Caring For Our Bodies
Title of Project: Caring For Our Bodies
Schools and Teachers
Central Boulevard School Teacher: Keri Kemmann
ENL Proficiency Level | ENL Program | Standards | Technology
Appropriate for all English Proficiency Levels | Stand-Alone | 5RF4, 5SL1, 5SL5 | Book Creator, FathomReads, Nearpod, Flocabulary
Assessments
I will informally assess students’ level of understanding throughout the lesson by observing their participation and the quality of their responses. I will make adjustments in my questioning as necessary to provide appropriate levels of support.
Description
Students will explore ways to care for their bodies, inside and out, through narrative and informational text. We will discuss how to fuel our bodies with healthy food sources, how to incorporate movement into our daily lives and how to maintain proper hygiene.
Content
I can read and understand a variety of texts accurately and fluently.
Language
I can discuss what I read and my own ideas with my classmates and teachers.
Technology
I can present information on a topic through digital media and visual displays.
Procedure
Many of the students in this group have learning difficulties and are classified as students with a disability. Throughout the unit, concepts were retaught, explained and supported with visuals. Students’ responses were scaffolded and students were given additional time to think and respond. Relevant vocabulary was previewed, pre-taught and revisited throughout the unit. I adjusted my level of questioning and students were offered sentence stems, word boxes, native language support, graphic organizers and opportunities for think-pair-share when responding in English.
Through project-based learning in this unit, students will interact with each other using authentic language, hands-on experiences, realia and opportunities to explore personal interests in food.
Phase 1:
Students will work in partnerships or small groups to brainstorm a list of healthy food options for breakfast, lunch and dinner. They will be encouraged to use native language support for unfamiliar vocabulary. Students will examine their list and arrange the foods from most to least nutritious using their background knowledge.
Phase 2:
Students will generate a list of questions centered around foods that they perceive to be most nutritious. Some of their questions might include where are these foods found, how much do these foods cost, which foods are the most popular or delicious, which foods are offered in school.
Phase 3:
Students will use FathomReads, Brain Pop, Discovery Education and Nearpod to build their understanding of nutrition. We will discuss what a typical day of eating looks like for them, and potential obstacles that families may encounter when attempting to eat healthfully.
Phase 4:
Students will work in groups to examine grocery circulars using text and pictures. They will notice foods that they categorized as more or less nutritious.
Phase 5:
Students will work in groups to compile a grocery list of foods that they could buy using budgets of $25, $50 and $100. Groups will present their findings and explain which foods took up most of their budgets.
Phase 6:
Students will use Google Slides to generate a menu to showcase a balanced day’s worth of food for each budget point. Groups will present their menu presentations to the class and ask and answer questions about each group’s menus.
Resources and Other Materials
Book Creator: Students will use Book Creator to share information about healthy ways to eat, move and care for our bodies.
FathomReads: Students will use FathomReads to read and listen to informational and narrative texts about health and wellness: Plants as Fuel, Food and Medicine by Julie K. Lundgren, A Day Without Sugar by Diane de Anda, and Get Moving by Jo Cleland.
Nearpod: Students will use Nearpod/Flocabulary to learn about nutrition (“Nutrition” lesson) and the six major nutrients and the foods that contain them.
Reflection
The students enjoyed using real-life information and concepts to explore a topic that was relevant to their daily lives. Our research and class discussions created opportunities to explore issues of financial stability and access to nutritious food. Creating and managing a budget helped students consider their parents’ responsibilities and ways they might assist at home. Overall, the project design created opportunities for students to work collaboratively and showcase their learning in various modalities. It is my hope that my students will take what they learned and apply it to future decision-making opportunities.