Unit Plan Template .edu



Unit Plan Template

Note: Type in the gray areas.

|Unit Author |

|First and Last Name |Christina Lee |

|Author's E-mail Address |ChristyLynne7@ |

|Course Name(s) |CECS 1400 |

|Course Number(s) |Spring 2006 |

|Course Section(s) |.008 |

|School City, State, Zip |Denton, Texas 76210 |

|Instructor Name(s): |Rhonda Christensen |

|Unit Overview |

|Unit Plan Title |Am I Healthy? |

|Curriculum-Framing Questions |

| |Essential Question |Am I healthy? |

| | | |

| |Unit Questions |What types of foods keep us healthy? |

| | |What types of activities keep us healthy? |

| | |Who can help keep us healthy? |

|Unit Summary |

|In this unit lesson, students will be capable of naming and labeling all five of the food groups on the food guide pyramid. Students will |

|also acquire the knowledge to evaluate which foods belong in each food group. Students will be able to list the amount of servings daily a |

|person needs in each food group. Last, but not least students will be able to list people in their community that help keep them healthy. |

|Subject Area(s): (List all subjects that apply) |

|Health, Physical Education, Science, and Technology |

|Grade Level (Click boxes of all grade levels that apply) |

| K-2 | 3-5 |

|6-8 |9-12 |

|ESL |Resource |

|Gifted and Talented |Other:       |

|UQ # |Student Objective/Learning Outcome |Targeted State Standard/Benchmark |Procedures/Activities |

|1 |* Students will be able to label the groups of foods in |115.4 Health Education, Grade 2: |Gregory the Goat: Create a nutritious |

| |the food guide pyramid (on a separate piece of paper). |1(C): Identify food groups and describe the |breakfast, lunch, and dinner and feed Gregory |

| |* Students will be able to identify what foods belong to |effects of eating too much sugar and fat such as|the goat. |

| |which category in the food guide pyramid by putting them |knowing that sugar causes dental activities |Students will create a picture of their |

| |in the proper category. | |favorite meal at home. They will then put the |

| |* Students will know and understand how many servings are|1(D): Identify healthy and unhealthy food |foods that make up the meal in the proper |

| |allowed in each group. |choices such as healthy breakfast and snacks and|categories on the food guide pyramid. |

| | |fast food choices. |Students will keep a log of their eating habits|

| | | |for several days (perhaps on a spreadsheet). |

| | |1(G): Describe how a healthy diet can help |Students will get into groups and use the “D.W.|

| | |protect the body against some diseases. |The Picky Eater” computer software. This will |

| | | |be a hands on activity to help children create |

| | |TEKS for Technology Applications: |healthy meals for their families during a |

| | |7(A): Use software programs with audio, video, |family picnic. |

| | |and graphics to enhance learning experiences. | |

| | | | |

| | |10(A): Use font attributes, color, white space, | |

| | |and graphics to ensure that products are | |

| | |appropriate for the defined audience. | |

|2 |*Students will recognize and be able to identify everyday|116.4 Physical Education, Grade 2: |* Students will make a book of 3 to 5 |

| |exercises or activities that keep us healthy. |3(A): Describe and select physical activities |activities that keep us healthy. |

| |* Students will be able to tell why theses certain |that provide opportunities for enjoyment and |* Students will identify activities at school |

| |activities keep us healthy |challenge. |or toys at school that help keep us healthy? |

| |*Students will recall the recommended amount of exercise | |* Olympics week at school |

| |they should be getting each week. |3(B): Participate in moderate to vigorous |* Students can take pictures of children in |

| | |physical activities on a daily basis that cause |their neighbor who are engaging in physical |

| |      |increased heart rate, breathing rate, and |activities. After developing the pictures the |

| | |perspiration. |student will be asked to present their pictures|

| | | |to the classroom, and be able to list how and |

| | |3(C): Participate in appropriate exercises for |why that particular activity keeps us healthy. |

| | |flexibility in shoulders, legs, and trunk. | |

| | | | |

|3 |*Students will become familiar with people that help keep|115.4 Health Education, Grade 2: |* Invite a nurse, dentist, and doctor (etc) to |

| |us healthy everyday. |1(B): Describe and demonstrate personal health |come in and speak to the class about their jobs|

| |*Students will also distinguish the things those people |habits such as brushing or flossing teeth and |in keeping each one of us healthy. |

| |do to help keep us healthy? (Dentist= keeping teeth |exercise. |* Maybe take a field trip to a nurse’s, |

| |healthy) |1(F): Describe the importance of individual |doctor’s, or dentist’s office |

| | |health maintenance activities such as regular |* Interview a professional that helps keep us |

| | |medical and dental check-ups. |healthy. |

| | |6(A): Identify people who can provide health |* Develop a power point presentation describing|

| | |information. |the people in our community that help keep us |

| | |TEKS for Technology Applications: |healthy, and what they teach us to keep us |

| | |2(D): Produce documents at the keyboard, |healthy. |

| | |proofread, and correct errors. | |

| | |9(B): Use software features, such as slide show | |

| | |previews, to evaluate final product. | |

|Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.) |

| It will take three weeks to cover the health unit, using approximately forty-five minutes a day to complete each given |

|assignment/activity/lecture. |

|Prerequisite Skills |

|Have prior knowledge of how to turn on a computer |

|Begin to be capable of using the power point presentation and Excel spreadsheet. |

|Have active listening skills |

|Capable of following several directions at a given time |

|Good communication skills for team or group work |

|Have adequate knowledge of differentiating good foods from bad foods (vegetables from candy) |

|Know several examples of excellent hygiene skills. |

|Materials and Resources Required For Unit |

|Technology – Hardware (Click boxes of all equipment needed.) |

| Camera | Laser Disk | VCR |

|Computer(s) |Printer |Video Camera |

|Digital Camera |Projection System |Video Conferencing Equip. |

|DVD Player |Scanner |Other:       |

|Internet Connection |Television | |

| |

|Technology – Software (Click boxes of all software needed.) |

| Database/Spreadsheet | Image Processing | Web Page Development |

|Desktop Publishing |Internet Web Browser |Word Processing |

|E-mail Software |Multimedia |Other: “D.W. The Picky Eater.” (software, |

|Encyclopedia on CD-ROM | |CD-ROM) |

|Printed Materials |Student copies of the food guide pyramid, and the “Get Moving….For the Health and Fun of It”|

| |brochure. |

|Supplies |Construction paper (draw a picture of favorite meal) |

| |Magazines (cut out foods from) |

| |Markers |

| |A picture of a goat (“Gregory the Goat” game) |

| |Brown paper bags (to put Gregory’s food in) |

| |Gregory the Terrible Eater by Mitchell Sharmat |

| |“D.W. The Picky Eater” is a classroom CD-ROM that is extremely affordable, at only $29.95. |

| |It is appropriate for grades Pre-K-second. This software package offers an animated story |

| |for children to listen to, and five activities that they can choose from. The activity I |

| |found that would be helpful and useful in my classroom is the “Family Picnic.” In this |

| |activity, Arthur names a food group, and children identify a food that belongs in that food |

| |group. This activity would help children remember the food guide pyramid. |

|Internet Resources |1. Miss Kolodzinski’s 1st grade Healthy Meals with the Four Food Groups |

| | |

| |Students are broken up into groups, each with a special task. There is a grain, dairy, meat,|

| |and fruit and vegetable specialists. Each specialist has to become familiar with food items |

| |that belong in their specialty group. Then each group gets to plan a meal for their teacher.|

| | |

| |2. “Get Moving……For the Health and Fun Of It.” |

| | |

| |This is a brochure that informs students on the benefits of eating healthy, being physically|

| |active, and offers insight on how to become physically active. It is a great resource for |

| |students especially, but also for teachers and parents. |

| |3. The Educator’s Reference Desk |

| | |

| |This website offers a lesson plan on healthy eating for teachers to use. The objective of |

| |this lesson is for students to be able to list better food choices for themselves and |

| |families when they go out to dinner. |

| |4. “Breakfast, Lunch, and Dinner with Gregory.” |

| |cgi-bin/printlessons.cgi/Virtual/Lessons/Health/Nutrition/NUT0017 |

| |The objective of this game is for students to be capable of recognizing food items that are |

| |healthy for all three meals of the day. The lesson is divided into three days, one for |

| |breakfast, one for lunch, and one for dinner. The students will then get to choose what |

| |foods are appropriate for Gregory to eat during each meal, and discuss why they are |

| |appropriate. |

| |5. “Counting on Good Health” |

| | |

| |This website offers teachers great ideas for activities on health. My favorite activity |

| |listed on this page, is when the students get a chance to go grocery shopping. The students |

| |use newspapers to find pictures and prices of foods that would be appropriate for breakfast,|

| |lunch, and dinner. The students write out their grocery list, prices of each food, and add |

| |up the prices using a calculator to find out how much it costs to eat healthy. |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Others | |

|Accommodations for Differentiated Instruction |

| |Resource Student |Students can work with a partner, maybe even a gifted student. Any of the activities or |

| | |handouts that are in the lesson, should be brightly colored to catch their attention. Some |

| | |of the assignments or activities can be briefer for these students (power point or |

| | |spreadsheet). Praise these students for everything that they accomplish. Keep them away from|

| | |distracted areas in the classroom (flashing lights, excessive noise). Print out clear, step |

| | |by step instructions/directions for each assignment. |

| |Gifted Student |Extend their activities even further. For example on the power point, have them add extra |

| | |slides to their presentation, or ask them to research a particular topic even further. Have |

| | |them help a resource student or be a guide to other students on how to create some of the |

| | |technology activities (power point/spreadsheet). |

|Student Assessment |

|Each presentation the children have to make (power point, spreadsheet, and pictures of being active) will be graded using a rubric. The |

|rubrics will be passed out to each student upon completion of each presentation. |

|All other activities will be graded on participation and completion. If the child has completed the activity to the best of their ability, |

|they will receive full credit. As long as the child is actively listening and participating when necessary during the lectures or games the|

|child will again receive full credit. |

-----------------------

[pic]

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download