Science and Engineering Practices - …



centertop00Food for Thought3rd Grade Unit PlanAmber MiddlemissFerris State UniversitySpring 2018-395605-126682500Table of ContentsRationaleStudent IntroductionContent AreasStatement of Technology EmphasisStatement of Efforts to include the ArtsAudience IdentificationClassroom EnvironmentLessons 1-5 and Materials-490855642937500Culminating ActivityRationaleThis unit will teach students how to create a healthy lifestyle by eating healthy foods and by getting plenty of exercise. The students will also learn how to identify healthy foods by analyzing nutrition labels, and how to reduce their risk of developing heart disease. Lastly, the students will learn about Michigan agriculture and where to access healthy foods from local farms. Third-grade is a critical stage in the students’ lives. They are growing physically, mentally, and emotionally. It will be difficult for them to excel in school if they have unhealthy lifestyles. The information included in this unit will expose the students to USDA recommendations for portion control. It will also expose them to the full extent of Michigan’s agriculture, as well as, how to support communities and local farms. They will also learn that exercising and eating healthy does not have to be dull but can be exciting and fulfilling additions to their lives. There are language arts, math, and science pre-requisites to this unit plan. For language arts, the students will need to be familiar with referencing expository texts to answer questions and identifying cause and effect relationships in reading and writing. They will also need to know how to write an opinion piece. For math, the students will need to know the purpose of a bar graph and how to create one. For science, the students will need to understand cause and effect relationships while studying environmental impacts on inherited traits.Each lesson is aligned with third-grade standards. Lesson one aligns with the Common Core State Standards for English Language Arts and the MDE Technology Standards. In this lesson, the students will learn how to compare and contrast narrative and expository texts using a venn diagram. Both texts focus on nutrition and healthy lifestyles. Technology is implemented by using the overhead projector to model the venn diagram worksheet to the class.Lesson two aligns with MDE Health, PE, Art, and Technology Standards. In this lesson, the students will practice transitioning between various aerobic exercises in the gym. They will also read an expository text about health and physical activity and will use information from this text to fill out a graphic organizer. Lastly, they will create a piece of art that reflects how they feel after being physically active. Technology is implemented by using the overhead projector to display the mentor text to the class. A phone or radio will also be used during the gym activity to play music. Lesson three aligns with MDE Math, Health, and Technology Standards. In this lesson, the students will learn how to analyze information presented on nutrition labels. They will also create bar graphs to compare and contrast the information from two different nutrition labels. Technology is implemented by using the overhead projector to display various nutrition labels and to model how to create a bar graph. The students will also use their Chromebooks to play an online game that offers further education on analyzing nutrition labels.Lesson four aligns with Next Generation Science Standards and MDE Music and Technology Standards. In this lesson, the students will learn about how inherited traits can be influenced by the environment and about ways to reduce the risk of developing heart disease. The students will also create a song to a popular tune so that they will be able to remember what they’ve learned. Technology is implemented by using a computer to play a youtube video and by using the overhead projector to model a graphic organizer. The students will also use their Chromebooks to research causes and ways to reduce the risk of heart disease. Lesson five aligns with the MDE Social Studies and Technology Standards, as well as, the Common Core State Standards for English Language Arts. In this lesson, the students will learn about Michigan agriculture and how to support local farms and the communities they live in. The will write an opinion paragraph on farmers markets and will also create their own seasonal produce calendar. Technology is implemented by using a computer to play a youtube video and to display an infographic to the class. The students will also use their Chromebooks to do research on Michigan agriculture. Lesson six aligns with MDE Health and Technology standards. This is the culminating activity for the unit plan. The students will use the information that they’ve learned from this unit plan to create a poster that displays their healthy lifestyle plan and one thing they have learned. Technology is implemented by using a computer to play a youtube video and by using the overhead projector to display the poster rubric. The students will also use their Chromebooks to play a game that offers further education on nutrition. Student Introduction Dear 3rd Graders,For the next seven days we are going to learn why it’s so important to have a healthy lifestyle! We will learn about how eating healthy food and getting plenty of exercise will help our bodies to grow properly and will reduce our risk of developing health issues like heart disease. We will also learn about Michigan agriculture and how to support local farms and the communities we live in. The most important thing that we will learn during this unit is that having a healthy lifestyle can be tons of fun! Are you ready? I know I am! Let the fun begin! Love, Mrs. MiddlemissContent AreasELAELAMathMathScienceScienceSStuStudiesPEPEHealthHealthArtArtMusicMusicTechTechLesson1XXLesson2XXXXLesson3XXXLesson4XXXLesson5XXXLesson6XXEnglish Language Arts StandardsCCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same SS.ELA-Literacy.W.3.1.b Provide reasons that support the opinion.Math Standard3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. Science Standard3-LS3-2.Use evidence to support the explanation that traits can be influenced by the environment.Science and Engineering Practices Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.Use evidence (e.g., observations, patterns) to support an explanation. Disciplinary Core Ideas LS3.A: Inheritance of Traits Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. LS3.B: Variation of TraitsThe environment also affects the traits that an organism develops. Crosscutting Concepts Cause and EffectCause and effect relationships are routinely identified and used to explain change. Social Studies Standard3 –G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities),and explain the factors influencing the location of these economic activities.PE StandardPE 1.6 Combinations: Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation.Health StandardsHealth 1.1 Explain the benefits of healthy eating and being physically active.Health 1.6 Develop a personal plan to be physically active.Art StandardART.VA.V.3.4 Illustrate connections between the visual arts and other curriculum through student artwork.Music StandardART.M.V.3.3 Discuss the various rationales for using music in daily experiences.Technology Standards3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information3-5.CT.1. Use digital resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase) Statement of Technology EmphasisTechnology is integrated into every lesson of this unit plan. Technology helps to engage the students and to supplement the curriculum. It also helps the students to become tech literate, which will enhance their personal lives and their academic abilities in later grades. An overhead projector is used in every lesson to model worksheets. It is also used to display various nutrition labels and the rubric for the culminating activity. A computer is used in three lessons to play educational youtube videos that add to the students’ background knowledge. A computer is also used to display an infographic on Michigan agriculture. Lastly, the students use their personal Chromebooks in three lessons to do group research and to play educational games related to lesson topics. Statement of Efforts to Include the ArtsThe Arts (Health, PE, Music and Art) are integrated into four lessons of this unit plan. Art integration allows the students to make connections across curriculum. It also helps them to make connections to their daily lives and environment. Lastly, art integration is primarily used in this unit to assess concept understanding, participation, and creativity.The PE integration in lesson two teaches the students how to transition between aerobic exercises. It also helps the students learn how to have fun while being physically active. The Health and Art integration in lesson two helps the students understand that it feels good mentally and physically to live a heathy lifestyle. The health integration in lesson three and six helps the students to understand how to make healthy choices and how to set healthy goals. The music integration in lesson four helps the students to remember complicated information in a creative way. Audience IdentificationThis is a third-grade unit created for a class of twenty-nine students. The class consists of fourteen girls and fifteen boys. The class has very diverse nationalities and abilities. It includes sixteen African-American students, four Hispanic students, two Asian students, and seven Caucasian students. None of the students have an ELL label. There are four students in the class who are considered to be gifted. Five students receive resource help with reading. Three students receive resource help with math. There are three students who have an ASD label and four students who have an ADD/ADHD label. The class is in an inner-city school district. The majority of the students come from homes/families with a low socioeconomic status. This will heavily influence the desired learning outcomes for this unit as many of the families have not been exposed to healthy lifestyle education. While teaching this unit, it will be crucial for me to encourage the students to have discussions about what they are learning with their family. I will also encourage parents and families to come in to the classroom to see the students’ work, especially during the culminating activity. I will also send home weblinks, brochures, and any other information explored during this unit to encourage the students’ families to educated themselves on the importance of living a healthy life. Lastly, I will try to arrange a trip for the students and their families to a local farmers market. Not only will this enrich the learning outcomes of the unit plan, but it will also help the students and their families realize that it is possible to eat healthy foods while sticking to a tight budget. Classroom EnvironmentThe classroom is set up to support student engagement and learning. Each student is seated at a table with five to six other students and there are five tables total in the classroom. The students are assigned to tables based on their individual behavior and how they interact with other students. There are also three individual work stations set up in different areas of the room to accommodate the students’ learning profiles and for behavior management. The classroom is also set up to supplement core curriculum with various supplies and activities. For example, there are shelves of clearly-labeled math/science manipulatives and games in the front of the classroom. There is also a library in the back of the room that is easily accessible and arranged by genre. Lastly, educational posters and anchor charts that align with third-grade expectations are displayed throughout the room for students to reference while brain-storming, writing, etc. The classroom also has clear behavioral expectations displayed on the wall at the front of the classroom. The expectations include a student conduct poster that encourages the students to respect one another, raise their hand instead of blurting out, and to immediately report any suspicious or unsafe behavior to the teacher or staff. There is also a behavioral poster that lists ways to control anger and to ask for help when needed.Lesson 1Grade Level: 3rd Curriculum/Course: Language ArtsTime Period: 60 MinutesMaterials: Mentor Texts:Expository: “Good Enough to Eat: A Kid’s Guide to Food and Nutrition” by Lizzy RockwellNarrative: “I Will Never Not Ever Eat a Tomato” by Lauren ChildVenn Diagram, pencil, paper, crayons or markersStandards: CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)Objectives: After reading expository and narrative texts, I can use a venn diagram to compare and contrast the texts by finding two facts from each text.After learning about different food groups, I can think of a healthy food to try and can create a drawing and a new name for it. Formative Assessment: Before beginning this unit on healthy eating and living, I will assess the students by giving them a quiz. There will be no right or wrong answers. This quiz will tell me how knowledgeable the students are on healthy eating and physical education. (see attached quiz)Summative Assessment: I will assess the students by collecting and grading the venn diagrams that they filled in during the I do step of the lesson. They will need to have at least two facts in each section of the diagram to get full credit. I will also assess the students’ healthy food names and drawings for participation and creativity.Introduction/Hook: I will introduce the lesson by having the students sit on the floor in their reading circle. I will show them the expository and narrative mentor texts and will explain that both books talk about the same topic in different ways. I will also explain that we are going to learn how to compare and contrast both texts later in the lesson. Next, I will do a read aloud of both texts. After the read aloud, I will ask the students questions.-Can anyone tell me the main topic of both books?-How did both authors explain the main topic to you?-Which book did you prefer?Steps in the Lesson: I do: I will begin the lesson by showing the students two anchor charts for narrative and expository texts. I will also explain to the students that they will be using a venn diagram to compare and contrast the two types of books later in the lesson. I will use the overhead projector to show the venn diagram to the students to model how to use it. The anchor chart details include:Expository: The purpose of this text is to inform the reader about a topic. This type of text is organized around an idea and has topic sentences that are supported by facts. The language used is factual, clear, and concise. Narrative: The purpose of this text is to entertain the reader. This type of text includes characters, character development, plot, sequence of events, and setting. The language used is creative and expressive. *Check for understanding before moving on! * We do: After going through the anchor charts and the worksheet, I will ask the students to raise their hands if they know which book is expository and which book is narrative. After a few students have a chance to answer, I will ask if anyone can give me specific examples from each book to support their expository or narrative claim. After a few students answer, I will explain which book is narrative and which is expository. *Check for understanding before moving on! * You do: I will then split the class into groups of three or four. Each group will get a venn diagram and a few copied pages from each book. The anchor charts will be displayed at the front of the room. The venn diagrams will be labeled with a narrative circle and an expository circle. The groups will need to write facts from the anchor chart with corresponding text evidence in the circles. Each group will need to write at least two facts on both sides of their diagram to get full credit. They will also need to think of two similarities between the two books to put in the middle of the diagram. Before the students begin the venn diagram, I will explain the extension activity, so they know what to do if they finish early. *Check for understanding before moving on! * Closure Activity: To close the lesson, each group will share one fact with text evidence from their diagram. Each group will then tape their diagrams next to the anchor charts at the front of the room. I will close the lesson by restating the objective.Extension Activity:In the narrative text, the characters came up with creative names for healthy food that they were scared to eat to make it less threatening. The students will think of a food that they don’t like or haven’t tried. Next, they will think of a clever name for the food to make it sound exciting and enjoyable. Lastly, they will draw a picture of the food based on the name they created. Accommodations/Modifications: Specific Student/Group: The three ASD and the two ADD students struggle with sitting in one place for a long period of time. It benefits them to move around, stand up, or sit on the ground when working. Differentiation: What will I differentiate? Environment: During the You do part of the lesson, the students may work at their table, on the floor, or in the reading circle. How will I differentiate? Learning Profile: Kinesthetic learners will have the opportunity to move around while working instead of having to sit still in a chair. Diversity: Many of the students do not have access to healthy foods at home. This lesson will teach them how much food to eat in each group and where these foods can be found. It is necessary for the school to provide information on where healthy foods can be found at an affordable price.Technology:I will use the overhead projector to model the venn diagram worksheet to the class.1121410-79375000Which of these breakfast foods will provide you with the most energy?Candy BarWhole grain cereal or oatmealPotato chipsWhich type of food should take up the most space on your plate?Fruits and veggiesMeatsGrainsHow often should you exercise?1 minute every year1 hour a day1 hour a weekDo you have to go to the gym to be fit?Yes, only going to a gym counts as exerciseNo, simple activities like walking up and down the stairs can keep you healthy.No, the only thing you can do is run do is pushups at your house. What happens to your body when you eat healthy and exercise?Your voice gets louder.Your brain gets 20% bigger.Your blood flow increases, and you feel better.-166433511823700Lesson 2Grade Level: 3rd Curriculum/Course: Health, PE, and ArtTime Period: 60 MinutesMaterials: - “The Busy Body Book” by Lizzy Rockwell (mentor text)-paper, pencils, exercise notecards, art materials (markers, crayons, colored pencils, etc.), stock paperStandards:Health 1.1 Explain the benefits of healthy eating and being physically active.PE 1.6 Combinations: Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation.ART.VA.V.3.4 Illustrate connections between the visual arts and other curriculum through student artwork.3-5.TC.1 use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)Objectives:While in the gym, I can follow directions to transition to a new exercise without hesitation. I can reference the mentor text to list, in my own words, three benefits of a healthy lifestyle on the graphic organizer.After being physically active, I can create a piece of art that accurately depicts how I feel. Formative Assessment:This formative assessment will assess the students’ daily physical activity, as well as, their daily eating habits. It will help me to figure out who may need extra help during this lesson. It may also be useful information to have during parent/teacher conferences to try to get parents to help their children eat healthier and to get proper exercise. Each student will be asked to take out a piece of paper and to write out the days of the week in a vertical column. Next, they will write next to each day what they typically eat before and after school. They will also write any typical physical activity such as, playing outside, riding their bike, playing tag with friends, etc. I will collect and save these paper for later use in the culminating activity. Summative Assessment:I will use the graphic organizer from the You do part of the lesson as the summative assessment. The students must list, in their own words, three benefits of a healthy lifestyle that they found from the mentor text. They will also list the page number where they found each benefit to prove that they used text evidence. The students’ ability to follow directions and to transition to different exercises will also be assessed during the We do part of the lesson. Introduction/Hook:To introduce the lesson, I will ask questions to generate a discussion about physical activity and health. I will allow a few students to answer each question before explaining that we are going to learn about eating right and exercising and how it can make us healthy and happy. Exercising can also be really fun!-Why is it important to exercise?-What happens to your body if you don’t exercise?-How does eating healthy and exercising make you feel?Steps in the Lesson:I do: I will use the overhead projector to display the mentor text to the entire class. Next, I will instruct the students to do a choral reading with me of the entire text. After we finish, I will explain to the students that we are going to go to the gym to play an exercise game. Before we go, I will use the overhead to show the graphic organizer to the students. I will explain that after the We do step in the lesson each student will be using the mentor text to fill in the graphic organizer on their own. I will model how to do this by filling in the first line with a page number and a healthy lifestyle benefit that I found from the text. *Check for understanding before moving on! * We do: After modeling, I will lead the class to the gym. I will explain that they are going to play a game called Musical Exercises. Each student will be given a folded note card that they can’t look at until they hear music start to play. Each notecard will have a different locomotor exercise (walk, run, side-step, etc.) written on it. When they hear the music, they will perform the exercise written on their notecard until the music stops. Then, they will swap cards with the person standing next to them and will, once again, perform the exercise when they hear the music. The students will swap cards five times before returning to the classroom. *Check for understanding before moving on! * *Note* I will confer with the students’ gym teacher before writing the exercises on the notecards to make sure that the students know how to perform each exercise. You do: After the gym activity, the students will return to the classroom and will begin filling in the graphic organizer with three benefits of physical activity and healthy eating that they learned from the mentor text. Their answers need to be put in their own words. I will not except answers that are directly copied from the text. They will also need to write the page number next to each benefit to prove that that they used text evidence. The question at the bottom of the graphic organizer is a bonus and will be used in the lesson closure to generate discussion. Before the students begin the graphic organizer, I will explain the extension activity listed below so that they know what to do if they finish early. *Check for understanding before moving on! * Closure Activity:The students will now have a chance to share the benefits they found from the text, as well as, their answers to the bonus question. I will ask for volunteers to share to the whole class. To close the lesson, I will restate the objectives and will encourage each student to try their best to eat healthy and to exercise every dayExtension Activity:Each student will be given a blank piece of stock paper. I will instruct them to create a picture that depicts how they feel after the gym activity. I will have a supply of markers, crayons, colored pencils, etc. for the students to choose from. When the students are finished, they will show and explain their art with their shoulder partner. Accommodations/Modifications:Specific Student/Group: Currently, one of the students has a leg injury and will not be able to participate in the gym activity. This student, and any other student who is physically unable to participate, will oversee turning the music on and off every 30 seconds. They may also help the students swap notecards with one another so that they don’t get the same exercise every time. Also, the three ASD students might have difficulty understanding how to complete the art activity. These students may need assistance in selecting one of their emotion cards to describe how they feel after exercising before being able to complete the art project. Differentiation:What will I differentiate? Process: Some students may not be able to complete the exercises in the We do activity due to an injury or other physical limitations. How will I differentiate? Ability level: Injured students will assist the teacher with the music and notecards during the We do activity. Other students who are physically limited may do the exercises at whatever speed is comfortable to them. If needed, they may also take breaks to catch their breath.Diversity: The students may not realize that exercising is something that needs to be done daily. They may only get exercise during recess and gym class at school. This lesson will help them to realize that exercise needs to be part of a daily routine to maintain physical and mental health. This lesson will also help them to realize that exercise can be a integrated into play or other fun activities. Technology:I will use the overhead projector to display the mentor text to the students in the I do part of the lesson. I will use my phone or computer in the We do part of the lesson to play music for the exercise game.Text evidence page numberUse the mentor text to find three benefits of physical activity and healthy eating and write the benefits below.703580-74930000Bonus Question!When you were in the gym, what was your favorite exercise and why?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Lesson 3Grade Level: 3rd Curriculum/Course: Math and HealthTime Period: 60 MinutesMaterials:-Formative Assessment Bar Graph Quiz-Nutrition label anchor chart-Food packages with nutrition labels, -Graphing paper, pencils, markers/crayons/colored pencils-Chromebooks-Teacher login access to to play the “Ride the Food Label Game” at this link kids/healthy-games/7-ride-the-food-label-game-nutrient-information Standards:3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. Health 1.1 Explain the benefits of healthy eating and being physically active.3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate informationObjectives:After learning about nutrition labels, I can demonstrate how to choose a healthy snack by looking at a label.I can create a bar graph to compare and contrast the information from two different nutrition labels, and to write two questions for my classmates to answer.Formative Assessment:The students have already learned about bar graphs in a previous lesson, so this lesson will be a review. The formative assessment is a short review quiz on how to use a bar graph. Before taking the quiz, I will explain that we are going to use bar graphs later in the lesson to compare and contrast nutritional information. After the students take the quiz, I will analyze the answers to determine if any student needs a more detailed review on bar graphs. The quiz is attached below.Summative Assessment:The students will work with a partner during the You do part of the lesson to create a bar graph that compares information from two different nutrition labels. The students will then create two questions based on their graph for another group to answer. The extension activity is also part of the summative assessment. The students play a game that allows them to compare nutrition labels in order to choose the healthiest snack. The teacher login they use to play the game will save their scores so that I can review them later. Introduction/Hook:To introduce the lesson, I will bring in several different food packages with nutrition labels. I will use the overhead projector to display each label. Next, I will ask the students a series of questions to generate discussion about the importance of nutrition labels. After asking the questions, I will say that we are going to learn how to read nutrition labels so that we can choose healthy food. We will also create a bar graph to compare and contrast the nutritional information from four different foods. -What do nutrition labels tell us?-Why is it important for companies to list the ingredients that are used to make the food?-Can nutrition labels tell you if a food if healthy or junk food?Steps in the Lesson:I do: I will begin by showing the students a nutrition label anchor chart (attached below). I will go through and explain that it’s important to check the serving size because the package may contain more than one. Next, I will explain that it’s important to check the number of calories in a food. Calories are the amount of energy that the food will give you after you eat it. However, if the food has too many calories the body will store the excess as fat. Then, I will explain the nutrients listed on the label. The body needs all the nutrients but only in certain quantities. For example, the body needs less saturated fats and sodium and more vitamin c and dietary fiber. I will also explain that the %DV stands for Percent Daily Value. Each day, your body needs a certain percentage of nutrients. Nutrition labels tell you what percent of those nutrients are contained within the food. Lastly, I will explain that nutrition labels list the ingredients that make up the food on the very bottom of the label. Next, I will model how to do the bar graph summative assessment using a pencil and graphing paper. I will draw out and label the y axis (%Daily Value) and the x axis (Total Fat and Protein). I will also explain that each food item will have two bars going up vertically from the x axis; one for total fat and one for protein. I will then model how to number each axis and will draw in a few bars so the students can see what will be expected later on. *Check for understanding before moving on! * We do: Each student will work with their shoulder partner to choose two nutrition labels from food packages that I brought in. Once they choose their packages, I will pass out graphing paper to each pair. The students will then begin creating their bar graph. I will walk around the room to assist when needed. I will also keep my model graph projected on the overhead and the anchor chart displayed in the front of the room so that the students can reference them when needed.*Check for understanding before moving on! * You do: After the students finish creating their graph, they will flip their graph paper over and will write two questions based on their graph. Then, they will swap their paper with the nearest group and will answer the questions on the back of the paper they get. Before the students start the You do step, I will explain the extension activity so that they know what to do if they finish early. *Check for understanding before moving on! * Closure Activity:After the students finish answering the questions, they will conference with the group that they swapped graphing paper with to check their answers. I will close the lesson by restating the objectives and by encouraging students to check nutrition labels before eating packaged food. Extension Activity:The students will stay with the same partner that they had in the We do and You do steps of the lesson for this activity. They will use their Chromebooks to go to this weblink: kids/healthy-games/7-ride-the-food-label-game-nutrient-information I will write my teacher login on the board so that they can log in once they get to the website. Once logged in, they will be able to play a game called, “Ride the Food Label”. This game allows the students to go through a virtual grocery store adding packaged food to their cart. Once they add three items, nutrition labels pop up and they have to answer questions about the labels. Accommodations/Modifications:There are two math resource students in the class who may need extra time reviewing bar graphs in order to complete the We do and I do parts of the lesson. The four ADD/ADHD students may need to be monitored during the extension activity to make sure that they stay on task with the Chromebooks. Differentiation:What will I differentiate? Process: The bar graph formative assessment and the Chromebook extension activity can be changed to meet the needs of the math resource and ADD/ADHD students. How will I differentiate? Ability level: The math resource students will be given more time to complete the formative assessment. The para pro will also work with them during the We do and I do parts of the lesson to make sure that they know how to create their own bar graph. The ADD/ADHD students will be allowed to wear headphones while completing the Chromebook extension activity so that they can maintain focus. Diversity: Most of the students will have little to no experience with looking at nutrition labels to determine if the food is a healthy option. After this lesson, I will encourage the students to discuss what they learned with their families and classmates so that they can make healthier choices in the future.Technology:I will use the overhead projector to display nutrition labels and a model bar graph to the students in the I do part of the lesson. The students will use their Chromebooks to play a game that teaches them how to compare nutrition labels. What do you remember about bar graphs?168275106299000Directions: Look at the bar graph below, then answer the questions. Make sure to read each question thoroughly before answering!What is the title of the bar graph?____________________________________________________________________________________________________________How many students think that spinach tastes the best?________________________________________________________________________________________What vegetable do the students like the most?_________________________________________________________________________________________________What is the total number of student preferences shown in this bar graph?_____________________________________________________________________Nutrition Label Anchor Chart-65659010909300Source: food/how-to-read-a-nutrition-label/Lesson 4Grade Level: 3rd Curriculum/Course: Science and MusicTime Period: 60 MinutesMaterials: - “What are traits?” youtube video -Chromebooks-Cause and effect graphic organizer, paper, pencils-Research website ( )Standards:3-LS3-2.Use evidence to support the explanation that traits can be influenced by the environment.Science and Engineering Practices Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.Use evidence (e.g., observations, patterns) to support an explanation. Disciplinary Core Ideas LS3.A: Inheritance of Traits Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. LS3.B: Variation of TraitsThe environment also affects the traits that an organism develops. Crosscutting Concepts Cause and EffectCause and effect relationships are routinely identified and used to explain change. ART.M.V.3.3 Discuss the various rationales for using music in daily experiences.3-5.RI.2. Use digital tools to find, organize, analyze, synthesize, and evaluate informationObjectives:After doing online research about heart disease, I can accurately fill in the graphic organizer with two facts under each heading. After learning about heredity, I can work with my group to write a song about preventing diseases with healthy living.Formative Assessment:The formative assessment will be a verbal, review quiz on cause and effect relationships. I will say a sentence and then ask a question. The students will be instructed to raise their hand if they know the answer. -Molly failed her test best she didn’t study. What is the cause?-The cat was afraid of the dog, so she ran away. What is the effect?-Winter is my favorite season because I like to go sledding. True or false; the effect is that winter is my favorite season.After this verbal assessment, I will remind the students that the cause is the “why” or the reason something happens. The effect is the “what” or the result of something that happened. Summative Assessment:The student’s answers on the cause and effect graphic organizer will be assessed for accuracy. The songs that the student groups write will also be assessed for accuracy, participation, and creativity. Introduction/Hook:To introduce this lesson, I will ask the students a series of questions to generate discussion about the effect that healthy lifestyle has on inherited traits. -What happens to a plant if it doesn’t get enough sunlight or water?-What will happen to your dog if it eats too much food and doesn’t exercise?-Do you know of any diseases that run in your family?-How will eating healthy and getting enough exercise help your body fight those diseases?After this discussion, I will explain that we are going to learn how traits that we’ve inherited from our parents can be influenced by the environment because it is a cause and effect relationship. We will also research healthy ways to prevent heart disease.Steps in the Lesson:I do: I will begin by playing this youtube video called, “What are traits?” After the video, I will explain that we have inherited traits from our parents that determine how we look and if we are at risk of contracting a disease. “Inherited traits are not the only thing that shapes what we look like and how our bodies function. The environment is also able to impact our lives. This the cause and effect relationship I touched on briefly in the introduction. Someone might have inherited the trait of being tall but did not grow well due to poor nutrition. The cause in this example is that the person did not get proper nutrition. The effect is that the person did not grow tall even though he or she had the inherited trait. Fortunately, it is possible to reduce your risk of inherited diseases by living a healthy lifestyle. That’s what we’re going to learn about today.”Next, I will explain to the students that we are going to learn about the causes of heart disease and ways to reduce the risk of getting heart disease. I am focusing the lesson on heart disease because it is the number one cause of death for both men and women in America. Lastly, I will explain that the students are going to use their Chromebooks to do research on a kid’s health website about heart disease. Afterward, they will fill in a graphic organizer with facts that they learned. I will use the overhead projector to model how to fill in the graphic organizer before moving on to the next lesson step. *Check for understanding before moving on! * We do: The students will be split into groups of two or three. Then, they will log in to their Chromebooks and will go to this website: . Here, they will spend time researching the causes and different types of heart disease. They will also research what can be done to prevent heart disease. I will walk around the room to help when needed. *Check for understanding before moving on! * You do: After doing online research, the groups will fill in two facts in each section of the cause and effect graphic organizer. Before the students start the You do step, I will explain the extension activity so that they know what to do if they finish early. *Check for understanding before moving on! * Closure Activity:After filling in the graphic organizer, the students will share the facts that they found with other groups at their table. If they hear another group share something different than what they have, they will need to add it to their graphic organizer. I will close the lesson by restating the objectives and by encouraging the students to have a conversation with their family about how to prevent illness and disease with a healthy lifestyle. Extension Activity:The students will stay in their I do groups for this activity. They will use the information that they’ve learned from this lesson and the website to write a song about how to prevent heart disease. The song needs to be to the tune of the popular Christmas carol, “Jingle Bells.” When they are done writing it, they will need to perform it with their group. They will get extra points for creativity if the song rhymes. Having the students write a song about important information will help them to remember what they’ve learned. Accommodations/Modifications:The five reading resource students in the class will need more time to read the information on the website and to fill out their graphic organizer. It might also benefit them to work in a separate area of the room to limit distractions. The two gifted students will be allowed to choose another disease to research, on the same website, in addition to heart disease if they finish all their assignments early. I will give them a list of diseases to choose from that are common in America. Differentiation:What will I differentiate? Content: The two gifted students will be able to finish the assignments in this lesson very quickly. They will need more of a challenge to keep them busy. The research assignment on the Chromebooks can be differentiated to meet their needs. How will I differentiate? By interest: The gifted students may choose from a list of common diseases in America. Then, they can research what causes the disease and to reduce the risk. They can record the facts they find on the back of their graphic organizer. Diversity: Many of the students in this class come from a household with a low socioeconomic status. This puts them at a higher risk of developing a life-threatening illness such as heart disease. I feel that it would enrich the lesson to have a heart disease survivor or a heart doctor come in and speak about reducing the risk while you’re young. Technology:I will use my computer to play a youtube video.I will use the overhead projector to model how to fill out the graphic organizer.The students will use their Chromebooks to research causes and ways to reduce the risk of heart disease6927728-357799Kids Health: Heart Disease7238408-53528Directions: Fill in each side of the heart with two facts that you found from the website. Be prepared to explain what you wrote!-27516339215900-1442272-498553Causes of heart Disease Effects of a Healthy Lifestyle2890104-1773971 Lesson 5Grade Level: 3rd Curriculum/Course: Social Studies and Language ArtsTime Period: 60 MinutesMaterials: -“Fulton St. Farmers Market” youtube video -Michigan Agriculture Facts Info-graphic from: - Michigan Dept. of Agriculture brochure-Paper plates, markers, pencils, paperStandards:3 –G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities),and explain the factors influencing the location of these economic activities. HYPERLINK "" CCSS.ELA-Literacy.W.3.1.b Provide reasons that support the opinion.3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate informationObjectives: After learning about Michigan agriculture, I can write an opinion paragraph about farmers markets that includes two reasons that support my opinion.After doing online research, I can accurately create my own seasonal produce calendar. Formative Assessment:In this lesson, the students will be learning about Michigan agriculture and how it affects their lives. I will give them a short formative assessment before starting the lesson to test their background knowledge on this subject.-What does the word “agriculture” mean?-What types of crops grow in Michigan?-What is a farmers market?Summative Assessment:The opinion paragraph that the students write in the You do part of the lesson will be the summative assessment. They need to include two reasons that support their opinion. The seasonal produce calendar extension activity will also be assessed for participation and accuracy.Introduction/Hook:To introduce the lesson, I will ask if any of the students have gone to a local farmers market. If any student has gone, I will ask them to do their best to describe their experience. Next, I will show this youtube clip of the Fulton St. Farmers Market in Grand Rapids, MI to help the students build background knowledge. . After the clip, I will explain that we are going to learn about Michigan’s agriculture and farmers markets because it’s important to know where food comes from and where to buy it. Steps in the Lesson:I do: To start the lesson, I will pull up the Michigan Agricultural Facts infographic on my computer for the students to see and will explain that the word “agriculture” means using the land to farm or to grow crops. Next, I will go through each image and caption on the infographic, so the students get a sense of Michigan crop diversity. “Thankfully in Michigan, we are surrounded by farmers that grow healthy crops. Many of these farmers sell their produce at farmers markets just like the one we saw in the youtube video. Farmers markets are a great place for communities to buy fresh food at affordable prices.”Next, I will explain that the students are going to be doing more research on farmers markets so that they can write an opinion paragraph later in the lesson. They will be researching the personal/health benefits of going to a market, as well as, ways that markets benefit famers and the community. The students have already learned about opinion writing in a previous lesson. However, I will review with them that, while writing, it is important to support your opinion with details, facts, data, etc. I will model a paragraph that I wrote so that the students know what’s expected of them. *Check for understanding before moving on! * We do:Next, the students will get out their Chromebooks and will be split into three groups. Each group will be assigned a website to do more research on farmers markets. The groups will need to take notes so that they have plenty of information to support their opinion paragraph in the You do part of the lesson. While the students work, I will circle the room and help when needed. The websites include:- - *Check for understanding before moving on! * You do:After doing research in groups, the students will work individually to write an opinion paragraph about farmers markets with two supporting reasons. Before the students start the You do step, I will explain the extension activity so that they know what to do if they finish early.*Check for understanding before moving on! * Closure Activity:The students will share their opinion paragraphs with their shoulder partner and will discuss any similarities or differences. To close the lesson, I will restate the objectives and will encourage the students to speak to their family about taking a trip to a local farmers market. Extension Activity:The students will use their Chromebooks to access the Dept. of Michigan Agriculture brochure at this website: They will use information from this brochure to create their own seasonal produce calendars. They will need a paper plate, markers, and a pencil. Firstly, they will create four sections on the paper plate by drawing a line down the middle with a marker. Secondly, they will turn the plate 180 degrees and will draw another line down the center. Thirdly, they will label each section with spring, summer, fall, and winter on the outer corner of the paper plate. Lastly, they will read through the brochure to find out when Michigan produce is in season and will write the produce names in the corresponding section on the paper plate. If time remains, they may decorate the back of the paper plate with pictures of Michigan farms.Accommodations/Modifications:This lesson will be modified for the five reading resource students and the three gifted students. The reading resource students will struggle with the reading involved in the We do lesson step. They will be given extra time to complete their research. I will also try to find a few websites that are kid-friendly for them to look through. They will only be required to write one detail that supports their opinion. The gifted students might need more of a challenge with the You do lesson step. For this, I will have them write another paragraph that explains why shopping at a farmers market is beneficial for Michigan agriculture. They will be able to find details to support this paragraph in the website listed above. Differentiation:What will I differentiate? Product: The assignment in the You do lesson step will be modified to suit the needs of the reading resource students and the gifted students. How will I differentiate? Ability level: The reading resource students will only be required to include one supporting detail in their opinion paragraph. The gifted students will be required to follow the original assignment, as well as, to write an additional paragraph about the how farmers markets are beneficial to Michigan agriculture.Diversity:Many of the students in this class come from homes with a low socioeconomic status, which means that they might not be familiar with Michigan agriculture and farmers markets. I believe that a class trip to a farmers market would help to enrich this lesson. It would also teach the students that it is affordable to eat healthy foods if you know where to buy it. Technology:I will use my computer to play a youtube video and to display an infographic to the class.The students will use their Chromebooks to do research in both the We do part of the lesson and the extension activity. Michigan Agriculture Infographic-734695115062000Source: Lesson 6: Culminating ActivityGrade Level: 3rd Curriculum/Course: HealthTime Period: The culminating activity will take place over two 60-minute class periods so that the students have adequate time to complete it in class. Day 1: Formative Assessment, Introduction/Hook, and Steps in the LessonDay2: Continuation of the You do step of the lesson, Closure activity, and Extension ActivityMaterials: -Formative assessment answers from Day 2-Poster boards, markers/colored pencils/crayons, nutrition labels from various food packages, printed pictures from a farmers market, old magazines -Poster Board Rubric-Chromebooks-My Plate Health Game -Dry/erase boards and markersStandards:Health 1.1 Explain the benefits of healthy eating and being physically active. Health 1.6 Develop a personal plan to be physically active.3-5.CT.1. Use digital resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase) Objectives:I can use what I learned from this unit to create a poster that displays my healthy eating and physical activity goals, as well as, one extra thing that I learned.After playing a nutrition game online, my partner and I can write two sentences on our dry erase board about why it’s important to balance diet with exercise. Formative Assessment:The formative assessment will be a short, review quiz about topics covered in this unit. This quiz will help the students to remember what they’ve learned so that they are ready to apply the knowledge to the culminating activity. *See attached quiz*Summative Assessment:The poster activity will be graded against the attached rubric. The sentences that the student groups write in the extension activity will also be graded for accuracy and participation. Introduction/Hook:I will introduce the lesson by having a short discussion with the students about portion sizes and what a healthy meal should look like. After the discussion, I will explain that we are going to watch a short video about what a healthy meal looks like. Then, we will wrap up the unit with a poster board project. “During this unit, we’ve been talking about eating healthy and being physically active. We practiced different exercises and learned where to buy healthy food, but we haven’t seen what a healthy meal looks like. Raise your hand if you know what should be on your plate. Can anyone explain what portion sizes are? If you’re not sure, don’t worry! We are going to see what a healthy meal looks like today. Then, each of you will make a poster that sums up what you have learned in this unit.” Steps in the Lesson:I do: After the introduction, I will show the students a youtube clip from USDA My Plate that shows what a healthy meal should look like. After the clip, I will explain that every meal we eat probably won’t fit the guidelines we just saw. “It’s ok to eat dessert, or other treats every now and then. We just have to remember to limit unhealthy foods and to try to balance our diet with proper exercise.”Then, I will explain that the students are going to reassess their answers from the health quiz that they took on Day 2 of this unit plan. They will look at their old answers and will try to create new goals for themselves based on what they’ve learned from this unit. Next, I will explain that they are going to work individually to create a poster that includes their new goals, as well as, one extra thing they learned from the unit. I will use the overhead projector to display the rubric for the poster and will also have my own completed poster to model to the students. *Check for understanding before moving on! * We do: I will now hand back the health quiz that the students took on Day 2. After reading their original answers, the students will use what they learned from this unit to write new, healthy eating and physical activity goals for themselves. They may write next to their original answers or on the back of the quiz. I will move around the room to help when needed. *Check for understanding before moving on! * You do: For this step, I will have the rubric displayed on the overhead projector for the students to reference. I will also have my modeled poster and all the anchor charts from the entire unit hanging at the front of the room for the students to reference. They will work individually to create a poster that is divided into two parts. The first part will detail their healthy eating and physical activity plan. For the second part, they will need to choose between three topics; nutrition labels, reducing the risk of heart disease, or farmers markets. They will use graphics and captions to explain the topic that they chose. Each student will receive a poster board and will have access to markers/colored pencils/crayons, nutrition labels from various food packages, printed pictures from farmers markets, old magazines, scissors, and glue. On Day 2, I will begin the class period by explaining the extension activity so that they know what to do when they finish their poster.*Check for understanding before moving on! * Closure Activity:Day 1: While the students are working on their posters, I will reiterate what we learned about healthy meals and portion sizes. I will also restate the first objective about creating a summative unit plan poster.Day 2: After the students finish their posters, we will hang them up in the hall. Then, we will do a gallery walk so that the whole class can see each other’s posters. I will close the lesson by encouraging the students to stick to their goals by hanging their poster up at home where they will be able to see it. I will restate both objectives. Extension Activity:The students will get out their Chromebooks and will work with their shoulder part to play the “Blast Off” game at . This game will allow them to practice what they learned about MyPlate in the I do step of the lesson. After they finish playing the game, they will get out their dry erase boards and will write two sentences about why it’s important to balance diet with exercise. When they are done, they will hold their board in the air, so I know to come over to check it. Accommodations/Modifications:The four ADD/ADHD students in the class may have difficulty staying on task with the poster activity. They will be allowed to work on the floor, in the hall, etc. to limit distractions. They will also be given extra time to complete their poster. The reading resource may have difficulty with the formative assessment. I will read the assessment out loud to them and will only require them to answer questions 1-3.Differentiation:What will I differentiate? Product: On the first section of the poster activity, the students may choose to draw pictures with short captions of their healthy eating and physical activity plan instead of writing the full plan.How will I differentiate? Learning Profiles: Visual and kinesthetic learners, as well as, ASD and reading resource students may benefit from drawing out their plan and writing small captions instead of only writing their plan. Diversity:Many of the students in the class come from families with low socioeconomic status. They may not know about the USDA MyPlate portion recommendations, or where to access healthy foods. I think that it would enrich the lesson to have the students’ families come in for the poster gallery walk. That way, they can see the goals that their student has set. I can also give the families information on MyPlate and how to locate the nearest farmers market.Technology:I will use my computer to play a youtube video for the students. I will use my overhead projector to display a rubric to the students.The students will use their Chromebooks to play a nutrition game. -245745-81724500Directions: Read each question thoroughly. Then, write your answer in a complete sentence.1. Why is it important to look at a nutrition label before eating packaged food? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. How is a farmers market related to Michigan agriculture? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. What is one way to reduce the risk of heart disease? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. Why is it important to have a healthy diet and to get plenty of exercise? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Making A Poster: Healthy Lifestyle Action PlanCATEGORY 4 3 2 1 Content - Accuracy The poster is divided into two sections: Healthy Lifestyle Plan and Topic of my choice. The plan states my goals and the topic is explained well. The poster is divided into two sections: Healthy Lifestyle Plan and Topic of my choice. The plan states my goals, but the topic is not explained well. The poster is divided into two sections: Healthy Lifestyle Plan and Topic of my choice. The plan does not state all of my goals and the topic if not explained well. The poster is divided into two sections: Healthy Lifestyle Plan and Topic of my choice. Neither sections are complete. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled. Mechanics Capitalization and punctuation are correct throughout the poster. There is 1 error in capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation. Grammar There are no grammatical mistakes on the poster. There is 1 grammatical mistake on the poster. There are 2 grammatical mistakes on the poster. There are more than 2 grammatical mistakes on the poster. AttractivenessThe poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Possible Points: 24 ................
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