analysis
By – Beverly Sewell-Harris
Primary Subject – Health / Physical Education
Secondary Subjects – Science
Grade Level – 10th

Table of Contents:

Abstract
Introduction
Lesson Plan Introduction

Goals
Objectives
Standards

Materials and Resources

Step by Step Procedures Week I
Week II
Week III
Week IV
Week V
Week VI

Adaptation for Special Needs
Assessment
Collaboration Rubric
Individual Rubric

Appendix A
Appendix B
Appendix C
Appendix D

Addendum A
Addendum B
Addendum C
Addendum D
Addendum E
Addendum F

Conclusion
References


Abstract:

    Adapting a healthy lifestyle can be both challenging and rewarding. The objective of this lesson plan is for students to gain knowledge through education, research and collaboration with their peers as well as experts in this area on how to develop and maintain a healthy lifestyle by choosing the right foods and incorporating physical activity into their daily routines. Students will also explore the negative aspects of unhealthy eating habits such as potential health hazards they may face later on in life. In order to further assist students with their project, we will also explore several types of technologies that can be utilized to help them set and reach their potential goals.

Introduction:

    Topic:
    Diet Analysis

Subject:

    Health, Physical Education, and Family and Consumer Sciences

Diet Analysis:

    The importance of developing a Diet Analysis is for students to recognize the importance of healthy eating and the benefits of maintaining a healthy lifestyle. In addition to exploring the positive side of maintaining a healthy lifestyle, I will also educate my students about the consequences of unhealthy eating habits and lack of physical activity. Students will learn about the six major food groups, proper caloric intake, the benefits of regular exercise, and the importance of an annual medical checkup. The use of different types of technologies that can aide in accomplishing their goals will also be explored. These include navigating the web to collect pertinent data with regard to the subject matter, the use of cardiovascular machines, the use of a scale to measure current weight and body fat, and the use of a digital camera, to capture their progress as they move forward.

Lesson Plan Introduction:

  • To design a complete Diet Analysis requires collaboration. Students will have to work individually and collectively combining their talents, knowledge and expertise.
  • Divided into groups of three or four, students will decide where they fit best within the group and what role they will take on within their individual group.
  • The students will start by producing proof of medical clearance from a medical doctor.
  • Second, students will meet with a dietician to discuss their current eating habits, how to design a diet profile, learn about the six major food groups and the benefits of developing healthy eating habits. Together, they will navigate the web to gather information that will later help them develop a diet plan that is healthy and nutritious.
  • Third, they will meet with a fitness trainer to evaluate their individual fitness level; measure their current weight and body mass index (BMI); learn how to keep track of their physical activities, monitor their heart rate, pre-set the machines according to their current fitness level in order to achieve the best results as well as monitoring the calories they’re burning.
  • Finally, in collaboration with each of their assigned group, students will design a diet and exercise plan that they feel will work best for them.

Goals:

    Design a complete Diet Analysis that incorporates dieting, exercise, discipline and education on how to develop healthy habits and motivate themselves to maintain a healthy lifestyle. At the end of this project, students will have acquired the knowledge, skills and resources necessary to lead a healthy, active lifestyle that will not only prolong their lives, but also improve significantly the quality of their lives.

Objectives:

  • Identify the six major food groups that provide essential nutrients
  • Undergo a Body Composition Analysis
  • Discuss the benefits of exercise and other physical activities (dance, yoga) as it pertains to an individual’s quality of life
  • Discuss the importance of receiving an annual medical checkup
  • Students will learn how to measure food quantity
  • Students will learn how to calculate their fat and caloric intake
  • Students will learn how to monitor their heart rate
  • Students will compile data from resources and organize the data to develop and design a Diet Analysis that is right for them

Standards:

State of New York Standards:

      Standard 1: Personal Health and Fitness

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

Standard 2: A Safe and Healthy Environment

    Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3: Resource Management

    Students will understand and be able to manage their personal and community resources.

NETS (National Educational Technology Standards for Students):

      Technology Foundation Standards for Students:
  • Students are proficient in the use of technology
  • Students practice responsible use of technology systems, information, and software; students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
  • Students use technology to locate, evaluate, and collect information from a variety of sources; students use technology tools to process data and report results
  • Students employ technology in the development of strategies for solving problems in the real world.

Materials and Resources:

    The following technologies will be on hand for students’ use:

    • Use of school computer lab to access the internet; excel; MS Word; PowerPoint
    • Digital Camera — record physical progress
    • Tape Recorder & Video Camcorder — record lectures in order to recall later
    • Scale — monitor body weight and body mass index (BMI)
    • Cardiovascular Equipment — use of workout facility as needed
    • Pedometer — monitor calories burned
    • Blood Pressure Monitor — periodically check blood pressure
    • Projector — available as needed during presentation
    • Calculator — compute fat and calorie intake

Step-By-Step Procedure
Week I

Monday:

    Students will be introduced to the topic of the selected lesson plan. They will be given a brief explanation of a Diet Analysis. Each student will be asked to write a question pertaining to this topic; they may choose to remain anonymous. I will read each question aloud, and the class will try to answer the question to the best of their knowledge without having done any research. This will give me an idea as to how much personal knowledge they have on the topic. This session also gives us the opportunity to do some brainstorming; together we can create a chart, where students can share their ideas, by listing on one section of the chart what they feel they already know and on the other hand, what they hope to learn or would like to learn more about. They can then choose to address these on their own through online research, reading articles on the subject or address them with the experts that will be visiting the classroom.

Tuesday:

    I will share with my students what the goals and objectives will be for the next six weeks. Students will be required to keep a paper journal where they will be able to document any information that could be important for their project and any questions they may want to address during our discussions. At this time, students will be placed in groups of three or four members of my choosing. Once placed in their respective groups, students will be given approximately 15 minutes to become acquainted and decide on what their roles will be within the group.

Wednesday

    Students will be given time to use the computer lab. Students should start collecting data via the internet such as what are the major food groups, and how these foods can impact our overall health? Who benefits from proper dieting and exercise? When is the right time to start a healthy lifestyle? They should be asking themselves these questions and more in order to gather as much information on the topic as possible. I will provide some topics that they can use as a guide when conducting their research.

Thursday

    Students will be responsible for bringing in or preparing a dish that they believe to be healthy. They will be asked to give a brief presentation describing the dish, and listing the ingredients. They should be able to provide the nutritional value, such as fat content, calories, carbohydrates, sodium, appropriate single portion etc.

Friday

    Students will again collaborate with their group to share information and ideas. They will have approximately 20 minutes to consult with their peers. For the remainder of the time, they will be asked to share their experience, feelings and insights on the project so far. This would also be the time to address how well they are working in their assigned groups. Any conflicts within a group should be addressed and settled at the end of the first week. If we need to make changes as to someone’s role within the group, I will make that decision based on my discussion and feedback from members in that particular group.

Step-By-Step Procedure
Week II

Monday

    Students will be introduced to their first guest speaker, a nutritionist. During the first week, we discussed amongst ourselves what we felt the benefits would be to maintaining a healthy lifestyle. The students were allowed to express their views and opinions and any experiences they may have had with dieting and exercise. They also completed some preliminary research on their own. Today, they will have an opportunity to consult with an expert on the topic after which they will have an opportunity to ask questions. Having received prior consent, students will be allowed to tape the lecture in order to recall at a later time.

Tuesday

      We will have a discussion addressing any additional questions they may have pertaining to the previous day’s lecture that weren’t addressed at the time. Students will also be asked to share any information they may have documented in their journals that they wish to share. Finally in this session, students will establish the goals they hope to accomplish. They will also complete a nutrition questionnaire (see

Appendix D

    ).

Wednesday

    Today, we will do a recap of what has been discussed so far. Students will then test each other on their new knowledge by asking questions. This exercise gives students the opportunity to interact with each other, which enhances their learning and creativity.

Thursday

    Today, we will discuss the negative effects of unhealthy eating habits and lack of physical activity. Again, this will be an exercise where I will attempt to test their knowledge. The class will be divided into two groups for this session only. Group “A” and Group “B”. The person who is able to answer the question correctly first, wins a point for their team. The group that has the most correct answers will be the winner. This team effort builds self-esteem and morale. This exercise also allows for the entire class to participate.

Friday

    Students will be given computer lab time to collect more data. At the end of week two, each group should have an idea as to how they would like to structure their project. Today, each group will be given the opportunity to address any questions they may have regarding the project to this point but rather than having me answer their questions, I will have the students work together to try and answer their own questions. This allows for peer participation. When students are interacting with each other and gaining knowledge from each other, the environment seems less intimidating. My role will be to observe and intervene only if necessary.

Step-By-Step Procedure
Week III

Monday

    This week, students will be introduced to the second phase of their project, “the importance of incorporating exercise into their daily routine”. Today, students will be introduced to a second expert, a fitness trainer. Like the first speaker, students will be educated on the benefits of exercising regularly, and the different types of physical activity they can and should engage in. They will learn how to determine the ideal body weight for an individual based on age, height, built etc. They will be taught how to use a scale to measure body fat and BMI. It will be explained how, when done properly, exercise can enhance their life and they will receive information on the negative effects of too much exercise and the signs to look for when over indulging themselves.

Tuesday

      Today we will hold a class discussion to recap what they learned and address any additional questions or concerns they may have. Students will be given approximately 5 minutes to write in their journals; students will also complete a physical fitness questionnaire (see

Appendices C

      &

D

    ) to determine their current fitness level. For the duration of the day, they will visit the fitness center where they will be able to test the equipment. They will be taught how to pre-set programs that suit their particular fitness level whether it be at the beginner, intermediate or advanced level. They will be able to monitor their heart rate, calories burned and distance traveled.

Wednesday

    Today, students will visit the computer lab. Keeping in mind what they have learned this week, students will have to navigate the web to elaborate on their knowledge and on the importance of incorporating exercise into their daily routine. Students will be allowed to print any articles they feel will be able to help them prepare their project. They should be collaborating with their groups during this session.

Thursday

    Collaborating with their assigned group, students will share information they collected from their lab session the previous day. Together, they will be asked to compile a list of benefits to exercising that will become a part of their final project. I will be on hand to address any questions they may have.

Friday

    Students will be asked to spend 10 minutes to come up with a form of exercise that they like. They will then join their groups for a discussion. From the group list, they will have to agree on two or three exercises that they will use in their final project and explain why they chose those exercises as opposed to another form of exercise.

Step-By-Step Procedure
Week IV

Monday

    During this week, students will be spending a lot more time within their assigned group. This week, students start outlining their final project. They should be sharing facts, exchanging information, finalizing different roles within the group, and giving and receiving feedback.

Tuesday

    Using the excel software, students will prepare a food chart that will help them document and track their progress. Students will have to document the foods they eat on a daily basis; they must also calculate the amount of calories, total carbohydrates, total fats, total protein and so on using a formula I will provide for them.

Wednesday

    Students will be given an exercise to choose a favorite dish. They will be required to answer questions such as why did they choose their particular dish and why is it their favorite? Also, if they are not already familiar with the ingredients, they will have to conduct some research to determine what nutritional value does it have, if any? How many of the nutrients from the six food groups does it contain? Overall was their choice healthy or not, explain? This is an exercise for students to think about what they’re putting into their bodies. While we should not deprive ourselves, we must place limitations so as not to over indulge on the wrong foods.

Thursday

    Students will spend time working out at the fitness facility as well as measuring and documenting their progress to add to their chart later.

Friday

    Today, students will participate in another exercise. Students will be tested on their knowledge so far. Each group consists of three or four members. Each group member will be assigned a number. When I call their number, those individuals from their respective groups will be asked a question, and given one minute to write their answer on the board. The person who finishes first and has the correct answer will gain a point for their group. The group with the most points at the end of the class, obviously wins.

Step-By-Step Procedure
Week V

Monday

    Today students will be able to work in the computer lab. They will be allowed to work either individually or collaboratively to collect any additional data or on any other aspect of the project they need to focus on. I will be observing, giving aide where needed and answering questions.

Tuesday & Wednesday

    Each group will present their proposed project to the class by providing a brief description. At this time, we will open a dialogue where the remainder of the class will be able to ask questions, and offer suggestions. Each group should view this session as constructive criticism and choose to use the information to elaborate upon or to improve their final draft.

Thursday

    Students will be allowed to work on their projects within their assigned groups. I will be available to answer any questions they may have.

Friday

    We are getting close to the end. Today, students will be allowed to work where they feel they need to the most, whether it may be the computer lab, the fitness center or in groups in the classroom. I will be available to answer any last minute questions students may have.

Step-By-Step Procedure
Week VI

Monday

    Students will be working in the computer lab with their assigned groups, deciding how they will present their project. They should have a chart documenting their progress, documenting their food intake, monitoring their fat and calorie intake and so on and so forth. They should each be working on their part and discussing how to pull it all together.

Tuesday

    Students will visit the fitness facility. During this session, in addition to working out, they should take this opportunity to consult with the fitness trainer on any last minute questions they may have.

Wednesday

    During this session, students will work within their groups to tie up any loose ends on their project. At the end of class, students should have completed their project.

Thursday & Friday

    Each group will take turns presenting their entire project with their peers as their audience. This should take no more than 15 minutes for each group. They will list the different technologies that were used and describe how the use of technology played a role in helping them to complete their project. Students will then turn in their final project for grading. I will use a rubric to grade both their group efforts as well as their individual contribution to the group.

Adaptation for Special Needs:

    For students that have special needs such as a physical disability or limitation, or a learning disability, special accommodations will be made once we are able to assess what those needs are. They will receive supervision and guidance when accessing the internet as well as offered assistance as needed when using any of the other technologies mentioned. These students will be able to participate at a pace that is comfortable for them and be given one on one attention as needed. Also, when using the gym equipment, they will have constant supervision by a trained professional.

Assessment:

      Motivation & Attitude — 10%
      Class Participation — 15%
      Quality of Performance During Class Exercises — 15%
      Quality of Progress — 25%
      Individual Assessment — 10%
    Group Collaboration & Presentation of Final Project — 25%

Collaboration Rubric
Name __________________________________

CATEGORY Exemplary
4
Accomplished
3
Developing
2
Beginning
1
SCORE
CONTRIBUTE
Research & Gather Information Collects much information–
all relates to the topic.
Collects some basic information–
most relates to the topic.
Collects very little information–
some relates to the topic.
Does not collect any information that relates to the topic.  
Share Information Relays much information–
all relates to the topic.
Relays some basic information–
most relates to the topic.
Relays very little information–
some relates to the topic.
Does not relay any information to teammates.  
Be Punctual Hands in all assignments on time. Hands in most assignments on time. Hands in most assignments late. Does not hand in any assignments.  
FULFILL TEAM ROLE’S DUTIES
Take Responsibility Performs all duties. Performs nearly all duties. Performs very little duties. Does not perform any duties of assigned team role.  
Participate in Science Conference Offers a fair amount of important information–all is relevant. Offers some information–most is relevant. Either gives too little information or information which is irrelevant to topic. Does not speak during the science conference.  
Share Equally Always does the assigned work without having to be reminded. Usually does the assigned work–rarely needs reminding. Rarely does the assigned work–often needs reminding. Always relies on others to do the work.  
VALUE OTHERS’ VIEWPOINTS
Listen to Other Teammates Listens and speaks a fair amount. Listens, but sometimes talks too much. Usually doing most of the talking–rarely allows others to speak. Is always talking–never allows anyone else to speak.  
Cooperate with Teammates Never argues with teammates. Rarely argues. Sometimes argues. Usually argues with teammates.  
Make Fair Decisions Usually wants to have things their way. Often sides with friends instead of considering all views. Usually considers all views. Always helps team to reach a fair decision.  
TOTAL:  

Individual Assessment:

    The following rubric will be used to assign an individual grade. It will be used in three ways:
Self-Assessment:
You will complete the rubric based on how well you think you worked while preparing the proposal.
Peer-Assessment:
The members of your group will complete based on how well they think you participated in the preparation of the proposal.
Teacher-Assessment:
I will complete the rubric based on my observations of your work while your group prepares the proposal.

Individual Assessment Rubric:

Competency Performance Level Weighting Score
Individual Effort Collected a great deal of relevant information. Did assigned tasks without reminders Distinguished
4 points
 
Collected some relevant information. Did assigned work, but needed to be reminded. Proficient
3 points
 
Collected little relevant information. Did most assigned work but needed to be reminded. Apprentice
2 points
 
Collected almost no relevant information. Did little assigned work, even though reminded. Novice
1 point
 
No Attempt 0 points  
Cooperation Listened and contributed to group discussions. Helped team reach decisions on project. Distinguished
4 points
 
Listens, but sometimes speaks too much or too little. Usually considered all views when reaching group decisions. Proficient
3 points
 
Either usually doing most of the talking or rarely contributed to discussions. Could not be relied on to help with group decisions Apprentice
2 points
 
Tried to dominate the discussions or almost never contributing. Almost never helped with group decisions. Novice
1 point
 
No Attempt 0 points  
Use of Time Always working on project during class time. Seeks additional responsibility if finished early. Distinguished
4 points
 
Nearly always busy with assigned duties during class time. Seeks additional responsibility if finished early. Proficient
3 points
 
Usually busy with assigned duties during class time. Does not seek additional responsibility if finished early. Apprentice
2 points
 
Rarely working on project during class time. Does not seek additional responsibility if finished early. Novice
1 point
 
No Attempt 0 points  
TOTAL:  


Appendix A
Sample Nutrition Facts Label

Note from LessonPlansPage.com:

      A sample nutrition facts label was not submitted to us.

 

      retrieved April 8, 2008.



Appendix B:

    Frequently Asked Questions about Exercise and Fitness:

    • How much exercise should I do?
    • What types of exercise are better for weight loss?
    • What if I don’t have time to exercise 60 minutes a day?
    • Where do I start if I have never exercised?
    • What if I am physically unable to exercise due to a medical condition?
    • Should I lift weights?
    • What is interval training?
    • What is BMI and why is it useful?
    • Why has my weight loss plateaued?
    • Does exercise help you lose weight?


Appendix C

VANDERBILT UNIVERSITY
OFFICE OF CAMPUS RECREATION
FITNESS GOALS

      _____ IMPROVE STRENGTH
      _____ IMPROVE FLEXIBILITY
      _____ IMPROVE CARDIOVASCULAR FITNESS
      _____ IMPROVE MUSCLE TONE
      _____ IMPROVE DIET/ EATING HABITS
      _____ LOSE WEIGHT/ INCHES (See Nutrition Profile)
      _____ GAIN WEIGHT/ INCHES (See Nutrition Profile)
      _____ IMPROVE EXERCISE/HEALTH HABITS
      _____ PREVENT INJURY
      _____ ADDITIONAL GOALS — please list below in “comments” section
      _____”REHABILITATE” INJURY (See Orthopedic History)

      COMMENTS:


Appendix D

      VANDERBILT UNIVERSITY
      OFFICE OF CAMPUS RECREATION

      NUTRITIONAL PROFILE
      HEIGHT____________ CURRENT WEIGHT_______
      YOUR “IDEAL” WEIGHT____________
      DO YOU EAT BREAKFAST? IF SO, WHAT DO YOU NORMALLY EAT? ____________________________________________________________
      DO YOU SNACK? IF SO, WHAT ARE YOUR TYPICAL SNACK FOODS?
      ____________________________________________________________
      DO YOU EAT AWAY FROM HOME FREQUENTLY (3 or more times/week)?
      IF SO, HOW OFTEN? ______
      ____________________________________________________________
      HAVE YOU EVER DONE A PROGRAM LOW CALORIE DIET?
      IF SO, WHICH ONE(S) AND WHEN? ______
      ____________________________________________________________
      HOW MUCH CAFFINATED BEVERAGES DO YOU CONSUME DAILY? _______________________________
      HOW MANY ALCOHOLIC BEVERAGES DO YOU CONSUME DAILY? ______ WEEKLY?______
      SO YOU CURRENTLY SMOKE? ______ IF SO, HOW MANY PER DAY? _____________________________
      IF YOU CURRENTLY SMOKE, ARE YOU INTERESTED IN STOPPING? _______
      DID YOU EVER SMOKE? _______
      IF SO, WHEN DID YOU STOP SMOKING?________
      IN THE LAST 24 HOURS, WHAT HAVE YOU EATEN FOR:
      (include all beverages, esp. water)
      BREAKFAST ________________________________________________________
      SNACK ____________________________________________________________
      LUNCH ____________________________________________________________
      SNACK ____________________________________________________________
      DINNER ____________________________________________________________
      SNACK ____________________________________________________________
    Name___________________________________ Date___________________


Addendum A: Appropriate Problems, Authentic Solutions Rationale

      This lesson is being designed for a group of students at the 10th grade level. The purpose of this lesson plan is for students to observe and analyze their regular eating habits and compare it to the Recommended Dietary Allowance (RDA). At the end of this lesson plan, students will be able to determine what healthy eating, dieting & exercise is all about, how to maintain a healthy lifestyle, which foods are healthy and which foods are not as well as some of the health hazards they could face if they choose to eat unhealthy or maintain an unhealthy lifestyle. At this grade level, students have already been introduced to different ways of developing a healthy lifestyle through sports, physical education classes as well as health and nutrition courses in school. Also, many schools are now developing healthy eating in their cafeteria’s by introducing salads, and removing those foods that may not be so healthy for students. In addition to this, sodas are no longer offered to students at the high school where I work, students have their choice of juices, water or milk.
      I am excited to be developing a lesson plan on this topic, because it is a subject that most of us will have to address at some point in our lives, the sooner the better. There are several reasons why different individuals may have to develop healthy eating habits. One reason could be for a medical condition such as diabetes. A diabetic must maintain a healthy diet in order to lead a better more productive lifestyle, the same applies to individuals that may be obese or borderline obese. For others, it may be a personal choice to change their eating habits such as family medical history or to improve their personal appearance or self esteem. The reasons are many and they vary from person to person.
      There are a number of ways to integrate technology into this lesson plan. I feel that the best way to teach this topic, would be to take students on field trips, where they can get a first hand experience as to how everyday people who have families and other responsibilities also take time and effort to maintain a healthy lifestyle. I feel it is important for them to speak with individuals that have dedicated their lives to helping others develop a healthy lifestyle and learn about the different ways that this can be done, and also that it doesn’t have to be dull or routine. Exercise can be fun and interesting if we incorporate those activities that we personally enjoy. Some technologies that could be useful in teaching this topic would be for students to use a weighing scale regularly to measure their progress; students would have to learn how to use the fitness equipment, and what areas of the body certain machines target, as well as how to document their progress such as heart rate, calories burned, distance covered etc. I would also design a food chart for students on which they would list the foods they eat daily, serving size, calorie intake, fat intake, etc. This would also require the use of a calculator in which students can be taught or would be able to compute what their total intake is for each food group on a daily basis. This information would tell students a number of things, such as, are they meeting the daily requirements in each of the nutrient areas? Are there any potential dangers if they continue eating this way & what recommendations can they make to themselves or to their peers? Students would have to do some research on their own which would require the use of a computer to locate different sites that offer information on this topic.
    This is a topic that we can all identify with. If we make the activities fun and interesting for the students, I feel that this lesson can be a fun, learning experience for the participants.


Addendum B: Technology Safety and Equity Considerations

In Module 1, you selected a broad subject and grade range you would like to teach. If you design your course project for this grade level, what factors will you need to consider to ensure student safety?

      At any age group, as long as children are allowed to surf the web, there will always be a level of risk that they will face. Students need to know that inappropriate material exists on the internet and that they could be exploited through internet conversations (Grabe & Grabe, 2007). As such, it is important that they know what content and situations they must avoid. Also, as parents and teachers, it is our responsibility to protect and educate our children about the responsibilities associated with the use of computers as well as some of the risks that they could face associated with this responsibility. In our approach, we must be mindful not to place fear, but to encourage and motivate. Some factors to consider would be proper supervision when children are using the web as well as incorporating safety guidelines and instructions such as not sharing their e-mail password with anyone, inform the teacher if they come across any information that makes them feel uncomfortable and not visiting those websites that are inappropriate for school use.
      With my group of students’, I would take the time to explain first the pros and con’s of using the internet and some of the benefits they could gain when used appropriately. If children are made aware of the ways that inappropriate use of the internet can cause harm, hopefully this will bring about awareness and deter them from accessing these sites.

Identify a range of possible technologies that could apply to your subject. Do practitioners of this subject use this technology? Is it commonly used to teach the skills in this subject? If you design your course project using these technologies, what provisions will you put in place to ensure student safety?

      There are several technologies that teachers can use in order to teach a Science project. For example, the use of the internet, to locate sites that can offer information to help students build on their project. With my particular Science Project, students will be asked to observe their regular eating habits, analyze the energy they take in and compare it to the Recommended Dietary Allowance (RDA). In order to come up with these numbers, it will require the use of a calculator. Finally, students will be asked to demonstrate their finding using a PowerPoint slide show. In order to keep my students safe while using the internet, students’ as well as their parents would have to be involved. They would be given a clear set of instructions that students should be supervised as much as possible. Students should be aware of what information they should and should not release over the internet. When unclear, always ask questions. If they accidentally happen upon a site that is inappropriate, they must leave that site immediately. “Setting clear standards, demonstrating concern and providing appropriate supervision is one way schools can maintain appropriate behavior” (Grabe & Grabe, 2007, p. 398).

Consider the organizations that recommend student safety processes, provide education for parents, students and teachers, and liaison with law enforcement to investigate potential risks to children. On whose authority are you confident the provisions you put in place are reasonable and sufficient to keep students safe?

      We can never be fully certain that the provisions put in place are sufficient to keep students safe at school when using the internet. “As educators, we must be able to prepare our students in the classroom to assume some personal responsibility as well in order to function safely and ethically” (Grabe & Grabe, 2007, p. 393).
      I feel that educating students about the potential dangers as well as the knowledge they can gain when using the internet appropriately is a great start. With safety guidelines in place such as blocking certain sites, monitoring students and making them aware of the dangers of releasing their personal information over the internet or even to a friend, students will develop awareness and strategies that can be helpful to them when interacting with others outside of the school setting.

Revisit the subject of equal access to technology for children of various socio-economic statuses, physical abilities, and learning disabilities. What technologies, tools, or considerations can you incorporate into your course project to ensure it is as broadly and equitably beneficial to as many types of students as possible?

      Students with disabilities and students who come from a low socio-economic background are two groups that are unique to each other, but that we must consider in order to help bridge the gap. For students who come from low-socio economic backgrounds, we need to find ways to get communities and organizations involved in order to be able to provide computers in public places where these students can gain access when needed such as their schools, after school programs some may attend, libraries and non-profit organizations so that those who want access, will be able to take advantage.
    For students with disabilities, incorporating a system that caters to their disabilities one way of bridging the gap. As mentioned in our text, another way to help these students would be “Text to Speech” which supports young readers, people with poor vision by playing an audio version of a complete text. Technology is changing constantly, and as educators, we must be able to keep up in order to best inform, educate and meet the needs of our students.


Addendum C: Instructional Content and Real-World Context Selection and Rationale

  1. Identify the specific grade level, topic, and content that will be the focus of your lesson plan:

    For my lesson plan, I will be working with children at the 10th grade level; the topic that we will be covering is a Diet Analysis. The purpose of this lesson plan is for students to first observe their regular eating habits, analyze the energy they take in and compare it to the Recommended Dietary Allowance (RDA). At the end of their project, students should be able to make recommendations on how to improve their diet based on their findings, and they should be able to identify potential hazards, if any, of their current diet and that of their peers.

  2. Frame compelling, essential questions about your topic:

    There are a number of questions that students should ask themselves or pose as questions to their peers in debating this topic. Diet and nutrition is a topic that we all should be concerned about as it affects our daily lives and could potentially affect our health if we are not careful about what we eat and how we treat our bodies. Some of the questions that come to mind would be:

  • What are the daily nutritional requirements
  • What are the potential dangers if we don’t change our current eating habits?
  • What role does exercise play in developing a healthy mind and body?
  • What recommendations would you make for yourself?
  • How do we motivate ourselves to maintain a healthy lifestyle once we make the commitment?
  • Specify a real-world context that supports resolving the questions through an instructional treatment of your specified content:

    The article, Dietary Guidelines for Americans and MyPyramid, outlines the importance of maintaining a healthy diet and how diet affects our health. Diet provides energy and nutrients to fuel activity and support body functions which include growth, maintaining tissue health and fighting infections.

    The 2005 edition of the Dietary Guidelines for Americans is designed to promote good dieting habits in order to promote good health and aid in preventing diseases such as diabetes, obesity, and certain cancers.

    The USDA’s new MyPyramid outlines six food groups that provide essential nutrients: grains, vegetables, fruits, milk, meat and beans, and oils based on age, sex and activity. MyPyramid also provides information about health benefits, serving sizes and serving tips for foods within those groups and contains a tracker to record dietary and activity information.

    In addition to healthy eating, regular exercise plays an important role in helping to maintain a healthy lifestyle. Exercise not only increases energy levels, it can also help us live longer, healthier. There are several benefits to regular exercising, such as combating chronic diseases, improving our mood, manage weight, strengthen the heart and lungs not to mention, it doesn’t have to be boring, we can make exercise interesting by changing up our routine or by engaging in activities that we enjoy such as dancing or walking.

  • Write a rationale for how your lesson plan will encourage your students to devise a creative solution to a real-world problem:

    I am confident that once my students learn the benefits of proper eating, diet and exercise, they will be excited about applying it to their own lives. Part of the success of this project is to inspire the students to lead healthier lives through proper diet, eating and exercise. As such, they will be required at least for the duration of the project to come up with a diet plan and exercise program that they feel will work best for them. I’m confident that if done correctly and realistic goals are set by each student, they will become motivated & inspired. By working together with their peers, documenting their success, and sharing what they’ve learned with an audience, I feel that my students will succeed and want to continue this healthy lifestyle.



Addendum D: Technology Selection and Rationale

      I will be using several types of technology to assist my students in developing a Diet Analysis. My groups of students’ are at the 10th grade level, and have already had some exposure to certain types of technology.
      Some types of technology that will be utilized in this particular lesson plan will be:
    I) Use of a computer — students will have access to the internet where they can collect data and acquire additional information to further educate themselves on the benefits of diet, exercise and maintaining a healthy lifestyle.

b) PowerPoint
c) Email & chat rooms — used to exchange ideas & other data as well as offer support to those students that need it (will be monitored)
d) Excel — prepare a spread sheet to keep track of & document progress, calorie intake & weight loss/gain
e) MS Word
f) Digital Camera — students will photograph each other to document physical changes as the weeks progress
g) Tape recorder & Video Camcorder– when speaking with experts, students will need to record the sessions so that they can recall at a later time to discuss & document information collected (permission must be granted)

II) Some other types of technology that some students may use to complete this project are:

      a) Pedometer — used to calculate calories burned
      b) Scale — monitors body weight & body fat
      c) Cardiovascular Machine of their choice
    d) Free online encyclopedia & dictionary as a resource to aide students with vocabulary

www.wikipedia.com
www.encarta.msn.com

e) Stethoscope
f) Blood Pressure Monitor


Addendum E: Student Collaboration Plan and Project Management Plan

      In order for any exercise program to be successful, I feel all participants need some sort of support; this can happen in a number of ways such as, collaborating with someone who is equally motivated, and eager to get started, consulting with someone who can offer encouragement, individual research, or by communicating with an expert on the topic. With my group of students, it is very important that they collaborate with each other by communicating and sharing their ideas.
      At the onset of this program, students will be required to establish goals for themselves. Students will be responsible for describing their goals and how they plan on achieving those goals. In addition, time will be set aside for each group to share their goals with the rest of the class, at which time the students will be allowed time to interact with each other, share their ideas and why they feel their particular program will work best. They will be encouraged to share any data or sources that they used to reach their conclusion. I will allow each group to express their opinions in a way that is respectful to themselves and each other, they must agree to disagree, and no student will be allowed to force their personal opinions on anyone else, whether it is an individual within their group or the rest of the class.
      The goal of the lesson is for students to define what a healthy lifestyle should be, based on their findings. They will have to decide on what physical activities will best motivate them, improve on their current eating habits to foods that will promote proper nutrition, and energy, and consult with a doctor, nutritionist and fitness trainer that I will solicit to inform and aide them in designing a plan that is safe and will meet their needs.
      As far as a timeline, the only instruction the students will be given is that the project will last for eight weeks including lab time and class discussions. Within this time frame, students will have to design a plan that will enable them to reach the goals they have set for themselves. To assist them with this, they will have had information from speaking with individuals considered to be experts in this area. Also, they will have access to resources I will provide for them, data they may have collected on their own as well as some personal knowledge they may possess. Students will have a wealth of information at their disposal, not to mention the feedback they will receive from their interactions with fellow classmates and myself.
      In order to evaluate their progress, students will be able to use a number of technologies such as:

        a) the use of a camera — each group member will have pictures of themselves as to their physical changes throughout the project
        b) the use of a scale — a group member will be assigned to weigh and measure each of his/her group members and be responsible for keeping a record of the data in order to measure each person’s weekly progress
        c) Students will design a chart with the use of the Excel Software where they will list the important food groups, their daily required caloric and fat intake; they will be list daily the foods they have eaten in order to compare whether or not they are following the Required Dietary Allowance (RDA).

Each week we will meet to discuss the progress that students are making, what changes they would like to incorporate, and what their general feeling are toward their group members, the project or any other matters relating to the lesson that they would like to discuss. My role will be to encourage, motivate and to offer suggestions as the need may arise.

At the conclusion of this project, each group will be required to share their experience and project with the class.

  • First, what they learned about themselves and each other, what lessons they will take with them from this experience, and what their feelings are today verses when they first started this project.
  • Second, each group will present the data they have collected. They will be allowed to present this information in a manner of their choosing. They can choose to designate a group member or present their project together as a group. They may choose to do this with use of a power point slide show, projector, visuals, or in essay format.
  • Third, they will present their project as a whole and what they learned, for example:
        a) What is proper dieting? What foods is a part of the RDA? Define the food groups and why they are an important element in our diet.

        b) Explain the benefits of daily exercise and different types of activities that could be grouped in this category.

        c) The importance of an annual medical checkup.

        d) The potential dangers of not maintaining a healthy lifestyle; mention some health issues (students can elaborate on this)

      e) Finally, how to motivate themselves to maintain a healthy lifestyle in the future (elaborate by making suggestions)

This is a lesson that requires proper guidance and instruction, but it will also be important for students to work well together in order to reach the specific goals they initially set for themselves.



Addendum F: Student Research and Data Analysis Plan

  1. Students’ relevant pre-existing research data-analysis skill sets:
      At this grade level, students’ have an excellent knowledge base when it comes to the use of computers and the internet. Most students’ have access to computers and the internet at home, while others are able to use the computers in their schools and local libraries. Students’ are able to navigate the web on their own with competence. They are able to locate necessary information as it pertains to their projects, and they are able to decipher which information is pertinent and which ones are not. They are familiar with chat rooms, use of a calculator, a measuring scale, projector and use of a tape recorder and digital camera. These are some of the technologies that will be required in order to complete their project.
  2. New skills students need to acquire in order to conduct research and data analysis at a developmentally appropriate level:
    • Students’ will need to be taught how to use exercise equipment properly in order to achieve the desired results.
    • Students’ will need to learn which exercise equipment will give them the results in the time that they have to complete their project successfully.
    • Through the use of the web, my students’ will need to learn about the different food groups and why they are an important part of a healthy diet.
    • Students’ also need to learn how to measure foods using a scale, and be able to calculate their fat and calorie intake.
    • Students’ will need to keep a record of their physical activity, in order to document how many calories they are burning. This will give students an indication if they have designed a diet and exercise program that will help them achieve their desired goals.
  3. Students will be helped to acquire those skills by:
    • Exercise Equipment — Students’ will visit the workout room at the high school or local fitness center. At either facility, a fitness trainer will explain to the students how the machines work, and how to pre-set the machines according to their individual fitness levels. They will be informed of the benefits of using the machines correctly and the recommended time they should spend on any one machine. They will also be informed of the negative effects of abusing the machines as well as some warning signs they should be aware of that may be an indication that they need to halt their workout or take a break from a particular activity for reasons such as exhaustion, shortness of breath, chest pains or feeling faint.
    • Excel & PowerPoint — for those students’ that are not familiar, they will be given the opportunity to take a course to become familiar or they can choose to learn from the expertise of their peers. Students’ will also be given tutorials to assist them or become better acquainted with some features of the software they may not have known about that will help them better prepare and present their final project.
    • Digital Camera, Tape Recorder & Projector — All students should be at least somewhat familiar with these technologies. For those that need assistance, I will be able to assist them as the need arises or they can get assistance from their peers.
  4. Each week, students will be using all or some of the technologies mentioned to work on their projects. Communicating and demonstrating their abilities to calculate and document their weekly progress accurately will be an indicator as to how well students’ are doing. Also, as students’ become more familiar and comfortable they will become eager and increasingly excited about sharing what they are learning.

Conclusions:

    Preparing a complete Diet Analysis that includes diet, exercise and incorporating technology is not an easy task. For many students, this is a challenge, as the majority of high school level students are not in the habit of monitoring what they eat. This is usually developed later as they become adults. By creating fun exercises that involve class participation, allows students to challenge themselves and each other, they are working individually and collectively while learning and discovering new ideas they can later incorporate into their project. As educators, we should support and educate our students in all aspects of their lives. The health issue is an important issue to discuss and bring forth awareness, as obesity in young people continues to grow.

References:

      A Whole New You (1996-2008). Retrieved on January 5, 2008 from

http://www.ediets.com/

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      Arbor Nutrition Guide. Retrieved on January 5, 2008 from

http://www.arborcom.com

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www.calorie-count.com/calories/browse.php

      Cekola, Pamela (1996-2008). Diet Plans & Programs. Retrieved on January 5, 2008 from

http://www.medicinenet.com/diet_plans_and_programs/article.htm

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http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html

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http://www.theplc.net

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http://womenshealth.about.com

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http://www.p12.nysed.gov/

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http://encarta.msn.com/

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http://www.everydayhealth.com/

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www.dailystrength.org

      Frequently Asked Questions About Exercise and Fitness. Retrieved on January 15,
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http://www.webmd.com/fitness-exercise/exercise-fitness-frequently

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      Grabe & Grabe (2007). Integrating Technology for Meaningful Learning (Fifth ed.).
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http://cnets.iste.org/students/s_stands.html

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      Marshall, Teresa A (2004). Dietary Guidelines for Americans and MyPyramid.
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http://www.webmd.com

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    .

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