ASSURE Multimedia Lesson Plan

ASSURE Multimedia Lesson Plan: Knowing What You Eat

ASSURE Model Instructional Plan

Lesson Title: Knowing What You Eat

Grade Level: Grade 5

Lesson Length: 60 minutes 

Analyze Learners

Learners’ general characteristics: This lesson is designed for Grade 5 students. The class is composed of 20 students with ages ranging from 9 to 10-years-old. The class is also multi-cultural a There are two (2) special needs students; one with a mental disability with whom has a one-to-one aide present with him (in the case that the aide is not present and or steps out, his classmates are familiar with how to interact with him), while the other student is afflicted with mild autism. As a note, he may need a little more encouragement and inclusion in order to engage in the class, but is otherwise still responsive and receptive of new information. Entry characteristics: The students in this class are familiar with accessing the internet through a computer and have basic knowledge of Microsoft products (Word, PowerPoint, and Excel) and are able to create bar graphs. They also have prior knowledge regarding nutrition labels from a previous lesson. Overall, the class is good in terms of behavior. They are attentive and eager to learn, however as they have this class right after recess, they make take a few minutes to settle down and focus on their tasks. During the lesson, I encourage you to walk around and check on the students.

State Objectives

Objectives:  In this lesson plan, the following Common Core standards for English are addressed in: ü  CCSS.ELA-LITERACY.L.5.2.D  Use underlining, quotation marks, or italics to indicate the titles of works. ü  CCSS.ELA-LITERACY.L.5.4.C  Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases. ü  CCSS.ELA-LITERACY.SL.5.1.A Come to discussions prepared, having read or studies required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ü  CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. ü  CCSS.ELA-LITERACY.SL.5.2 Summarize a written text aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ü  CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant descriptive details to support main ideas or themes, speak clearly at an understandable pace. ü  CCSS.ELA-LITERACY.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. By the end of this lesson students will be able to:            a.       Identify and describe the various parts of a nutritional label (with the addition of handout, if necessary).            b.      Identify the salt, total fat and sugar content of three (3) cereal brands that I have listed, as well as three (3) that they chosen themselves and utilize that information by putting the data into a digital spreadsheet (Google Sheets) and organizing it accordingly.           c.        Students will then be able to analyze and explain their data (through the compare and contrast strategy) and then create a visual representation.                   d.      As reinforcement of the lesson and overall topic; students will be able to create a simple meal plan, share and compare it through digital media (Google Sheets, Web Conferencing etc.,).

Select Methods, Media and Material

Methods: -          Cooperative Learning Groups -          Instructor Demonstration Materials: -          Nutrition labels of three (3) cereals with accompanying image 1.      Cinnamon Toast Crunch 2.      Frosted Flakes 3.      Lucky Charms -          Nutrition Label Review Sheet -          Knowing What You Eat Handout v  (In the event of that copies of the handout aren’t made or if the link in the students emails do not work, the substitute may access the file here and project it on screen and or have the students access the files themselves). Ø  ASSURE Lesson Plan: Knowing What You Eat Cereal Nutrition Handout Ø   ASSURE Lesson Plan: Nutrition Label Review Sheet Ø  ASSURE Lesson Plan: Homework -          Student Computers/Laptops -          Instructor Computer/Laptop and Projector -          Speakers (if needed) -          Internet Access Media: -          YouTube: How to Read a Nutrition Facts Label -          Online Math Tool: Conversion Calculator -          Online Math Tool: Create a Multi Bar Chart  -          Reference Material: How to Understand and Use the Nutrition Facts Label

Utilize Media and Materials

Preparation: -          It is imperative to read over this lesson plan in order to understand and keep up with the students. Please make sure you are somewhat familiar with the tools and technology utilized within this lesson. -          Arrange the desks into groups of four (4), allowing accommodation for the special needs students. o   The student with autism prefers not to be in crowded areas, so placing him in a group where the desks are in a more open area or near the teacher’s desk is highly advisable. -          Have all laptops charged and ready for use. Ensure that all programs on the laptop itself are up to date. -          Ensure that all copies of the handout are made, but if something arises, I have provided a link to the document itself. It can be projected; however sending it to the students themselves is advisable and much easier. If this is the case, please contact me as soon as possible for a list of student emails, and or request the list from the secretary. Materials: -          For the first part of the  group activity, nutrition labels of three (3) cereals with accompanying image 1.      Cinnamon Toast Crunch 2.      Frosted Flakes 3.      Lucky Charms -          Internet Access: In order for students to access the review sheet, other additional resources and to create their visual representation, internet access is needed. o   For the second part of the activity, students will utilize the internet to find three (3) more additional cereals of their choice and will be instructed to follow the same procedures as they did in the first part of the group activity, -          Student and Teacher Computer/Laptop and Projector: Both the students and instructor will utilize computers and or laptops in order to access the lesson, rubrics and any other additional material needed. Students will also use the computers/laptop to collect data and information and to create a visual representation of their findings. The instructor on the other hand will use his/her computer/laptop to project the video and any other media relevant to the lesson, and to demonstrate how to use the bar graph making tool. (He/she may also use Google Docs to take attendance and monitor the student’s participation during the lesson). -          Speakers (if needed): For the YouTube video -          Handout: o   Cereal Nutrition Handout

Require Learner Participation

All students are expected to actively participate remain on task during the lesson and the group activity Methods: 1.      Assuming that the class is in their groups and that their laptops and projector is already set up prior to the students entering the class, the teacher will first introduce the video to the class. This will serve as a memory refresher from last class. ~ Approximately 5 – 7 minutes 2.      After this is completed, students will be then instructed to go into their Gmail accounts where upon they will find their assignment and a review worksheet. The worksheet should take no longer than 10 minutes to finish. This review sheet is to be done individually and when completed students should be instructed to email them to me. ~ Approximately 5 – 10 Minutes 3.      When this done, the students will be instructed to begin working on their group activity. They must identify the sodium, sugar and total fat content of the three (3) cereals listed and of three (3) that they have chosen themselves. ~ Approximately 10 – 15 minutes 4.      After compiling this data and entering them into a digital spreadsheet (Google Sheets), students will then be instructed to make a visual representation of their data. The data should be made into a multi-bar graph that will be projected on screen as the group presents their data. If there are any problems regarding the usage of the graphing tool, the instructor is expected to know how to use the tool itself and offer guidance to the students. ~ Approximately 20 – 25 minutes 5.      For the remainder of class, the teacher will close the lesson and have the students summarize what they have learned. The instructor will also explain the homework that is to be given.

Evaluate and Revise

Student Performance: -          Will be graded in accordance to rubric for student involvement and participation during group activity and presentation. Additional grading will be done after students complete their homework. Refer below for the grading rubrics on the multi-bar graph, visual presentation and the homework. Media: -           Was the provided media useful and easy enough for the students to use? -          Were the media tools appropriate for the grade level? -          Did the media tools work properly? Were there any situations I did not consider? Instructor Performance: -          Did the lesson go as planned? Were there any issues with the material or access to computers/laptops? -          Was enough time allotted for each section of the lesson? -          Were the objectives met by the end of the less? -          What areas could the instructor improve upon?

Rubric for grading Multi-Bar Graph

Category	1 point	2 point(s)	3 point(s)	Total
Title	There is no title present.	There is a title present; however it does not pertain to the lesson/activity nor is it placed properly.	There is a title present and it pertains to the lesson and activity. It is also located in the proper place; centered at the top.
Label	Labels are not present	Labels are present but are very vague and not very descriptive. Some information may be missing.	Labels are present, clear and concise. All information is relevant to topic and is in the appropriate areas.

Rubric for grading Visual Presentation

Category	2 points	4 points	6 points	Total
Visuals/Presentation	There is little to no visuals and overall the presentation was lack luster; much improvement is needed. It seems only one or two students actually did work and participate.	There are some visuals present with good moments and some points of interest, but overall presentation needs some improvement. Some students did not participate,	There are eye catching visuals and overall presentation is great. All students participated in the process and presentation of the visual presentation.
Organization	Overall organization is poor and information is poorly put together.	Overall organization is good; however there are some discrepancies with the order of presentation.	Overall organization is great. There are little to no errors in organization of the graph and data.
Data	Data is poorly put together and is barely accurate and coherent. There are many spelling and grammatical errors; and following the presentation is next to impossible.	Most of the data is accurate and coherent, however there are some errors in spelling and grammar; presentation is hard to understand and to follow.	Data is accurate and coherent; easily understood and easy to follow. There are little to no spelling and or grammar errors.
Vocal Range and Quality	Students did not attempt at all to be loud, clear and concise. Vocal projection and volume are poor and there are many noticeable vocal pauses.	Students attempted to be load, clear and concise. Vocal projection and volume was okay, but there were a few noticeable vocal pauses.	Vocal projection and volume is load and clear. Speech is concise and there are no noticeable vocal pauses (ah, um, er). Students seem well versed and know what they are presenting.

Rubric for grading Homework

Category	5 points	10 points	15 points	Total
Understanding	Student did not attempt to do homework, but it is incomplete. Answers are in other forms, (bullet form etc.,) but not in full sentences.	Student demonstrates some understanding of the week’s lesson. Student answers in full sentences, but there are some spelling and grammar errors. Student may occasionally go off topic.	Student demonstrates full understanding of the weeks’ lesson as displayed in the homework. Student answers in full and concise sentences that are relevant to topic.
Content	The content of student’s answer has little to no support and lacks a direction as to where his/her was going.	The content of the student’s answer is mostly relevant to the topic; is missing key supportive elements.	The content of the student’s answer is relevant to the topic and is supported with evidence.
Grammar	There are many spelling and or grammar errors present. Student’s grammatical structure is not on grade level and very flawed.	There are a few spelling and or grammar errors. Students’ grammatical structure is slightly flawed but otherwise okay.	There are little to no spelling or grammar errors present. Grammatical structure is also of grade level.