LESSON PLANS
Classroom Discussion Questions and brainstorming prior to first media center trip might include:
One of the most important parts of defining your task and identifying your information needs is to develop the questions that you want to answer and think of what you already know about the general topics.
What does eating right mean to you? Discuss & take notes using the smartboard & save.
What types of physical activites count as being active? Brainstorm list & take notes & save.
What affects your decisions about food, exercise, clothes? Brainstorm list & take notes & save.
What are ways that you are persuaded to do something? How can you persuade others?
Print out Lists & Notes for students. Students complete daily reflection, but skip the first three since the lesson is focused on questioning together http://www.lesliepreddy.com/Inquiry/DR-6.pdf.
Students complete Pre-search Activity 1 & 2: http://www.lesliepreddy.com/Inquiry/OP1-6.pdf
http://www.lesliepreddy.com/Inquiry/OP2-6.pdf (Encyclopedia cart in the classroom & approved online articles, copies of articles will be available in the classroom). Media Center Orientation Day
Introduction/motivation:
You have all been talking about fitness and nutrition and I know that you have started talking about the project you'll be working on in the media center to get you exploring these important issues for healthy living. I'm happy to have you here and want to tell you how I remember thinking and learning about these topics.
First, let’s consider this quote (project quote)
“The only way to keep your health is to eat what you don't want, drink what you don't like, and do what you'd rather not.”
Mark Twain quotes (American Humorist, Writer and Lecturer. 1835-1910)
Quote accessed 11/30/08 Thinkexist.com
How many of you think this is true when you are studying nutrition & fitness? Why? Our goal is to help you find ways to disprove this quote and present those to others to persuade them.
We are going to watch a couple of video clips that discuss these issues and I want you to take a few notes—jot down your ideas and begin thinking about where you’ll want to go, questions that come to mind(write down any thoughts you have so you don’t forget your ideas!
Please open your research journal and turn to the page on Questioning/note taking for video.
We will begin with a brief clip from supersize me and a description of the use of DDR in gym class. Supersize me clip: http://www.truveo.com/Super-Size-Me-Clip-No-2/id/683993164 DDR in gym class: http://www.youtube.com/watch?v=bRLXp8r6qno As you are watching these clips use the handout I just gave you to note any questions that come to mind. Page on Questioning/Note taking for videos: Record questions about each clip? Questioning/Note Taking
1—Supersize Me: Questions this clip made me think of:
Who, What, When, Where, Why, How, What if, Should, Could, etc...
2—DDR: Who? What? When? Where? Why? What if? What are some ways that schools and parents are trying to help students make the most of opportunities to exercise? When do people not have a choice about what they are going to eat?
What do you think about the idea that video games are being used to increase activity?
Task: Your final project will help others understand more about an aspect of healthy living and will help you review how you came to this product, what you thought about in the process, how you found your information, etc. As you know you will be keeping a research journal and using the Big 6 Model throughout the process. How many of you have used the Big 6 before, in middle school? Great! For those of you who have what do you want to tell those who haven't about the model and process? We'll being going through the steps together and don't ever worry about having to go back to an earlier step--new information almost always leads to new questions! Remember the handout with the overview of the Big 6 is at the front of your research journal. Does everyone have their journal? (If anyone does not have their journal give them a reserve copy of today’s handouts that includes the Big 6 handout, the page on questioning/note taking, the questioning handout—REMIND THEM THEY MUST PUT THESE IN THEIR JOURNALS UPON RETURNING TO CLASS—KEEP A NOTE ON WHO YOU HAD TO GIVE EXTRAS TO AND GIVE A COPY TO THE CLASSROOM TEACHER).
Your grade will be based on your reflection and working through the process as well as your final product. The final product can be a public service announcement that you use the audiovisual equipment to complete, a printed brochure, or pocket guide to eating out, shopping, exercising, or another approved format if you have a creative idea. Today you are going to work on coming up with the questions that you want to explore so that next week you can start more specific searching for information. Look back at activities 1 & 2 and think about the types of questions they lead to. We'll be coming around to help and talk about your ideas throughout.
Handout on questioning (Preddy) (McKenzie): see attachment
Student Performance Objectives · Students will develop a product that explores and explains an aspect of health—especially focused on nutrition or physical fitness although other areas of health might also become the focus. · Students will reflect on their research each day. · Students will evaluate each other and their own work based on specific criteria. · Students will add depth to their understanding of a specific aspect of healthy living and produce a product that shares that learning with others in a well designed way. · Students will critically analyze materials regarding fitness and nutrition and share their findings with others.
The health teacher will be covering nutrition and physical exercise in her classroom. Students will learn to critically analyze consumer food messages and share nutrition information with others. In the inquiry process students will be encouraged to research something that truly interests them and given tools through their research journal handouts (as adapted from Preddy's website) to scaffold the process. Some may opt to prove the food pyramid from the USDA was influenced by outside food agencies and therefore may not be the best source of information. Others may want to research something else such as the prevalence of teen suicide and preventative measures. All topics will be allowed that we have the resource access to explore. Students will have weekly conferences with the media specialist and/or teacher to discuss their research. At the end of the project student products will be housed in the media center, school display areas and local businesses as most appropriate. As some of the students will also be planting a fall garden of greens as part of their science class, that garden will be a part of the discussion in health and in their research--making a better connection and more impact. During one of the lessons on physical activity the teacher will make certain there is a mention of the garden and the physical labor involved—“exercise” will be discussed and the fact that other activities qualify rather than just the ones many of us think of throughout. Students will work with the media specialist to develop questions about fitness and nutrition that they would like to explore further. Nutrition and fitness can raise issues for students on many levels and it will be important to support them as needed in working with school counselors and parents if serious concerns arise. Eating disorders and teasing due to weight or other group mentality will be addressed throughout the units and teasing will not be allowed or tolerated either in the classroom, hallway or media center.
Tools for Evaluation (i.e.checklist, rubric, quiz) product and process Students research journal will be used to evaluate the process. Using a modified version of Preddy’s checklist for completion:
http://www.lesliepreddy.com/Inquiry/CCRJ-6.pdf
Product will be evaluated using a checklist: Checklist _____Product considers audience of adults and other teens in the school and community.
_____Product was complete and turned in on time.
_____Product includes appropriate source citation and sharing.
_____Product uses at least one aspect of technology in preparation.
_____Product has a meaningful message that promotes healthy living.
_____Oral presentation of final product added to the understanding of the issues explored.
_____Oral presentation was completed despite nervousness. Sample Products Public Service Announcement Sample:
FACS Nutrtition Project: The importance of breakfast: http://www.youtube.com/watch?v=g768ghr5Dtk by Faktoryfloor (nonprofit & activism) Pocket Guide http://library.thinkquest.org/4485/ The Real Truth About Fast Food Nutrition by Erica, Aaron, Nial, Stephanie, Yvonne, Ben, Mrs. Swift and Mr. Payne Single pages comparing burgers/sides/etc… are examples of pocket guides for fast food. The entire thinkquest could be an example of a group project for this as well. |