Field-Based Application for Teaching School Healthby Jana Paulk

Part I

Section 1: The Model: The teaching model that will be used for this unit is the Task Analysis Model, which was developed by Robert Gagne. Gagne’s assumptions of learning include the following: 1) skills should be learned one step at a time, 2) each new skill learned should build on previously acquired skills, 3) learning is hierarchical in nature, and 4) learning causes an observable change in the learner. The model is unique because the students must complete a checklist to demonstrate their learning and/or the teacher develops a concept map to aid in her instruction.The School Site: This health unit will be taught at Allgood Elementary School, located in Stone Mountain, Georgia. This is a Title I school, the majority of the students are African American, and approximately 600 students attend the school.The Grade Level: The grade level selected is the fifth grade, and the class selected is Mr. Moore’s class. The class consists of 23 students – 12 boys and 11 girls. 22 students are African American and 1 student is Hispanic.Available Resources: The unit will be taught in the gymnasium. There are 30 Your Health textbooks (enough for each student).

Section 2:Rationale Statement: The focus of the fifth grade health unit is “Foods for Good Nutrition.” There are five lessons in the unit: 1) Your Digestive System (Digestion Investigation), 2) Food – Nutrients for the Body, 3) Using the Food Guide Pyramid to Plan Meals, 4) Using Food Labels, and 5) Calories- An Eye Opening Experience. The instructional design model selected is Task Analysis. This model is appropriate because the lessons in the unit build on prerequisite knowledge, divide a set of complex skills into sequenced steps, and incorporate checklists.

The following developmental characteristics, health interests, and health needs are shared by most fifth graders: 1) they are interested in what happens to eaten food, 2) they show concern about overweight and underweight, 3) they have a high interest in the human body and are concerned with body image, and 4) they do some of their own shopping. In addition, 9-12 year olds have these emotional and intellectual characteristics: 1) they are developing decision-making and leadership skills, 2) they are making some movement toward taking responsibility for their own actions, 3) they are beginning to think logically and symbolically but still prefer concrete ideas, 4) they are learning to use good judgment, 5) they enjoy learning by “hands on” application of skill through role play and simulation, 6) they want to use their skills to explore and investigate the world, and 7) they may express feelings through creative

writing and like to share thoughts and reactions. This unit will teach students the basics of nutrition and will give them the necessary tools to make wise decisions about the foods they eat.

The focus of each lesson is presented below: 1) Digestion Investigation: This lesson teaches how to diagram the digestive system by breaking down the steps of digestion. It also teaches students the functions of each organ and the importance of water and fiber in the digestive process.2) Decisions, Decisions: This lesson teaches how to plan a healthful meal using the Food Guide Pyramid.3) Calories- An Eye Opening Experience: This lesson teaches how caloric consumption and exercise affect weight management. It also provides students the opportunity to see how easy/ difficult it is to burn the calories in a given snack food.

Each lesson in this unit promotes health literacy:1) Digestion Investigation: Being able to diagram the digestive system as a group and understanding each organ’s function promotes health literacy through effective communication and critical thinking,2) Decisions, Decisions: Being able to prepare a meal that is healthy, well balanced, and realistic promotes health literacy through critical thinking. Working with a partner on this assignment mirrors real-life situations for when they get older and have a roommate or a spouse.3) Calories- An Eye Opening Experience: Being able to calculate energy intake and output and understanding the importance of both for weight management promotes health literacy through problem-solving, critical thinking, and consequences of behavior.

Initial Description:1) Digestion Investigation:

Lesson Goal: The student will understand the importance of the Digestive System in providing him/her the energy he/she needs to carry out every day activities.Lesson Objective: The students will describe how the digestive system works and will explain how two nutrients (water and fiber) aid in digestion.Capability to support new learning:Analysis: Students will diagram the Digestive System and examine the functions of each organ. Other capabilities include: breakdown, differentiate, dissect, and inspect.Category of learning outcome: Diagramming the Digestive System and examining the functions of each organ is intellectually based.Prerequisites for learning capabilities:1) Understanding that each “body system” has a specific function.2) Understanding that each body system is composed of different organs that have specific functions within the body system.

3) Understanding that food provides the body energy.4) Capability to work in groups.

2) Decisions, Decisions:Lesson Goal: The student will understand how the Food Guide Pyramid can help to plan healthy meals.Lesson Objective: The student will plan one full meal that incorporates at least one serving of food from each food group, and the students will classify their ingredients according to the food groups.Capability to support new learning: Synthesis: Students will create and plan a menu. Other capabilities include: assemble, combine, construct, formulate, and prepare.Application: Students will classify their ingredients according to the food groups. Other capabilities include: determineCategory of learning outcome: It is a skill to create and plan a menu.Pre-requisites for learning capabilities:1) Understanding the Food Guide Pyramid and how it works2) Understanding the concepts of variety, balance, and moderation3) Capability to work with a partner and in groups

3) Calories: An Eye-Opening Experience:Lesson Goal: The student will understand the significance of caloric consumption and exercise in maintaining a healthy weight.Lesson Objective: The student will use a food label to determine the total calories contained in one snack food and will demonstrate that foods containing fewer calories require less exercise to burn than foods containing more calories (using a pedometer).Capability to support new learning:Application: Students will determine the total calories contained in one snack food. Other capabilities include: compute, find, and predict.Category of learning outcome: It is a skill to determine the total calories in a snack food and to interpret the results from a pedometer.Prerequisites for learning capabilities:1) Understanding how to read a food label2) Understanding that energy in food is measured in calories.3) Understanding that energy is gained through food and energy is expended through exercise.4) Capability to work cooperatively with a partner.

Section 3:

Day Topic Objective Cue 1 Cue 2 Cue 3 Cue 4 Cue 51 Your

Digestive System

(Digestion Investigation)

The students will describe how the digestive system works and will

explain how two nutrients (water and fiber) aid in

digestion.

Your body is a car, and it needs

fuel to run – so do you. You run on

nutrients (substances in

food that provide you with energy and other things your body needs)

Breaking down food to get energy is your digestive

system’s function.

Trace the steps of digestion. (Mouth, esophagus, where peristalsis takes place, stomach, small intestines,

where other enzymes complete digestion, blood, large intestine)

Why does your body need water? (To digest food, to transport nutrients

to your cells, to build new cells, to

keep body temperature

stable, to help remove carbon

dioxide, salts and other wastes from

your body)

Why does your body need fiber? (Although fiber itself cannot be

digested, it helps move other food

through your digestive system)

2 Food – Nutrients for

the Body

The student will identify the six

nutrients, describe what each nutrient does and where it

is found, and explain what happens if the

body does not get enough of these

nutrients.

3 Using the Food Guide Pyramid to Plan Meals(Decisions, Decisions)

The student will plan one full meal that incorporates

at least one serving of food from each food

What does it mean to eat healthy?

(Eating a variety of foods, eating

very little sweets, fats and oils,

As you grow older, you will become more

responsible for the foods you eat. When planning

You should use the Food Guide Pyramid when

meal-planning so that your meals

will have balance,

Review the meanings of

balance (eating foods that contain all the nutrients

your body needs),

Review the six food groups. (Bread: 6-

11servings daily; Vegetable: 3-5 servings daily;

group and the student will

classify the main ingredients

according to the food groups.

following the FGP, eating in moderation)

your own meals, you should make good decisions.

variety and moderation.

variety (eating an assortment of

foods from each of the food

groups), and moderation (eating an

appropriate amount of food-

not too much, not too little).

Fruit: 2-4 servings daily; Milk: 2-3 servings daily;

Meat: 2-3 servings daily;

Fats: small amounts)

4 Using Food Labels

The student will demonstrate the

ability to use food labels to evaluate nutritional values

of foods.5 Calories and

Exercise (An Eye-Opening

Experience)

The student will use a food label to determine the total calories contained in one snack food

and will demonstrate that foods containing

fewer calories require less

exercise to burn than foods

containing more calories (using a

pedometer).

The energy in food is measured in Calories. Foods high in Calories give you lots of energy, but they may contain lots

of fat and/or sugar.

According to the RDA, children

should eat about 2200 calories per

day.

Eating more calories than you

burn through activity will make you gain weight.

Eating fewer calories than you burn will make

you lose weight. Eating the same calories as you

burn will maintain your weight.

You will use a pedometer during exercise and your ability to read a

food label to determine how

easy/difficult it is to burn the

calories in one snack food and to

complete a checklist for the

lesson.

What did you learn about calories and

exercise? Were you able to burn the calories in

your food in 30 minutes? What

types of foods are better “snack

foods?”

Part II: Lesson Plans

Digestion Investigationby Jana Paulk

General Area of Health: Nutrition

Grade Level: Fifth Grade

Georgia QCC’s: N.5.20: Determines the function and sources of each of the six nutrients (carbohydrates, proteins, fats, vitamins, minerals, and water)

National Health Standards: Standard 1

Goal Statement: The student will understand the importance of the Digestive System in providing him/her the energy he/she needs to perform every day activities.

Objective Statement: The students will describe how the digestive system works and will explain how two nutrients (water and fiber) aid in digestion.

Anticipatory Set: Materials Needed: 1 or more packages of cereal, paper plates, hand lensesAsk a volunteer to read the list of nutrients on the cereal package. Divide the class into small groups, and have each group examine the cereal with a hand lens. Ask students if they can see any of the nutrients that are in the cereal. Then ask how people’s bodies find the nutrients. Explain that our bodies must first break down the foods we eat in a process called digestion. Explain that that in this unit, we will be learning about digestion and how nutrients are important to our bodies.

Lesson Concept: You can use your knowledge of digestion and nutrients to help your body get the energy it needs to stay healthy.

Lesson Cues: 1) Your body is a car, and it needs fuel to run – so do you. You run on nutrients (substances in food that provide you with energy and other things your body needs).2) Breaking down food to get energy is your digestive system’s function.

3) Trace the steps of digestion. (Mouth, esophagus, where peristalsis takes place, stomach, small intestines, where other enzymes complete digestion, blood, large intestine).4) Why does your body need water? (To digest food, to transport nutrients to your cells, to build new cells, to keep body temperature stable, to help remove carbon dioxide, salts and other wastes from your body).5) Why does your body need fiber? (Although fiber itself cannot be digested, it helps move other food through your digestive system).

Teacher Modeling:1) Each student will be given a color-coded card with a “digestive organ” on it (5 colors, each color will contain 5 different organs)2) Students will be grouped according to color (5 groups, 5 organs in each group).3) Each group will be given a large piece of butcher-block paper to trace one member’s body outline. 4) Each group member will read about his/her organ in the textbook (location, description, and function(s)).5) The group will work cooperatively to diagram the digestive system on their outline (illustrating and labeling each organ, noting the function(s) of each organ).6) The group will complete a lesson checklist together.7) Which part of digestion happens first? second? third? etc.8) Why do you think it helps to do things in order? (It makes it easier to understand, some things MUST happen in the same order for it to work. Example: To make a car go you must: fill it with fuel, turn a key for the car to start, put in gear, then press the gas pedal))9) Does digestion happen in the same order every time? Why? (Yes, because that is the only way digestion can work)10) How do the nutrients, fiber and water, aid in digestion? (Water - to digest food, to transport nutrients to your cells, to build new cells, to keep body temperature stable, to help remove carbon dioxide, salts and other wastes from your body; Fiber - it helps move other food through your digestive system)

Student Activity:The Task Analysis Model is being used to teach this lesson because there are sequential steps the students must take in order to complete the assignment. In addition, there are sequential steps in the digestion process. A checklist will be used during the student activity to aid in group interaction and student learning.

The students will be working individually and in groups. Because each member will research only one organ, he/she will be able to learn the information quickly and will become “the expert” on that organ. When all the group members work together to complete the checklist and the diagram, they will teach the stages of digestion to each other.

This lesson and model is age and stage appropriate because students this age are interested in what happens to eaten food, they have a high interest in the human body, they are beginning to think logically and symbolically but still prefer concrete ideas, and they enjoy learning by “hands on” application of skill through role play, illustration, and simulation.

The following materials are needed for this lesson: Your Health textbooks, 5 pieces of butcher-block, variety of permanent markers, checklists, and pencils.

Closure: The student will conduct a “Fiber Search” at home. He/she will list the food items in the kitchen that contain over 5 grams of fiber in each serving. The student will report his/her findings to the class. The class will offer suggestions to improve the fiber intake of the household.

Evaluation:The “Digestion Investigation” checklist will be used to evaluate the instructional objective. Each group member will be graded individually according to his/her assigned portion of the project, using a rubric. The group will also be graded on their ability to work cooperatively. Each group member will earn the same grade. The grades will be calculated by dividing the points earned by the total number of points.

Re-teach:Students who require additional help will read the lesson from the textbook and will complete the checklist with the teacher’s assistance.

References:Gibbons, C., Middleton, K., Ozias, J.M., Stockton, CA. (1990). Foods for good nutrition (Chapter 4). Your Health. Orlando, FL: Harcourt Brace.

Names ______________________________ Date _______________ Teacher _____________________________________________________________________________________________________________________________________________________

Checklist for Digestion Investigation (9 points maximum)

Directions: Complete each item in order and check it off in the space provided after completion.

_____ 1. Trace one member’s body outline. (0 points maximum)

_____ 2. Each group member: Read about your organ in the textbook. You are to become the “expert” on your organ. You should know its location in the body, you should be able to describe it, and you should know its functions (what its job is in the digestion process). (3 points maximum)

_____ 3. Take turns illustrating, labeling, and describing the functions of each organ. Do this in the same order as the digestive process (the mouth should be drawn first, the esophagus second, etc.). (3 points maximum)

_____ 4. Work cooperatively to create an oral report describing the digestive process. Be sure to include the roles of fiber and water. (Be creative! Examples: descriptive presentation, role-play, skit, etc.) (3 points maximum)

Rubric for Grading

3 2 1Knowledge of organ Accurate description of the

organ, its location and functionMissing one of the criteria (location or function)

Not able to accurately describe any part of the organ, its location or function

Illustrations and Labels All functions labeled accurately and description is correct.

Labels are misplaced, description or function is inaccurate.

Missing labels, description and function

Presentation Individual’s role was clearly understood and the information presented was accurate.

Individual had difficulty relating information clearly or some of the information was inaccurate.

Individual was unable to clearly present information pertaining to his prescribed organ.

A = 8-9 points B = 7 pointsC = 6 pointsD = 5 pointsF = Less than 5 points

Decisions, Decisionsby Jana Paulk

General Area of Health: Nutrition

Grade Level: Fifth Grade

Georgia QCC’s: N.5.19: Creates a one-day food plan based on the Food Guide Pyramid and the USDA dietary guidelines.

National Health Standards: Standard 5

Goal Statement: The student will understand how the Food Guide Pyramid can help to plan healthy meals.

Objective Statement: The student will plan one full meal that incorporates at least one serving of food from each food group and the student will classify the ingredients according to the food groups.

Anticipatory Set: Students will be divided into six groups. Each group will be given a different menu for one meal and a picture of the Food Guide Pyramid. Each group must decide whether or not the meal is healthy and well balanced, and they must give reasons for their decision. The teams will have five minutes to complete the activity.

Lesson Concept: A healthy diet is an important part of maintaining one’s health; therefore, one must be able to plan meals that are healthy and well balanced. This can be accomplished by using the Food Guide Pyramid.

Lesson Cues: 1) Describe characteristics of a “healthy” person.2) What does it mean to “eat healthy”?3) Although you do not have complete control over the meals you eat now, as you grow older, you will become more responsible for the foods you eat. You will plan your own meals, and you should make good decisions when planning those meals.4) You should use the Food Guide Pyramid when meal-planning so that your meals will have balance, variety, and moderation.5) Review the meanings of balance, variety and moderation6) Review the food groups.

Teacher Modeling:1) Pass out a sample menu and discuss it with the class. 2) Does the menu have variety? Why or why not?3) Is the menu balanced? Why or why not?4) Is the menu realistic? Would you actually eat these foods together in one meal?5) You and a partner are going to create a menu for one meal that includes at least one serving from each food group.6) The menu must include an entrée, or main dish, two side dishes, and a beverage.7) Encourage students to get creative with the assignment, but be realistic.8) When planning your meal, follow the checklist step by step.9) What is the first step you will do to get started?

Student Activity:The Task Analysis Model is being used to teach this lesson because there are sequential steps the students must take in order to complete the assignment. A checklist will be used during the student activity to aid the students in their learning.

The students will be working with a partner so that they can collaborate on the menu and work through the checklist together. By using this strategy, students are imitating a real-life scenario – couples or roommates planning a meal together that satisfies both parties.

This lesson and model is appropriate for fifth grade students because students this age like to plan in advance and be told the steps that they should follow in order to do something, they are relatively well-organized and like to assess themselves and others, they are persistent and like to complete what they plan (they can tolerate interruptions, however), and they do not have a good memory.

The following materials are needed for this lesson: Checklist, Food Guide Pyramid handout, pencil, and scratch paper.

Closure: The students will take home their menus and ask their parent(s) to prepare the meal for the family. The students will report their family’s feedback to the class.

Evaluation:The “Checklist for Planning a Meal” will be used to evaluate the instructional objective. Partners will receive a small group grade, meaning both students will receive the same grade for this collaborative assignment. The grade will be calculated by dividing the points earned by the total number of points.

Re-teach:Students who require additional help with this assignment will complete the checklist with a parent or will complete the checklist individually using the Internet as a guide.

References:Gibbons, C., Middleton, K., Ozias, J. M., Stockton, C.A. (1999). Foods for good nutrition (Chapter 4). Your Health. Orlando, FL: Harcourt Brace.

Names ______________________________ Date _______________ Teacher ___________________________________________________________

Checklist for Planning a Meal (30 points)

_____ 1. Partners, decide which meal you would like to plan (breakfast, lunch or dinner). (1 point) ___________________________________________________________________________

_____ 2. On a separate sheet of paper, make a list of foods that you enjoy eating for the meal that you have chosen. (1 point)

_____ 3. Partners, decide which food should be your entrée (main dish). Using the Food Guide Pyramid, write down the food, its main ingredients, and the food group that each ingredient belongs to. (5 points)

Entrée: __________________________Ingredients: __________________________ Food group: ____________________________

__________________________ Food group: ______________________________________________________ Food group: ______________________________________________________ Food group: ____________________________

_____ 4. Partners, decide which food should be your first side dish. Using the Food Guide Pyramid, write down the food, its main ingredients, and the food group that each ingredient belongs to. (5 points)Side Dish 1: __________________________Ingredients: __________________________ Food group: ____________________________

__________________________ Food group: ______________________________________________________ Food group: ______________________________________________________ Food group: ____________________________

_____ 5. Partners, decide which food should be your second side dish. Using the Food Guide Pyramid, write down the food, its main ingredients, and the food group that each ingredient belongs to. (5 points)Side Dish 2: __________________________Ingredients: __________________________ Food group: ____________________________

__________________________ Food group: ______________________________________________________ Food group: ______________________________________________________ Food group: ____________________________

_____ 6. Partners, decide which beverage you would like to include with your meal. Using the Food Guide Pyramid, write down the beverage, its main ingredients, and the food group that each ingredient belongs to. (3 points)Beverage: __________________________Ingredients: __________________________ Food group: ____________________________

__________________________ Food group: ____________________________

_____ 7. Complete the following table: (5 points)

Food group Number of servingsBread, cereal, rice, pastaVegetableFruitMeat, poultry, fish, dry beans, eggs, nutsMilk, yogurt, cheeseFats, oils, sweets

_____ 8. Is there at least one serving from each food group? (2 points) ________

_____ 9. Is your menu well balanced (a healthful amount of foods from each of the food groups? (2 points)__________________________________________________________________

_____ 10. Would you and your family enjoy this meal? (1 point) ________

Grading Scale:A = 27-30 points 90% - 100%B = 24-26 points 80% - 89%C = 21- 23 points 70% - 79%D = 18-20 points 60% - 69%F = 0 –17 points 0% - 59%

Calories: An Eye-Opening Experienceby Jana Paulk

General Area of Health: Nutrition

Grade Level: Fifth Grade

Georgia QCC’s: N.5.19: Interprets USDA nutritional facts on food labels. National Health Standards: Standards 1 and 3

Goal Statement: The student will understand the significance of caloric consumption and exercise in maintaining a healthy weight.

Objective Statement: The student will use a food label to determine the total calories contained in one snack food and will demonstrate that foods containing fewer calories require less exercise to burn than foods containing more calories (using a pedometer).

Anticipatory Set: Students will predict how many calories are in two foods (a Hershey’s chocolate bar, and an apple), and they will predict how many steps they must take to burn the calories in each snack food. At the end of the lesson, students will see how accurate their predictions were. The students are aware that 2000 steps burns 100 calories for a 90-pound person (the average weight of Allgood fifth graders is approximately 90 pounds).

Lesson Concept: You can achieve weight balance by burning the same amount of calories (through physical activity) that you consume each day. Making wise food choices and participating in moderate to strenuous physical activities every day can accomplish this.

Lesson Cues: 1) The energy in food is measured in Calories. Foods high in Calories give you lots of energy, but they may contain lots of fat and/or sugar.2) According to the RDA, children should eat about 2200 calories per day. 3) Eating more calories than you burn through activity will make you gain weight. Eating fewer calories than you burn will make you lose weight. Eating the same calories as you burn will maintain your weight.

4) You will use a pedometer during exercise and your ability to read a food label to determine how easy/difficult it is to burn the calories in one snack food and to complete a checklist for the lesson.5) What did you learn about calories and exercise? Were you able to burn the calories in your food in 30 minutes? What types of foods are better “snack foods?” (Burning calories requires a lot of exercise; students that were given fruits and vegetables were able to burn the calories while the students that were given “other snack foods” were not; fruits and vegetables have fewer calories than other snack foods and require less exercise to burn than other snack foods; fruits and vegetables are better snack foods)

Teacher Modeling:1) As students enter, they will pick up a pedometer, a food card, and a checklist.2) Students will complete numbers 1-5 on the checklist individually.3) Why are you surprised that your food contains that many calories?4) What types of activities will burn the most calories in the shortest amount of time?5) Students will run three laps around the gym.6) Students will be divided into two teams.7) Students will participate in a game of Dodgeball – trying to burn as many calories as possible. 8) During intermission, students will be asked: How are you doing in regards to burning the calories in your snack food? 9) After the game, students will find a partner with a different color code on his/her food card.10) Partners will complete numbers 6-10 on the checklist together.11) Why was one partner able to burn the calories, but the other partner was not?12) From your results, what kinds of snack foods are best? Why?

Student Activity:The Task Analysis Model is being used to teach this lesson because there are sequential steps the students must take in order to complete the assignment. A checklist will be used during the student activity to aid in student learning.

The students will participate in a group discussion with the teacher, they will work individually on numbers 1-5 of the checklist, they will participate in a team game, and they will work with a partner to complete numbers 6-10 on the checklist. Numbers 1-5 on the checklist are to be completed be each individual because every student should know how to find the total calories in a food and determine how many steps it will take to burn the calories in his/her particular food. The students will play a game of Dodgeball as a team because that is the game that they chose to play. Finally, the students will work with a partner so that they can compare “high calorie” snack foods to “low calorie snack foods.”

This lesson and model is appropriate for fifth grade students for the following reasons: 1) they show concern about overweight and underweight, 2) they have a high interest in the human body and are concerned with body image, 3) they do some of their own shopping, 4) they are developing decision-making and leadership skills, and 5) they enjoy learning by “hands on” application of skill through role play and simulation.

The following materials are needed for this lesson: Checklist, pedometer, food card, and pencil.

Closure: The students will record what they eat in one day. They will then determine the calories consumed for that day using calorie charts and/or food labels. By using the mathematical formula, 2000 steps burns 100 calories, they will compute how many steps it will take to burn the calories eaten that day.

Evaluation:The “Checklist for Calories: An eye-Opening Experience” will be used to evaluate the instructional objective. Each student will complete his/her own checklist; therefore, the students will be graded individually. The grade will be calculated by dividing the points earned by the total number of points.

Re-teach:Students who require additional help with this assignment will complete the checklist with a “more capable peer.”

References:Gibbons, C., Middleton, K., Ozias, J. M., Stockton, C.A. (1999). Foods for good nutrition (Chapter 4). Your Health. Orlando, FL: Harcourt Brace.

http://www.kidshealth.org/

Name _________________________ Date ________________ Teacher ______________________________

Checklist for Calories: An Eye Opening Experience (20 points)

Directions: Complete each item in order and check it off in the space provided after completion.

_____ 1. Attach your pedometer on your belt or waistband directly above your right leg. Make sure the pedometer is set at “0.” You can clear your pedometer by pressing the button on the left. (1 points)

_____ 2. Choose a “Food Card,” without looking at it, from the stack.

_____ 3. Write the name of your snack food: _______________________. (1 point)

_____ 4. Tell how many Total Calories are in 1 serving of your food: _______________ cal. (3 points)

_____ 5. Using the chart below, approximate how many steps you must take to burn the calories in your food: _________. (3 points)

Steps Taken Calories Burned6000 3005500 2755000 2504500 2254000 2003500 1753000 1502500 1252000 1001750 87.51500 751250 62.51000 50750 37.5500 25

_____ 6. Participate in the physical activities that Mrs. Paulk has planned for 30 minutes. Work hard to burn as many calories as possible! (2 points)

_____ 7. Quickly find a partner with a different color code on his/her “Food Card.” (1 point)

_____ 8. Were you able to burn the Total Calories in your snack food? (2 points) Yes No

_____ 9. Was your partner able to burn the Total Calories in his/her snack food? (2 points) Yes No

_____10. According to your partner and your results, what kinds of snack foods are best? Why? (5 points)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A = 18 – 20 pointsB = 16 – 17 pointsC = 14 – 15 pointsD = 12 – 13 pointsF = Less than 12 points

Part III: Video Analysis

The Task Analysis Model was used for this lesson because the students gained understanding of the concepts through sequential steps in a checklist, and the skill learned in this lesson was built on previously acquired skills. The students learned to read food labels and work with a pedometer in previous lessons; thus, they were able to accomplish the tasks set forth in this lesson. In addition, fifth grade students enjoy learning through simulation of real-life experiences, but they still need guidance in the steps they must take to accomplish certain tasks. Because the students brought in the snack food labels of foods that they really eat and because students participated in a physical activity that they enjoy, this lesson is a simulation of “real life” occurrences. However, they did require guidance from the teacher or other students to complete the checklist correctly.

There were four types of student engagement in this lesson. First, students participated in a group discussion of the lesson concepts and they made predictions. Second, students worked individually to complete the first half of the checklist. This was to ensure that all students could read a food label and a chart detailing how many steps it takes to burn a certain number of calories. Third, students participated in physical activities in order to burn the calories in their particular snack food. Last, they worked cooperatively with a partner to complete the second half of the checklist. By working with their partner, student understanding of calories, snack food choices, and exercise became perfectly clear.

The lesson went extremely well. The students were engaged at all times, they enjoyed the lesson due to the fact that they were able to play a game and work with a partner, and they learned information that they can actually use in every day life. I feel that the anticipatory set was effective because it got them thinking about calories of different snack foods and the choices they should make when deciding what to eat. The teach section, which included working through a checklist and exercising, was successful because the checklist was simple yet “eye-opening,” and the game was fun and fairly strenuous (so that they could burn lots of calories). The flow of the lesson was good. There was very little wait time, and students remained on task. Furthermore, the final group discussion informed me that the lesson objectives were met.

There were two things that I should do differently when teaching this lesson using the Task Analysis model. I feel that I provided too much information in the first group discussion. I should have taught my lesson cues and then allowed the students time for “self discovery” by completing the items on the checklist. In addition, I asked questions during the student warm ups. I was hoping to save time, but I’m not sure all of the students heard or completely understood the questions and the answers given. I should have waited until the warm up was completed.