Get to know the grains that are causing your gains!

Get to know the grains that are causing your gains!

Teacher: Anthony Taianao Room:   Subject: Health Grade: 11th Date(s):  03/30/2016 Per:

	A​nalyze Learners	Narrative Comments/ Reflection
	Learners’ general characteristics: This lesson is designed for 11th grade students at Southern High School. Ethnicities of this school include Chamorro (85%), Filipino (11%), White (1%) and Other (3%). The class is comprised of 20 students: 8 male students and 12 female students. The age ranges between 16 to 17 years old. 2 Students have Attention ­Deficit Hyperactivity Disorder (ADHD). One is female and the other is male. Entry characteristics: ​The students in this class are familiar with accessing the Internet on a computer and can almost identify a nutrition label. Students have some experience with cooperative learning groups. However, students will be creating a bar graph for the first time on the Internet.  Learning styles:​(Estimate % of Students) ∙ Visual: 30% ∙ Auditory: 20% ∙ Kinesthetic: 50%
	State Objectives
	Objectives: 1.  The 11th grade health students will be able to identify the fats, sugar, and salt contents of each cereal provided with 100% accuracy when provided with the nutrition label of each cereal. 2. The 11th grade health students will be able to list the cereals chosen in order from most nutritional to least nutritional with 100% accuracy based off of their results.
	S​elect Methods, Media, and Materials
	Methods: Cooperative Learning Groups Materials: Images of breakfast cereals with corresponding nutrition label 1. Cinnamon Toast Crunch 2. Cheerios 3. Reese Puffs 4. Frosted Flakes 5. Special K 6. Coco Pebbles Computer Printer Internet Resources: ∙ Data Collection Sheet (Paper) Media: Web: American Heart Association: Understanding Food Nutrition Labels YouTube Video: How To Read A Nutrition Label Online Tool: ChartGo (Create Graphs) YouTube Video: Tutorial ­ Intro To ChartGo
	U​tilize Media, Materials, and Methods
	Prepare the Materials: ​The students and I will travel to the school's library/computer lab for this lesson. The school’s computers have internet connectivity already linked online. At least 5 computers will be needed; One computer per group of 4 students. Prepare the Environment:​5 large tables will be separated with 4 chairs with one computer at each station for each group. The students are not to access the computer until needed, after they collected the data needed to input into the computers to make the graphs. I will give the “Go­ Ahead” to access the computers after I have verified their data collections. Prepare the Learner:​Students were already informed of how to properly read a nutrition label, and use the online tool “ChartGo” assigned to them as homework prior to this class lesson session. However, they can refer to the resources and or media during the class session if needed. Methods: Cooperative Learning Groups ­ Students will be placed into five (5) groups of four (4). Each member will have to contribute and participate in order to get full credit. Materials: Images of breakfast cereals with corresponding nutrition label Students will use the images for discussion and to collect sugar, salt and fat information 1. Cinnamon Toast Crunch 2. Cheerios 3. Reese Puffs 4. Frosted Flakes 5. Special K 6. Coco Pebbles Computer: In their groups, the students will use the computer to document their data and access the internet to create their charts with their data. They can also refer to online resources and media to assist them with their work. Printer: After the students compile their data and create their charts, they will print it and submit it to me. Internet: The students will use the internet to access media and also the “ChartGo” website. The use of the internet will only be permitted after the students have complied their needed data prior to the need of the internet Resources: ∙ Data Collection Sheet (Paper): This would just be a scratch sheet for students write any needed information to further their progress in the lesson. This also could be where they document their data prior to making the chart online. Computer: Students will be placed into groups of four and create a bar graph on the Internet comparing the sugar, salt, and fat of all breakfast cereals. Printer: This will be used to create a hard copy of each group’s graphs. Internet: Teacher will use this to access the YouTube video, online information, and tutorials (Media). Students will also use this to access the website where they will create their graphs. Handouts: ∙ Data Collection Sheet: Students will use this to record their data for each of their cereals. Media: Web: American Heart Association ­ Understanding Food Nutrition Labels: This website is an easy explain on how to properly read a nutrition label. This is for the students to refer to if they need help identifying information on the website. YouTube Video: How To Read A Nutrition Label: This is a YouTube video on how to read a nutrition label. This is also a reference for the students to more familiarize them with nutrition labels (Nutrition Facts). Online Tool: ChartGo (Create Graphs): This is a website that is free and easy to use to create graphs, The students will use this website or online tool in order to complete the task of creating graphs for this lesson. YouTube Video: Tutorial ­ Intro To ChartGo: This is a YouTube video that gives an explanation on how to use the website “ChartGo” in order to create their graphs.
Time	R​equire Learner Participation	Notes
10 minutes	Opening	N/A
2 minutes	Introduction of class topic and objectives	Explain to my students step by step what they would do for this lesson.
8 minutes	Have students get into groups of four (4) then randomly selected (counting off 1 through 5), but also trying to have an equal amount of genders in each group as much as possible. Know the grains that are causing your gains: Each group will be given images of all six different breakfast cereals with its corresponding Nutrition Facts label. Based on the images, students will complete the following data sheet of all cereal’s fat, salt, and sugar. Give students time to share their thoughts on each cereal and their corresponding nutrition labels.	Allow students to work on their own while supervising from afar and maintaining order. This will hone leadership skills.
43 minutes	Class Activity: Clear, detailed, steps with examples of what you might ask, say do and how you will complete.	Allow students to work while still making sure that you are available to assist if needed
3 minutes	Learning About the Nutrition Facts Label: Groups will now be given time to examine the Nutrition Facts Label on their breakfast cereals. They are to specifically look at the fats, salt, and sugars because this is what the project is mainly focusing on.	Use a scratch sheet of paper for notes.
10 minutes	Web: American Heart Association ­ Understanding Food Nutrition Labels​: This website is an easy explain on how to properly read a nutrition label. This is for the students to refer to if they need help identifying information on the website. YouTube Video: How To Read A Nutrition Label​: This is a YouTube video on how to read a nutrition label. This is also a reference for the students to more familiarize them with nutrition labels (Nutrition Facts).	Ask short questions for review and understanding.
5 minutes	Salt, Fat & Sugar Data Collection:​Students will now collect the data on the amount of salt, fat and sugar found in the cereals. They will record their data on Sheet. Once groups are done with their data collection, they will have access to the computer to create their bar graphs with “ChartGo.”	Double check collections of data
25 minutes	YouTube Video: Tutorial ­ Intro To ChartGo: This is a youtube video that give an explanation on how to use the website “ChartGo” in order to create their graphs. They will refer to this video for assistance with creating their charts. Online Tool: ChartGo (Create Graphs): This is a website that is free and easy to use to create graphs, The students will use this website or online tool in order to complete the task of creating graphs for this lesson. They will access this online to create their charts. ­ Then Group Print Assignment	See before they print their group charts
7 minutes	Closure: Whole class is engaged in a summary that ties together the purpose/meaning and concepts learned from activity – need to see you encouraging students to use the data they found to support their statements.	Begin discussion by asking if anyone saw similiarities and differences in the types of cereal and what their thoughts were.
7 minutes	Review & Reflect: As a class and also within their groups, we will review and reflect on the assignment or lesson. We will also compare and also deeply analyze which cereals are the best and which are the least best to choose when considering health conditions.	Reiterate what was covered for the day and ask questions that will check for understanding.
	E​valuate and Revise
	Student Performance: ∙ Student/Group performance will be evaluated on how well they worked with their peers throughout the lesson. ∙ Group bar graphs will be graded using the following rubric. Media Effectiveness: ∙ Was the YouTube video an appropriate choice? Were students interested and engaged? ∙ Was the online tool to create the bar graphs easy to use for all students? Instructor Performance:  ∙ Did the lesson run smoothly? Was it well planned (timing)? ∙ How did the students respond to the lesson (interested, engaged, bored, etc.)? ∙ Were the learning objectives met? ∙ What are some improvements?

Rubric for creating a bar graph

Category	4	3	2	1
Title	Title clearly relates to the information being graphed	Title relates to the information being graphed	Title is present at the top of the graph	No title
Label on the vertical/horizontal axis	Labels are neat and clear and accurately describe the information presented.	Labels are clear and describe the information presented.	The labels are present, but may not describe the information.	Labels are not present
Accuracy of graph	All bars are correct size and are easy to use	All bars are correct size and are easy to see.	All bars are correct size.	Bars are not correct OR extra bars were included.
Neatness	Graph is neat and attractive	Graph is somewhat neat and attractive	Graph is present but appears plain and regular	Graph is present but is messy and appears to have been thrown together

A Physical Educator's experience of online education games

The overall experience of this group project was a good one. My group was fully involved from start to finish, even though we were not all in class when we had to start. All members of the group were involved in every step of the process from thought collaboration to the final production of our presentation. Finally, I felt like everyone involved has a strong basis and idea of how the game worked and were all in a sense "experts of the game." Dockterman (2012) found that "that half of all kindergarten through eighth grade teachers are now regularly using digital games in the classroom," and that "nearly one in five are using them every day." I feel as though most of today’s surveys and research finds that we are using more and more technology in the classroom. We faced very few challenges in putting together a rubric because we were all in class together, but I feel like the biggest challenge was putting one together because nobody in our group had made one before. We had all been given one or two in our previous classes, but we never have had to put one together. I felt like another challenge we had was just getting it started and thinking about how heavily to weigh each item that we came up with. According to Hayes(2007), "gaming is an untapped resource for enhancing young people’s motivation and ability to participate in a wide range of sports and other movement-based activities," however; the game we chose might not be directly applicable to my field of study because I am pursuing a degree in Physical Education and Health, but I feel like it could be a great game to use in a classroom setting with computers and downtime to spare. Like I said earlier, I probably will not be able to use this in my general physical education classes because of the curriculum but I feel that if I were to maybe have an adaptive P.E class, then I would be able to pair up special education students with general education students and have them work together to advance in levels. We learned about so many different communication tools in this class, so we did not have difficulty finding some to use. We had a few different media that we used and it really helped when we could not all meet together and it kept us on the same page for when we actually met up and made our collective group changes and practiced our presentation.

Dockterman, D. (2012). 5 Ways Teachers Can Evaluate Educational Games. Retrieved March 06, 2016, from http://mashable.com/2012/05/18/educational-video-games-how-to/#HV3KrZdO7uqr

Hayes, E., & Silberman, L. (2007). Incorporating Video games into Physical Education. Journal of Physical Education, Recreation, and Dance, 78(3), 1st ser., 18-18. Retrieved March 06, 2016, from http://files.eric.ed.gov/fulltext/EJ794565.pdf