Lesson Plan: Food Pyramids Victoria Judkins April 2, 2013 EDU723: Teaching and Learning in Inclusion Settings University of New England Differentiated Instruction Lesson Plan
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Description of Students This is a life skills classroom with approximately 6 students enrolled in the fifth period class. All of the students in the life skills classroom have been identified with disabilities (names have been changed for confidentiality purposes).
Student 1: Alex is identified with having Autism and moderate intellectual disabilities. He performs significantly below grade level both academically and emotionally (6-8 grade levels below same aged peers). Due to intellectual disabilities, he has difficulty retaining information and needs a curriculum based on functional life skills (daily living skills). Alex struggles with sequencing events both in life and during academic work. He easily becomes frustrated and his anxiety increases during times of frustration. He requires visual and verbal prompts for work completion. Additionally, Alex comprehends material better when verbally read to. Alex is a kinesthetic learner and requires tangible items for success. Additionally, he requires frequent breaks and occasional opportunities to move about due to high levels of anxiety and limited coping skills. Going on walks with an adult is a method that has been found to help reduce his anxiety as well as frustration. Student 2: Michael is identified with having Autism and other health impairments. Academically, Michael demonstrates skills in reading, writing, and math that are 3-4 years below grade level. Developmentally, his adaptive skills are significantly below that of same age peers in the areas of communication, socialization, and daily living skills. Due to deficits in attention, executive functioning skills, and difficulties with flexible thinking, Michael requires assistance with task initiation, modified assignments, copies of class notes, frequent checks to ensure FOOD PYRAMID 3
understanding of directions, and a structured schedule. Michael feels confident when provided with predictability and clear expectations. Student 3: Morgan is identified with having Autism. She is academically, developmentally, and emotionally approximately 6 years below her same aged peers. She has experienced a significant decline in functioning emotionally. Unidentified triggers can also cause screaming statements of distress, throwing objects, perseverating on topics, as well as discussions with inanimate objects. It is important to provide Morgan with clear expectations of behavior and frequently review this with her. Desired behaviors need to be frequently modeled and consistency needs to be in place. Visual cues allow for smooth transitions between activities. For optimal success and comprehension, Morgan should be read to orally. She has trouble understanding those around her and requires a syntax log. Direct instruction should be implemented when she does not make a comprehendible sentence. Student 4: Paul is identified with having Autism and intellectual disabilities. He requires modified instruction due to deficits in attention/concentration, executive functioning, as well as memory functions in order to be successful in school. His executive functioning correlates with poor attention capacity, inflexibility of thought, and challenges with transitions. Paul performs significantly below grade level (ranging in ability level from the mid third grade to early eight grade) in all academic areas. Paul does best in small group or a one on one setting. He has difficulty retaining information and needs a curriculum based on functionality and Life Skills (daily living). It is important to note that Paul requires frequent breaks, opportunities to move about, as well as individualized attention. In the past, Paul has exhibited a history of occasional aggression towards people and objects. Paul requires an Ed Tech due to behavioral needs and appropriate modeling of desired social behaviors. These deficits impact Paul's daily school FOOD PYRAMID 4
routine and requires a functional, hands-on curriculum that involves a high level of structure and support. Student 5: Logan requires extensive modified methods of instruction due to his identified disabilities (Autism and intellectual disabilities). Logan requires specialized instruction in the life skills setting for math, reading, writing, science, social studies and life skills due to low academic levels ranging on average 7 grade levels below that of his same-aged peers. He requires adult assistance 100% of the day for academic support. Developmentally, Logan needs frequent reviews of expectations and pre-teaching of upcoming transitions to prevent anxiety. Logan will often become easily frustrated or overwhelmed with work tasks therefore tasks are to be taught in short increments, using meaningful reinforcements. His adaptive skills are significantly below that of same aged peers in the areas of communication, socialization, and daily living skills. Logan requires assistance in the bathroom and with life skills such as making snacks, washing dishes, cleaning his work area, and getting ready for transitions. Due to deficits in attention, executive functioning skills, and difficulties with transitions, Logan requires assistance with task initiation and requires an adult to model expectations. Due to deficits in motor functions, Logan needs assignments modified in length and/or extended time to complete work. Student 6: Hector is identified with having Autism and is following curriculum at a different rate than that of his peers. Hectors adaptive skills are below age and grade levels in communication, daily living, and socialization skills. Hector has difficulty sustaining attention to task indicating that he requires direct instruction in the areas of academic, developmental, and functional life skills. Hector is easily distracted by external auditory and visual stimuli and requires an environment with limited to no distractions. He is socially behind his peers and FOOD PYRAMID 5
functionally requires support of adults to help him navigate his social and academic environments appropriately. There are five para-professionals assigned to the classroom. In this setting, the life skills teacher has determined that all staff should be familiar with each student and therefore they work with each student throughout the day on a set schedule to ensure familiarity for the students. It should be noted that personal IEP accommodations should be followed throughout this lesson.
Explanation of instructional decisions Students are grouped based on the standards and the purpose of the lesson, using flexible grouping. The grouping dynamic is a combination between the knowledge-based group, which is formed according to the students background and previous experience with the food pyramid and the interest group, which allows student to select their favorite topic within the unit (e.g., grains, vegetables, meats and beans). These groups were determined by pre-assessment asking students to identify the elements of the food pyramid produced by the United States Department of Agriculture (USDA). These groupings were additionally influenced by their individual strengths in the classroom as well as their interests. This data has been collected throughout the school year and changes are made as needed. Finally, applicable IEP objectives helped identify the goals for this lesson as well as the determination for group dynamics.
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Lesson Plan Lesson objective: Students will be able to: 1. Identify and create a healthy, balanced meal using the food pyramid and USDA portion guidelines. 2. Classify foods by groups in MyPlate. 3. Summarize the importance of a healthy, balanced meal.
Common Core Essential Standard (Nutrition and Physical Activity) K.NPA.1: Understand MyPlate as a tool for selecting nutritious foods. K.NPA.2: Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation.
IEP Objective- Daily Living A. To increase the students ability to independently make choices for a balanced meal. B. To increase students skills to plan balanced meals. C. To help the student develop independent nutritional meal choices.
Aim: To enable students to make healthier and optimal nutritional choices by having the information, resources and tools to help them create a balanced diet.
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Procedure Review- At the start of the class, the students will spend five minutes completing an entry slip identifying the elements of the USDA food pyramid. Entry slips will be accessible on traditional paper-pen format and computer-based via student email. A visual of the food pyramid will be provided along with a word bank. Students who select the traditional paper-pen format will have the option to cut out the words, or have the words cut out for them, from the word bank and place them under each section of the food pyramid.
Prerequisites- Students will be able to identify different foods and have a basic understanding of their category (e.g., fruit, vegetable, meat). Materials- Groceries (e.g., ketchup, bananas, apples, pears, ham, cheese, yogurt, bread), Poster boards, Computers, Markers/Crayons, Plates, Kitchen access Lesson Activities: Anticipatory Set- The teacher will introduce the lesson by having students join in a whole class discussion regarding food nutrition. The teacher will act as the facilitator encouraging the students to share their knowledge about the food groups. There will be a visual layout of the different food groups consisting of various foods from each group. The foods purchased for this lesson will be selected based on an interest inventory regarding each students favorite foods to ensure that there are at least one or two things each student will want to eat. The interest inventory has multiple options for completion. They can list three things from each category, select from an array of pictures depicting their favorite foods, or verbally tell an adult in the room. FOOD PYRAMID 8
During the discussion about the different food groups, the teacher will hand out a visual of the Food Pyramid with a brief description of each category. The students will also be directed to go to the following website: http://kidshealth.org/kid/stay_healthy/food/fgp_interactive.html The para-professionals in the room will help students access the website. They will also help the students navigate the website. The teacher will direct students to explore each category of the food pyramid as a team. The teacher will remind students of the team expectations: We always stay positive and respectful We are patient And most importantly, we remember to work together The teacher will ask for volunteer readers to read aloud, taking turns. At the conclusion of the exploration, the students will be asked to take the quiz online. At the conclusion of the quiz, they will be asked to print their results.
The teacher will then have the students access the website: http://www.choosemyplate.gov/food-groups/ The students will explore each of the subcategories (e.g., vegetables, grains, dairy, and protein) as a whole-class. After exploring each category, the teacher will model what they have learned using a visual. The teacher will take a plate and section it off into portions, highlighting the recommendations (e.g., half the plate being for vegetables and fruits, one fourth protein, one fourth grain) using ketchup. Ketchup was selected due to all of the students preference of FOOD PYRAMID 9
ketchup as their condiment of choice. The teacher will then show what the plate should look like by placing the different foods in the correct section of the plate.
After modeling this, the teacher will ask for the students to direct them as to how to section the plate. They will then ask the students to pass them food and place it on the new plate. Once they have practiced together, the teacher will hand out plates to each student. They will be reminded that there is only one ketchup bottle, so they will need to share. Again, the teacher will recap team expectations: We always stay positive and respectful We are patient And most importantly, we remember to work together The para-professionals will help the students who require assistance with sectioning their plates. Then, the students will go to the table laden with food and select what they would like to put on their plates. Each category is on its own platter and the completed plate modeled by the teacher will be on the table as a visual. Once the students are done, they will be allowed to eat the food on their plate. This is a perfect opportunity to provide a movement break for the students and allow them time to digest the information they have been presented. Fifth period is typically snack time, so it additionally allows for their snack break.
After their short break, the students will be paired into small groups of two. (Groups were determined during the break when the teacher had opportunity to review the entry slips). The teacher will review the group expectations prior to starting the activity, which are: FOOD PYRAMID 10
Listen to others Be on task Encourage and help one another And most importantly, participate positively!
Prior to the students breaking off into their groups, the teacher will have the entire class say aloud: I am a success because I do my best! The teacher will encourage the students to show how much theyve learned. In each small group setting, the teacher will provide each group with an option between two categories. Each group will learn about their identified category of the food pyramid. The students will work hard on their specific food group and work as a group. The students will display visual aids to show the class (e.g., posters about their foods, PowerPoint presentation using media of choice) while they are presenting to the class. The presentations will last no longer than 3 minutes a piece. Based on the group-ability level, the challenge level will vary. For the challenge level 1, a graphic organizer completely filled out will be provided. For the challenge level 2, the students will be provided a graphic organizer with sections that have a header filled in. For the challenge level 3, the students will need to outline what information they will want to present. The students will complete a group assessment for their team member prior to presenting in front of the class. The assessment may be completed with traditional pen-paper or media based via email.
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Group Member Assessment Checklist Name: Date: Assignment/Task: Food Pyramid Section
Observable Behavior Not Yet Sometimes Most of the Time Comments
Stayed on task
Followed directions
Showed respect for group members
Completed his or her share of the work
Observers Signature: Date:
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Extension and Enrichment: After completion of presentations, the students will be provided a movement break (e.g., short five minute walk). When the movement break is over, the students will be provided a menu to select their individual projects, which they will complete in a one-week span. They must select from both the MyPlate and Writing Prompt. A para-professional will be available to read the selections for individual students. My Menu Selection: MyPlate
Writing Prompt Choice A: Prepare a balanced meal in the kitchen Choice A: Write why it is important to eat a balanced meal Choice B: Draw a balanced meal Choice B: Compare and contrast a balanced meal to a non-balanced meal Choice C: Complete a poster showing the sections of a balanced meal Choice C: Keep a food journal and reflect on which meals are balanced Choice D: Create your own presentation! Choice D: Create your own writing prompt! Prior to starting their projects, the teacher will hold a teacher-student conference with each individual student to help them identify their learning goals for their projects. Goals and rubrics will be created based on the individual student at the conclusion of the teacher-student conference.
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Assessment of Lesson Effectiveness: For this lesson, it should be noted that mastery is evident when the learner uses the skill automatically after several days have passed. This should be re-visited continually and is not a one-time lesson. I will use the student group member assessment, rubrics, and student work samples to determined whether or not each student understood the lesson and was able to complete the tasks effectively.
Reflection of Lesson: Overall, this lesson was successful. The students were actively engaged throughout the entire lesson and were effective participants in the learning process. The sampling of the many different foods was a huge hit as well as using the ketchup to section off their plates. The ketchup was a great visual for the students and provided a tangible example for them. During the guided practice section of the lesson, there were no behavioral issues. As previously mentioned, all of the students were actively engaged and voiced how the were enjoying the material being presented. They especially liked using their computers and exploring the interactive food pyramid, which was one of the major strengths in this lesson as well as the physical food provided. I was fortunate that there were no Internet connection problems, as a large part of this lesson relied on Internet access. In the future, I intend on having a backup PowerPoint highlighting all of the information gathered from the web resources. It should be noted that there were behavioral issues during the group activities as some of the students quickly became frustrated with their partners. As a consideration to this, I would adjust the grouping dynamics and allow the students to select their own partners. Moreover, the research section did not take very long for some of the groups. Although I had modified the FOOD PYRAMID 14
challenge levels available for the presentations, some of the groups at the highest challenge level were still done significantly sooner than other groups. As a reflection on this, I would have the higher challenge level students research two categories of the food pyramid and do a comparison on the identified categories as part of their group work. The extension and enrichment section was a very large success, as the students enjoyed selecting from the My Menu Selection. While reviewing the menu, one of my students asked if they could create a PowerPoint presentation instead of a poster. I thought this was an excellent idea, and so for an adjustment to the lesson I decided to add a Choice D for both the MyPlate and Writing Prompt on the menu, which allowed for the students to come up with their own project ideas. The requirement for Choice D, on both sides of the menu, was that the individual student would need to set up a meeting with the teacher to receive approval. I am still waiting on some of the finished projects, as most of my students have extended time to complete work. The only major concern I have with this lesson is that I did not feel that my students fully understood why it is important to eat a balanced meal. They showed that they comprehend what a balanced meal looks like, however most were unable to explain why they should eat a balanced meal. The common response was Because it is healthy. When asking what healthy means to them, a common response was Being healthy. In the future, I will include some instruction on the meaning of the word healthy and why it is important to be healthy. I also intend on including the stairs into the lesson, which is an addition to the food pyramid to promote exercise.
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References ALTEC at University of Kansas (2000). Rubistar: Create rubrics for your project-based learning actvities. Retrieved from http://rubistar.4teachers.org/ Chapman, C., & King, R. (2012). Differentiated assessment strategies: One tool doesn't fit all. (2nd ed., pp. 155-172). Thousand Oaks, CA: Corwin: A SAGE Company. United States Department of Agriculture. (2013). Food groups: Choosemyplate. Retrieved from http://www.choosemyplate.gov/food-groups/fruits.html United States Department of Agriculture. (2013). Usda myplate & food pyramid resources. Retrieved from http://fnic.nal.usda.gov/dietary-guidance/myplatefood-pyramid- resources/usda-myplate-food-pyramid-resources