Symbolism in the Lord of the Flies- First Block : Revised
Symbolism in the Lord of the Flies- First Block : Revised
|Instructor(s): |Alyssa Rose |
|Lesson Title: |Symbolism in the Lord of the Rings – First Block |
|Grade Level(s): |9th Grade |
|Content Area(s): |English |
|Learning Context: | |
|What is the context in which | |
|this lesson occurs in your | |
|curriculum? What are the | |
|overarching goals for the | |
|lesson? | |
|Student Task Description |
|What real or simulated problem situation will students address? What useful product(s), event(s), or service(s) will students produce? What |
|audience might benefit from the students’ work? |
| |
|Resources |
|What materials and other resources are needed for this lesson? |
|Curriculum: |Technology: |Information Sources: |Other: |
| | | | |
|Health textbook |Computer workstations |Fast Food Facts | |
|Hand calculators |Microsoft Word | | |
| |Internet access |Fast Food Nutrition Fact Explorer | |
|Lesson Procedure |
|What are the steps students must follow to complete the lesson? What directions must teachers follow? |
|Student Steps |Teacher Directions |Technology To Be Used |
| | |(What and How) |
|1. Use the Food Tracker Form to write down the name of your favorite fast food | | |
|restaurant and meal. | | |
|2. Go to Fast Food Facts. |Help students go to the Web site|Internet for accessing |
| |as needed. |information |
|3. Use the information to answer these questions on your Food Tracker Form: |Display Fast Food Facts on a | |
|According to the American Heart Association, what percent of your daily calories |computer or projection screen | |
|should come from fat? |and demonstrate how students can| |
|How can cholesterol-free foods contribute to raising your cholesterol? |find the information to answer | |
|What type of health risks can be caused by eating foods high in cholesterol? |the questions. | |
|How much sodium should you eat a day? | | |
|4. Go to Fast Food Nutrition Fact Explorer and explore the menus of your favorite |Display Fast Food Nutrition Fact|Internet for accessing |
|fast food restaurant. |Explorer and demonstrate how to |information |
| |use the Web site. | |
|5. Open Power Search and search all the restaurants for a shake. Select “Sort by |Help students use the search |Internet for organizing |
|Total Fat” and click on Search |tool as needed. |information |
|6. Review the results and compare the number of calories and grams of fat in a | | |
|shake from different restaurants. | | |
|Which restaurant serves the shake with the highest total fat? | | |
|Which restaurant serves the shake with the highest calories? | | |
|What could explain the variation in the calories and total fat in the different | | |
|milkshakes? | | |
|Student Steps |Teacher Directions |Technology To Be Used |
| | |(What and How) |
|7. Find your favorite fast food restaurant from the home page of the Fast Food | |Internet for accessing |
|Nutrition Fact Explorer. | |information |
|8. Complete the table on the Food Tracker Form listing your favorite meal with its| |Microsoft Word for word |
|nutritional information. | |processing |
|9. Use the Fast Food Nutrition Fact Explorer to fill out the information on the | |Internet for accessing |
|Food Tracker Form, Part B. | |information, Microsoft |
| | |Word for recording data |
|10. Be prepared to share your findings with a partner and participate in a class | | |
|discussion | | |
|Assessment Plan |
|What academic standards will be addressed in students’ products and |What information will be used to provide feedback during the lesson? |
|performances? |How will student progress be measured toward the selected standards? |
|Health Benchmark 1.4 |See attached rubric. |
|Identify the nutrients provided by a variety of foods. | |
| | |
|Science Benchmark 3. 1 |See attached rubric. |
|Know and apply science concepts and skills to develop solutions to | |
|human problems in societal contexts. |Students will use their standard communication skills checklist for |
| |self- and peer-assessment of the sharing of their Food Tracker |
|Communication Benchmark 2.1.1 |worksheet. |
|Use language that adapts to the needs of the situation and setting. | |
|What 21st Century Skills (collaboration, technology, and/or management|What information will be used to provide feedback during the lesson? |
|of time and materials) must students learn and practice in order to |How will student progress be measured toward the selected standards? |
|succeed? | |
|Use technology to locate, evaluate, and collect information from a |See attached rubric. |
|variety of resources. | |
What’s For Lunch? Rubric
|Standard |Level 4 |Level 3 |Level 2 |Level 1 |
| | | | | |
|Identify the nutrients | | | | |
|provided by a variety of | | | | |
|foods. | | | | |
| |Answers to all questions |Answers to most questions |Answers to some questions |Answers to questions |
|Know and apply science |demonstrate application of |demonstrate application of |demonstrate application of |demonstrate little or no |
|concepts and skills to |nutrition information to |nutrition information to |nutrition information to |application of nutrition |
|develop solutions to human |arrive at logical solutions.|arrive at logical solutions.|arrive at logical solutions.|information to arrive at |
|problems in societal | | | |logical solutions. |
|contexts. | | | | |
| |Successfully uses suggested |Usually able to use |Occasionally able to use |Needs assistance or |
|Use technology to locate, |Internet links to find |suggested Internet links to |suggested Internet links to |supervision to use suggested|
|evaluate, and collect |information and navigates |find information and |find information and |Internet links and/or to |
|information from a variety |within these sites easily |navigates within these sites|navigates within these sites|navigate within these sites.|
|of resources. |without assistance. |easily without assistance. |easily without assistance. | |
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