Begin with the End in Mind

Summarize the theme for this project. Why do this project? The theme for the project is going to be nutrition education with an emphasis on students learning about what is in the foods they eat. With the childhood obesity epidemic that we are currently facing, students need to be able to make healthy choices regarding the foods they eat. In this project students will learn about what nutritional values are, how to read food labels and understand the content found on them, as well as how to make a healthy decision about food choices. Identify the content standards that students will learn in this project (two to three per subject). The content standards that will be addressed in this project come from the Idaho Health Education content standards. The standards addressed are as follows: 3-5.H.5.1.1 Identify health-related situations that might require a thoughtful decision. 3-5.H.5.1.3 List healthy options to health related issues or problems. 3-5.H.7.1.1 Identify responsible personal health behaviors.

Identify key skills students will learn in this project. Students will be able to make a healthy choice based on the nutritional information found on a product. Students will know why it is important to choose healthy foods. Students will be able to identify what makes a food a healthy choice.

Identify the habits of mind that students will practice in this project (one to two per project). From Idaho Health Education Content Standards Decision Making Practicing Healthy Behaviors

Craft the Driving Question

State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. What are the qualities of a food that make it a healthy choice, and how can foods be put together to make a complete healthy meal? Subsequent Questions What is saturated fat? What are calories? Why are calories good/important? How many servings from each food group should be eaten each day? What is the problem with having too many calories each day? Why are baked foods considered healthier than a fried ones? How can the nutrition labels on foods help us to determine if a food is healthy or not? Do people who are very active need more or less calories? List 5 healthy foods that are fruits or vegetables. What are the health consequences of a diet high in fat and calories? Quality driving questions: Allow students to use their creativity to answer the question and to make it their own. Are specific enough for students to be directed towards acquiring the specific content knowledge but are still challenging for students. Are relatable to students everyday lives. Align with content standards. Are interesting enough to keep students attention and motivation throughout the entire project. The questions are designed to allow students to relate the information that they find to their everyday lives. The questions allow students to learn about the foods that they like and eat frequently. A unit can be designed around this driving question by using the supplemental questions as individual lessons or activities. Each question has its own set of knowledge that is required to answer it, and therefore when all the questions are answered or worked through then the driving question can be adequately answered.

Plan the Assessment

Step 2: State the criteria for exemplary performance for each product:

Product: Reflective Journal (formative)

Criteria: Students will journal daily during and after each class session. In their journal students will record what they are working on, new information they find, as well as keep a list of healthy ways a food can be prepared. Product: Baked or Fried worksheet (formative) Appendix A Criteria: Students will work to complete the worksheet researching the necessary information. Students will then be able to use the information found on the worksheet to complete their brochure. Product: More Fruits and Veggies worksheet (formative) Appendix B Criteria: Students will work to complete the worksheet researching the necessary information. Students will be able to use the information found on the worksheet to complete their brochure Product: Healthy Eating Brochure (summative) Criteria: Students will create a brochure demonstrating knowledge about healthful eating. The brochure should be informative to other students their age (5th grade) and discuss the importance of healthful along with tips of how to choose healthy foods.

Science Project Checklist: Grades K-4

Teacher Name: Thompson Student Name:_____________________________ Reviewer Name: ___________________________ Date: _________________
Project: Nutrition Brochure

CATEGORY
Cooperation

RESPONSIBILITIES
I helped my group members. I shared things with all group members. I worked well with other students.

Questioning

I asked my teacher about things I did not understand. I asked other students about things I did not understand. I found an answer to my questions. I wrote down the answer to my questions.

Research

I used magazines. I used newspapers. I used an encyclopedia. I used internet sources. I used video tapes. I used library books. I used a CD-ROM. I talked to some adults.

Multimedia Presentation: Grades 2-4

Teacher Name: Student Name:_____________________________ Reviewer Name: ___________________________ Date: _________________

Project: Nutrition Brochure

CATEGORY
Appearance

RESPONSIBILITIES
The words on my slides are easy to read. The words on my slides are spelled correctly. Titles and headings are easy to read. The pictures on my slides are easy to see. The pictures are related to the information on the slide.

Media

I used my own art. I used photographs. My media made my presentation more clear.

Organization

I included a meaningful title. I included my name and the names of people in my group. My presentation explained my topic clearly. I organized my ideas so they made sense to others. I included interesting or exciting information. I used pictures or sounds to make the presentation more interesting.

Preparation

I planned my time wisely. I stated my plan for the project clearly.

Resources

I used newspapers or magazines to find information. I used books, encyclopedias or textbooks to find information. I used the Internet or a CD-ROM to find information. I watched videos or television to find information. I looked at drawings or paintings to find information.

Making A Brochure : 5th Grade Nutrition

Teacher Name: Mr. Thompson

Student Name: CATEGORY Content Accuracy 4

________________________________________ 3 99-90% of the facts in the brochure are accurate. Careful and accurate records are kept to document the source of 9485% of the facts and graphics in the brochure. Graphics go well with the text, but there are so many that they distract from the text. 2 89-80% of the facts in the brochure are accurate. Careful and accurate records are kept to document the source of 8475% of the facts and graphics in the brochure. Graphics go well with the text, but there are too few and the brochure seems "textheavy". 1 Fewer than 80% of the facts in the brochure are accurate. Sources are not documented accurately or are not kept on many facts and graphics.

All facts in the brochure are accurate.

Sources

Careful and accurate records are kept to document the source of 95100% of the facts and graphics in the brochure.

Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics do not go with the accompanying text or appear to be randomly chosen.

Writing Grammar

There are no grammatical mistakes in the brochure.

There are no grammatical mistakes in the brochure after feedback from an adult. The authors correctly use a few new words and define words unfamiliar to the reader. The brochure has attractive formatting and well-organized information.

There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.

There are several grammatical mistakes in the brochure even after feedback from an adult.

Writing Vocabulary

The authors correctly use several new words and define words unfamiliar to the reader. The brochure has exceptionally attractive formatting and well-organized information.

The authors try The authors do to use some new not incorporate vocabulary, but new vocabulary. may use 1-2 words incorrectly. The brochure has wellorganized information. The brochure's formatting and organization of material are confusing to the reader.

Attractiveness & Organization

Map the Project

What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.

Product: Nutrition Brochure KNOWLEDGE AND SKILLS NEEDED ALREADY HAVE LEARNED TAUGHT BEFORE THE PROJECT TAUGHT DURING THE PROJECT
x x x x x

1. What is saturated fat 2. How calories affect the body 3. Know how foods fit into the food groups. 4. Know the correct amount of servings needed from each food group per day. 5. Baked foods vs. fried foods 6. How to read a nutrition label 7. How does exercise affect caloric intake 8. What are the catch phrases for each food group on the MyPlate diagram 9. Basic word processing skills 10. Proper usage of grammatical terms 11. Proper design of a brochure x

x x x

x x x

What project tools will you use? Know/need to know lists Daily goal sheet x Journals Briefs x Task lists x Problem logs

X Worksheets ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

Map the Project

List the key dates and important milestones for this project.

Week 1

Students will begin reflective journal. Format, style, and entries will be covered at this time.

Week 2

Continue reflective journal/answer journal questions Baked or Fried worksheet- Students will receive the worksheet and complete using the internet to research information if necessary.

Week 3

Continue reflective journal/answer journal questions More Fruits and Veggies worksheet- Students will receive the worksheet and complete it using the internet to research information if necessary.

Week 4

Continue reflective journal/answer journal questions Begin research for brochure- Information that the students want to include on their brochure will be the focus of the research. Students will visit the links provided to participate in the internet activity.

Week 5

Continue reflective journal/answer journal questions Continue research Discuss brochure format and stylings. Students will begin final project work.

Week 6

Continue reflective journal/answer journal questions Continue work on brochure

Week 7

Final touches on brochure

Week 8

Present brochures to class. Students will present their completed brochure to the class and answer any questions from the audience.

Use the Tuning Protocol with other teachers or a group of students to refine the project

design or guide you further in your planning. What other thoughts do you now have on the project? At the beginning of each class period the instructor will go over any questions students have in their journals. While it may not be feasible due to time constraints it would be nice to have a guest speaker. The guest could be any type of nutritional professional such as nutritionist or strength coach/personal trainer.

Concept Map

Entry Scenario (adapted from my project theme in week 2)

With the childhood obesity epidemic that we are currently facing, students need to be able to make healthy choices regarding the foods they eat. In this project students will learn about what nutritional values are, how to read food labels and understand the content found on them, as well as how to make a healthy decision about food choices.

Entry letter to students

Dear 5th Graders, You (students) are growing older every day, and along with growing comes more and more responsibilities. You may now have to walk your little brother or sister to school, take care of chores at home, and you may even help plan or cook meals. When you are preparing meals or snacks it is important that you are making healthy choices. How many of you know what saturated fat is, or what calories are and why they can actually be good for you? Over the course of the next few weeks you are going to be researching various foods, learn about the information found on food labels, and creating a brochure telling other 5th grade students about proper nutrition and why it is important. While you are working on this project you will get the chance to choose foods to research that you enjoy and eat. Sincerely, Mr. Thompson

Internet Based Activity

Students will visit a number of websites to find information about the foods they are going to discuss in their final brochure. Some of the websites will be informational and some will be interactive (one was designed for a previous class). Students will be free to use any information they find on the websites as well as search for their own sources as long as they are reputable sites with appropriate information. http://www.choosemyplate.gov/index.html http://www.choosemyplate.gov/multimedia/archived-podcastindex.html http://www.myfoodapedia.gov/ http://www.fruitsandveggiesmatter.gov/ http://edtech2.boisestate.edu/thompsonj/502/webquest/start.html

Manage the Process

List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. Before the project is begun the instructor will determine what students have special needs and will need to be accommodated. The instructor will work with any support staff (ERR, ELL, resource, etc.) that has students in the class to determine and meet any special needs that students require. ESL students will complete their work in Health class and if necessary they may take their work to the ESL room to receive extra help if it is required. After consultation with the ESL teacher the students may be given the option to work with other ESL students to give them the opportunity to work together and to work in the ESL room as a team so they can receive the extra support they may need to complete the project. High functioning special needs students will be put into groups with students who work well with these students and are leaders to ensure their success. Lower functioning students will be placed into a group with other students and will work their assigned ERR aid within the group if necessary. If the ERR aid has more than one student in the class, all of the students that the aid works with may be put into a group to allow them to receive the extra help that is necessary, all within the same group. This will not only allow the students to work with their aid, it will also let them have some extra time in their ERR classroom to work with their teacher to complete the project if it is necessary. How will you and your students reflect on and evaluate the project? x Class discussion Fishbowl Student-facilitated formal debrief Teacher-led formal debrief Student-facilitated formal debrief x Individual evaluations x Group evaluations Other:

Appendices

Appendix A

Baked or Fried
Fried foods are found everywhere in our daily lives. These foods are high in saturated fat, calories, they are fast, and cheap. Research and find 2 foods are commonly fried. 1._______________________________ 2._______________________________ When a food is grilled or baked many of the saturated fats and grease are cooked out meaning we dont eat as much as the bad stuff as when we eat fried foods. Also, fried foods are cooked in hot oil or are battered and then cooked in the oil adding extra fat and calories to the food. Go to a fast food restaurant website (ex McDonalds.com or Burgerking.com) and compare a chicken sandwich that is fried with one that is baked. Record the amounts of saturated fat and total calories in each one. Restaurant:________________________ Fried chicken sandwich Saturated fat:___________________ Baked chicken sandwich Saturated fat:___________________

Total calories:__________________

Total calorie:___________________

On the back brainstorm foods that could be side dishes that are not fried foods. Examples of fried sides are french fries and tater tots, non-fried are fresh veggies or baked potato.

Appendix B

More Fruits and Veggies

Veggies
List 3 of your favorite vegetables 1._________________________ 2._________________________ 3._________________________ For each vegetable you listed above research what vitamins and minerals are found in that food and list 2 of them. Nutrients in vegetable #1 a. _____________________ b. _____________________ Nutrients in vegetable #2 a._____________________ b.______________________ Nutrients in vegetable #3 a._____________________ b._______________________ List one way that each vegetable can be prepared or cooked, not including raw? Vegetable #1 ________________________________________________________________ Vegetable #2 ________________________________________________________________ Vegetable #3 ________________________________________________________________

More Fruits and Veggies

Fruits
List 3 of your favorite fruits 1._________________________ 2._________________________ 3._________________________ For each fruit you listed above, research what vitamins/minerals are found in that food and list 2 of them. Nutrients in fruit #1 a. _____________________ b. _____________________ Nutrients in fruit #2 a._____________________ b.______________________ Nutrients in fruit #3 a._____________________ b._______________________ List one way that each fruit can be prepared or cooked, not including raw. Fruit #1 ________________________________________________________________ Fruit #2 ________________________________________________________________ Fruit #3 ________________________________________________________________