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
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Analyze
Learners
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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.
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State
Objectives
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Objectives:
In this lesson plan, the
following Common Core standards for English are addressed in:
Use underlining,
quotation marks, or italics to indicate the titles of works.
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.
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.
Pose and respond to specific questions by making comments
that contribute to the discussion and elaborate on the remarks of others.
Summarize a written text aloud or information presented
in diverse media and formats, including visually, quantitatively, and orally.
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.
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.
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Select
Methods, Media and Material
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Methods:
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Cooperative Learning Groups
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Instructor Demonstration
Materials:
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Nutrition labels of three (3) cereals with
accompanying image
1. Cinnamon
Toast Crunch
2. Frosted
Flakes
3. Lucky
Charms
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Nutrition Label Review Sheet
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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).
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Student Computers/Laptops
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Instructor Computer/Laptop and Projector
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Speakers (if needed)
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Internet Access
Media:
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YouTube: How to Read a Nutrition
Facts Label
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Online Math Tool: Conversion
Calculator
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Online Math Tool: Create a Multi Bar Chart
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Utilize Media and Materials
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Preparation:
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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.
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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.
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Have all laptops charged and ready for use.
Ensure that all programs on the laptop itself are up to date.
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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:
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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
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Internet
Access: In order for students to access the review sheet, other
additional resources and to create their visual representation, internet
access is needed.
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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,
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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).
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Speakers (if needed):
For the YouTube video
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Handout:
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Cereal Nutrition Handout
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Require
Learner Participation
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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.
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Evaluate
and Revise
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Student Performance:
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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:
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Was the
provided media useful and easy enough for the students to use?
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Were the media tools appropriate for the grade
level?
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Did the media tools work properly? Were there
any situations I did not consider?
Instructor Performance:
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Did the lesson go as planned? Were there any
issues with the material or access to computers/laptops?
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Was enough time allotted for each section of
the lesson?
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Were the objectives met by the end of the
less?
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What areas could the instructor improve upon?
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Rubric for grading Multi-Bar Graph
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Category
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1 point
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2 point(s)
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3 point(s)
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Total
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Title
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There is no title present.
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There is a title present; however it
does not pertain to the lesson/activity nor is it placed properly.
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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.
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Label
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Labels are not present
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Labels are present but are very vague
and not very descriptive. Some information may be missing.
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Labels are present, clear and concise.
All information is relevant to topic and is in the appropriate areas.
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Rubric for grading Visual Presentation
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Category
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2 points
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4 points
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6 points
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Total
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Visuals/Presentation
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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.
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There are some visuals present with
good moments and some points of interest, but overall presentation needs some
improvement. Some students did not participate,
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There are eye catching visuals and
overall presentation is great. All students participated in the process and
presentation of the visual presentation.
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Organization
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Overall organization is poor and
information is poorly put together.
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Overall organization is good; however
there are some discrepancies with the order of presentation.
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Overall organization is great. There
are little to no errors in organization of the graph and data.
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Data
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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.
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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.
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Data is accurate and coherent; easily
understood and easy to follow. There are little to no spelling and or grammar
errors.
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Vocal Range and Quality
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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.
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Students attempted to be load, clear
and concise. Vocal projection and volume was okay, but there were a few
noticeable vocal pauses.
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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.
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Rubric for grading Homework
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Category
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5 points
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10 points
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15 points
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Total
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Understanding
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Student did not attempt to do homework,
but it is incomplete. Answers are in other forms, (bullet form etc.,) but not
in full sentences.
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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.
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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.
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Content
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The content of student’s answer has
little to no support and lacks a direction as to where his/her was going.
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The content of the student’s answer is
mostly relevant to the topic; is missing key supportive elements.
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The content of the student’s answer is
relevant to the topic and is supported with evidence.
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Grammar
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There are many spelling and or grammar
errors present. Student’s grammatical structure is not on grade level and
very flawed.
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There are a few spelling and or grammar
errors. Students’ grammatical structure is slightly flawed but otherwise
okay.
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There are little to no spelling or
grammar errors present. Grammatical structure is also of grade level.
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