Running head: CURRICULUM STANDARDS AND ALIGNMENT 1

Janet Castro

TED 632: Content Area Curriculum

Week :1 Curriculum Standards and Alignment

Professor Karl Walker

National University

November 5, 2017
Unit Instructional & Assessment Strategies 2

Audience: Middle School (7th grade) Standards:

Group Size: 35 students 4.5 Describe the role of physical activity and nutrition in
Time: 9:30 am – 10:25 am achieving physical fitness.
5.7 Model support toward individuals of all ability levels and
encourage others to be supportive and inclusive of all
individuals.

Equipment: overhead (technology), computer, speakers,
pencils, graphic organizer, and visual handout.
Resources:
Graphic organizer (chart) and visual handout.
Setting: Arrange chairs facing the overhead/whiteboard
so that all learners will be able to see the video and any
visuals that will be used. The handout, graphic
organizer, and pencils will be on the table.
Objectives:
-The students will cognitively think about what they are
consuming for a full day’s worth (breakfast, lunch, dinner,
including beverages and snacks) of food. This helps them to
determine their eating habits (healthy or unhealthy habits?
Portion is too much or too little? Eating foods from 5 food
groups?)
-Students will work on interpersonal communication with their
peers during “think-pair-share” activity.
-Students will reflect what they have learned in today’s lesson
and tie in the role of physical activity and nutrition in achieving
physical fitness (checking for understanding).

Time Concept to be What you (teacher) do or What learners Self-monitoring

Learned show (students) do (Hints for teacher)
Making adjustments that
could not have been predicted
EXAMPLE BELOW
5 -7 Standards Today we are going to… Listen Focus activity (handclap).
min. & Objectives learn what you typically eat on a
daily basis. You will describe and Make sure I am speaking
reflect upon what you ate yesterday from the center of the room
(full day’s worth of food): so my voice can project
breakfast, lunch, dinner, including
evenly.
beverages and snacks.

Ask yourselves the following Make sure I am not blocking

questions: the visual.

 Do you have healthy or Seat the language learners

unhealthy eating habits? and special needs students
closest to me so that they can
 Is your Portion size too get more focused attention.
much or too little?

 Are you eating foods from

the 5 food groups?

 What can you infer about

physical activity and
nutrition in achieving
physical fitness?
Unit Instructional & Assessment Strategies 3

3 Identification By the end of today’s lesson, you Listen Check for understanding
min. of learning will know how to keep track of a
product food diary to help you achieve your Articulate
personalized fitness goals – outcome
concluding lesson for the unit.
5 Link to prior Take for example week 1: Day 1 Think-pair- Listening, observing,
min. knowledge lesson. In order to better understand share Redirecting as needed.
(connection or this, I want you to think back about
pre- what you learned at the beginning Reflect Keep track of time to switch
of the unit …
assessment) partners and keep lesson
When I say “go” turn to your right
elbow partner and tell them moving.
everything you remember about the
pre-assessment questionnaire you
filled out at the beginning of the
unit…
 What were your results?

 Based on your food-diary

you filled out, does it show
you lack the same food
group from the pre-
assessment questionnaire?

1 Transition “This changes depending upon Refocusing “Make sure everyone is on

min. established class structure such board
lights back on” Redirecting as needed.”
5 Place value I will present the information Listening Checking for understanding
min. (concept to be via direct instruction, and video strategies
learned) from http://eatfit.net/ Showing what
they know Make sure I am not blocking
the visual.

3 Guided Essential Questions to be Listening Use my personal food diary

min. Practice answered: from the previous day as an
 Do you have healthy Showing what example and answer the
habits or unhealthy ones? they know essential questions based on
Why? my experience.
 Is your portion size under Reflecting
control? How?
15 Independent I will hand out the chart activity. Refocusing Be an active observer by
min. Practice walking around the room as
Students’ must fill out the entire Writing they are working on the food-
chart based on their food diary.
consumption from the previous
Reflecting If a student looks stuck or
day:
 breakfast
distracted re-direct them.
(Ask them if they need help
 lunch or clarification).

 dinner

 beverages
Unit Instructional & Assessment Strategies 4

 snacks

Students will include amount eaten,

whether or not they were watching
TV, and their hunger rating (on a
scale 1-10; 1 fainting from hunger
and 10 stuffed and nauseous)
15 Closure I will hand out a half sheet Reflect I will connect today’s lesson
min. reflection paper at the end of their with the first lesson and bridge
food diary. They are to write a Review the information to the next
paragraph about what they learned lesson.
about their eating habits and
Activate prior
relevance to their pre-assessment
results. Also, have them describe knowledge
the role of physical activity and
nutrition in achieving physical Bridging
fitness (Standard 4.5)

Review the purpose of today’s

assignment, make the connection
from previous pre-assessment, and
connect lesson to the next unit
lesson.

RATIONALE

The food-diary nutrition activity made by the University of California; Eat fit workbook,

is a lesson in which students have opportunities to apply literacy skills, critical thinking skills,

activate their prior knowledge, and bridge previously learned information to new information.

Students will be able to think-pair-share with a peer and have time to reflect what they learned

about their eating habits relevant to their pre-assessment results. The think-pair-share strategy

“meets the needs of the introverted learner who wants time to think before talking [and also the]

extroverted learner, because the students talk in pairs to discuss their thinking” (Rutherford,

2009, p.142-143). They will also describe the role of physical activity and nutrition in achieving

physical fitness (Standard 4.5). This will help me to check for their understanding and clarify

any misunderstandings or “missing the point” areas the following unit lesson.
Unit Instructional & Assessment Strategies 5

References

Fisher, D. & Frey, N. (2014). Checking for understanding. (2nd Ed.) Alexandria, VA: ASCD.

Horowitz, M., Sangwan, B., Shilts, M.C., and Townsend, M. (2010). Eat fit. Richmond, CA:

University of California, Division of Agriculture and Natural Resources.

Rutherford, P. (2009). Why Didn’t I Learn This in College (2nd Ed.) Alexandria, VA:

Just Ask Publications