Creating and Presenting a Healthy Eating Plan Second Grade Nutrition Unit

Created by: Lisa Hedge, Emily Likins-Hohman, Deirdre Lunn School/Location: Candlewood Elementary, 7210 Osprey Dr, Derwood, MD 1. 2. 3. 4. 5. 6. Grade: 2nd grade Library Context: Combination Lesson Context: Multiple lessons in a unit Collaboration Continuum: Collaboration Content/Unit: Nutrition - Common Core Estimated Lesson time: Three Lessons, 50 minutes each

7. Learner Characteristics & Implication to Lesson: Two of the students in the class have IEPs in reading and writing, so additional time and/or other accommodations may have to be made in order for them to complete the writing portions of these lessons. One or both of these students may require one of the adults involved in this lesson to serve as a scribe. One of the students with the IEP in reading and writing also has an IEP for speech, so additional accommodations may have to be made for him when the students orally present their projects on Day 3. The only student who is an English Language Learner (ELL) in the class is one of the students with an IEP, but the teacher does not believe that his being an ELL student will be a factor. Some of the students in the class are gifted, so extensions will be prepared for them should they finish the main tasks before the rest of the class. When writing their healthy eating plans, they will be asked to elaborate on what changes they would expect to see in their own lives as a result of their plans. If they are able to finish this task with still some time to spare, they will be encouraged to make their images more elaborate. The entire class has used Pixie before this unit, though not recently. Though some students might remember how to use Pixie, it will be necessary to provide step-by-step instructions on how to use the program for the whole class.

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Instructional Objectives:

Second grade students will use the information they gathered during their nutrition research and the graphic organizer titled My Healthy Eating Plan to successfully create two complete sentences that describe how they will develop healthy eating habits as indicated by a score of 3 on the writing standard of the Nutrition Unit Rubric.

Second grade students will effectively use Pixie software and the graphic organizer titled My Healthy Eating Plan to create a digital presentation that successfully communicates their healthy eating plan with typed text and a digitally created illustration as indicated by a score of 3 on the technology standard (A and B) and information literacy (media) standard on the Nutrition Unit Rubric. Second grade students will use their digital healthy eating plan to independently present their healthy eating plan to others as indicated by a score of 3 on the oral language standard on the Nutrition Unit Rubric.

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Standards for the 21st-Century Learner: 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and assess. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.3.2 Respect the different interests and experiences of others, and seek a variety of viewpoints. 3.4.2. Assess the quality and effectiveness of the learning product. 4.1.8 Use creative and artistic formats to express personal learning.

10. Connection to local or state standards:

Local Standards (Montgomery County Public Schools) Nutrition and Fitness (Health Education) 6.2.F.1 Demonstrate that foods are categorized into groups. 6.2.F.2 Identify the Nutrition Facts Label. Share Findings/Conclusions (Information Literacy) 5.2.A.1 Use a variety of formats to prepare the findings/conclusions of the information need for sharing. Maryland Technology Standards: Standard 3.0 Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration Grade 2.C.1. Use and understand how technology increases productivity b) Use templates, provided by the teacher, or create new documents to complete learning assignments

Standard 4.0 Technology for Communication and Expression: Use technology to communicate ideas using various media formats. Grade 2.A.1. Use and explain how technology is used for communication. b) Use technology tools identified by the teacher to communicate with various audiences. Grade 2.B.1. Use and understand how technology can be used to express idea a) Use multimedia tools to express original ideas with print, drawings, digital images, existing video, sounds, and/or personal recordings. b) Prepare writing and data for display with tools such as visual organizer, word processing, or multimedia software

11. Library lesson:

* This mini-unit covers the last three steps of the AGOPPE research model: Prepare and produce, Present, and Evaluate. Prior to this mini-unit, the school librarian and teacher complete the first three steps of the AGOPPE research model with the students, including research about food groups and nutrition. During the G and O portions of this unit, the librarian provides the students with a lesson on intellectual freedom and the ethical use of information by teaching proper note-taking strategies while they gathered their nutritional facts. Information gathered during the G and O portions of the research process will be used for Day 1 of this mini-unit. Day 1 Preparation - Teacher will write an example of a healthy eating plan containing two sentences to help the students understand what kind of statements they will be writing. - Librarian will prepare a template in Pixie, print it out, and make enough copies for each student in the teachers class. Lesson Sequence - Librarian will explain to students that they will be completing the first P of the AGOPPE research model as they prepare and produce their personal healthy eating plans. - Librarian will explain to students that they will be using what they learned from the G and O portion of the AGOPPE research process to create their own personal healthy eating plans. The librarian will explain to the students that they will write their personal plans using their own thoughts and words, NOT the words of authors in books they read or using the words/ideas of a classmate, (emphasizing ethical use of information). - Teacher will present an example of a healthy eating statement to the students. - Teacher will ask the students to write their own two sentence plans using what they learned during the G stage of the AGOPPE research process. Teacher will explain to students that their healthy eating plan must answer the questions What can you do to develop healthy eating habits? Teacher will reiterate to students that their plans must be their own original plans, not the thoughts or words of another. - Students will write their first draft of their healthy eating plans on scratch paper. - Teacher and librarian will assist students who need additional help writing their plans.

- Librarian will provide the printed Pixie templates to the students and explain that it is a planning sheet for the presentations that they will create on the computer. Librarian will explain where students should write their healthy eating statements and where students should draw a plan for their illustration. - Students will complete the Pixie template according to instructions given by the librarian. - Teacher and Librarian will monitor and assist students as they complete the template. - At the conclusion of the lesson, the teacher will ask students to self-assess whether they completed their lesson task to the best of their ability. Students will share their thoughts with the teacher, librarian and class either orally or through hand gesture (example: use thumbs up, thumbs down, thumb flat to share their self-assessment). Post-lesson - Teacher will gather the templates and save them for Day 2 of the lesson so the students may refer to them in the computer lab.

Day 2 Preparation - Librarian will set up the computer lab (turn on computers, lights, etc), and log students into specific computers with individual student logins, assigning students to certain computers (placing students in alphabetical order). - Librarian will open Pixie and Word Q3 on each computer. The librarian will load previously created Pixie template (filename - Healthy Eating Plan) onto each computer, copying and saving it from the Handout networked folder into the students My documents folder, and renaming the file according to the students name. - Librarian will turn on the projector and teacher computer, and load Pixie with the template for viewing. Lesson Sequence - Students will enter computer lab and sit directly on the floor (tiles) in front of the projector. - Librarian will review the first P of the AGOPPE research model (prepare and produce) and explain to students that they will be continuing this step of the process by creating digital presentations of their healthy eating plans. - Librarian will show the Pixie template to the students, including where the document is saved and how students can open the file. - Librarian will then explain how students should complete the template using text and illustration. Librarian will also show students how to insert pictures into their illustrations. - Librarian will go over the jobs (objectives) students should complete by the end of the lesson and the order that the jobs should be completed. Librarian will list jobs on the screen for students to see and refer to throughout lesson. Job 1: Type your healthy eating plan in the text box. Job 2: Create your illustration for your healthy eating plan. Job 3: Print your healthy eating plan.

- Students will return to individual computers and will type sentences. Librarian and teacher will circulate to help any students with problems. - When students have completed both sentences and have had their work checked by either the librarian or teacher, students will then complete the illustration, either using the drawing tools to illustrate by hand or inserting pictures (stickers/stamps), or a combination of both. - Teacher and librarian circulate to assist, monitor, and formatively assess students as they work on their Pixie presentations. - Students who finish early will be asked to elaborate in writing about the changes they would expect to see if he or she follows the healthy eating plan. Students should add writing to the text box. - Students who have finished the extension activity stated above will be asked to also make their illustration more elaborate. - When five minutes remain in the lesson period, librarian and teacher will ask students to save their Pixie presentations and print their work. - At the conclusion of the lesson, teacher will ask students to self-assess whether they completed their jobs to the best of their ability. Students will share their thoughts with the teacher, librarian and class either orally or through hand gesture (example: use thumbs up, thumbs down, thumb flat to share their self-assessment). Post-lesson - Librarian will save files individually into the HandIn networked folder from each students station. Files will later be used in a digital storybook creation. - Teacher or librarian will print Pixie presentations from those students who did not finish printing. - Students who are unable to finish will be allowed to come to the mini computer lab with the librarian later in the day to complete their work.

Day 3 Preparation: - The librarian will upload all of the completed student Pixie presentations into Little Bird Tales to create a digital class storybook. - The librarian will load and project the Little Bird Tale on the projection screen before the students arrive in the library. Lesson Sequence Presentation Activity - The students will come to the library and sit on the rug in front of the projector. - Librarian will review the meaning of the second P (present information) of the AGOPPE research model with the students. The librarian will introduce the digital class storybook as an example of presenting information. The librarian will go through several of the pages of the digital storybook to demonstrate that each students Pixie presentation is included in the class storybook.

- Librarian will ask each student to stand and present his or her page of the digital storybook. Students will read their sentences and explain their accompanying illustrations. Students will tell the class the book from which they learned the information provided in their healthy eating plan. - The teacher and librarian will use the unit rubric to assess students oral language presentation skills. Assessment Activity - After completing the presentation of the digital storybook, the leader (teacher or librarian) will lead students in a think-pair-share activity. The leader will explain to the class that they will now complete the E portion of the AGOPPE research method (evaluation). The leader will explain that evaluation involves thinking about what you have learned from the research process. - Think-Pair-Share: Students will be asked to think of one thing they learned about healthy eating habits from one of their classmates. Students will then share what they learned with a partner or small group. Student pairs/groups will share what they learned with the class. When students share what they learned, they will be asked to cite or name the person from whom they learned the information from in the class. The librarian will remind students that they should always give credit to the information source (in this case classmate) that they learned information from. - The leader (teacher or librarian) will write what the students share on a piece of chart paper (or type statements in a text document projected on the screen) that includes the title What We Learned About Healthy Eating. - The leader (teacher or librarian) will lead students in a final self-assessment think-pair-share activity. Students will be asked to think about their personal work and think of one thing they did well and one thing they could improve for future projects. Students will share in pairs and small groups. Teacher and librarian will circulate to groups to listen to students share their ideas about what they did well and what they feel are areas for improvement. Post-Lesson - Teacher and librarian will work together to co-assess the student learning products (Healthy Eating Plans) using the unit rubric. - Teacher and librarian will also reflect on the collaborative mini-unit and make plans for future improvements to the unit.

12. Justification for choice of Instructional Strategies and Research Models Research Model AGOPPE is the accepted, proven research model used in all Montgomery County Schools, and it concurs with the countys curriculum. Standards for the Library Media Program indicate using AGOPPE as an effective learning tool for research. Instructional Strategies Students will receive direct instruction and will use experiential learning on this project, but the focus will be on experiential learning. Students will receive a small review/refresher tutorial on

using Pixie (direct instruction). The students will have had experience with Pixie, but since they have not used the program since last year, they will benefit from review. Students will best learn and understand the program through use; therefore, they will use Pixie to create their final presentation of their healthy eating plan. This supports the idea that students learn best by doing, or, in this case, using the software. During the final lesson, students have the opportunity to present their projects to their classmates and share what they have learned both visually and verbally. Students learn about the various interests and viewpoints of their classmates as they watch their presentations. The think-pair-share instructional strategy following the project presentations allows students to reflect on their own personal learning and share what they have learned with the group.

13. Resources for Students:

Technology Equipment Computer Software Web Resources (Little Bird Tales) Books

14. List of resources/materials used in each lesson: Day 1 Notes taken from books during previous lessons (the Gather stage of AGOPPE) and a graphic organizer (the printed Pixie Template) titled My Healthy Eating Plan. Day 2 Computer lab, projector, projection screen, students previously completed graphic organizer titled My Healthy Eating Plan, Pixie template of My Healthy Eating Plan graphic organizer, Pixie software, and Word Q software. Day 3 Projector, projection screen, laptop, Little Bird Tales digital storybook (created by librarian between Day 2 and Day 3 lessons), chart paper OR text document projected on the screen with title What We Learned About Healthy Eating. 15. Justification for Selection of Materials and Resources: Day 1 The students will use the notes they took during the Gather stage so their healthy eating plans contain the facts they collected about their assigned food groups. The Healthy Eating Plan graphic organizer will guide the students as they write their healthy eating plans and draw drafts of their illustrations. This means that when they come to the computer lab on Day 2, they will be able to type up their already written healthy eating plans and will already have a plan for what they will draw using Pixie. Since the students are still working on their basic computer and typing skills, planning ahead with the worksheet will greatly increase the likelihood that they will have enough time to complete their project in the computer lab on Day 2.

Day 2 The students will use their graphic organizer worksheet for the second day so they can make the connection that they are building on the skills they used the previous day. Students need the computer lab for using technology (AASL Standards) to create their final product. Students will use the computer program Pixie as a part of their learning objective, and therefore will need the technology to fulfill that requirement. Pixie was selected as the software program because it is user-friendly, age-appropriate, and teaches translatable skills. Since it is similar to Microsoft Paint, students will build the foundational skills for using Microsoft Paint by learning Pixie. Day 3 Little Bird Tales is a user-friendly program for the librarian to easily compile the students projects into one clean presentation. The program is web accessible and easily shared with others if one desires; however, Little Bird Tales can also be made private and only accessible to those granted access. Little Bird Tales can be conveniently viewed as an online slideshow or downloaded as a PDF for offline access. The completed Healthy Eating Plans Little Bird Tale will be projected onto a screen so that students can personally share their individual projects with the class in a way that is easily viewed by everyone. Either chart paper or a text document projected on a screen is equally effective when recording students responses during the think-pair-share activity.

16. Assessment: Students are assessed formatively throughout each lesson. Teacher and librarian will circulate amongst students to assist and monitor student progress during each lesson. The learning product (Healthy Eating Plan) and oral presentation will be assessed using a 3 point system (P-proficient, I-In progress and N-Not yet), as established by the unit rubric. A fourth column in the rubric allows the teacher and librarian to indicate a score of ES- exceeds standard for students who exhibit skill levels greater than proficient in a specific area (4 point total). The rubric covers technology, writing, information literacy, and oral language standards. An opportunity for student self-evaluation is provided during the third lesson. An overview of assessment of each day follows. Day 1 The teacher and librarian will circulate and monitor students progress as students write their sentences and plan their illustrations. The teacher and librarian will formatively assess students progress by reading over the students sentences to determine whether they understand the task and are completing it appropriately. The teacher and librarian will redirect and assist students as needed, reminding students to use proper sentence form and to answer the question appropriately both in sentence and picture form: What can you do to develop healthy eating habits? At the conclusion of the lesson, students will be asked to self-assess their individual completion of the lesson objective. Day 2 The teacher and librarian will circulate and monitor students progress as students complete the Pixie presentation template. The teacher and librarian will assess students progress by observing students work to determine whether they understand the task and are completing it appropriately. The teacher and librarian will redirect and assist students as needed, reminding students how to use the Pixie program to complete the assignment. The

teacher and librarian will also observe students interaction with the Pixie program and their use of computer, keyboard, and mouse to assess students ability to use technology equipment appropriately. The teacher and librarian will formally assess students completed Pixie presentations using the following portions of the unit rubric: Technology Standard (A and B), Writing Standard, and Information Literacy Standard. At the conclusion of the lesson, students will be asked to self-assess their individual completion of the lesson objective. Day 3 The teacher and librarian will observe the students oral presentations of their completed Pixie projects. The teacher and librarian will assess students oral presentations using the following portions of the unit rubric: Oral Language Standard. At the conclusion of the lesson, students will be asked to self-assess their individual completion of the research process and learning product.

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Assessment Analysis 21 students were present for our lesson on Day 2 of the mini-unit. Anecdotal notes were taken by each group member to assess students technology skills. The unit rubric was used to assess the final learning products created by each student. All areas except the oral language standard were assessed. The oral language standard is assessed on Day 3. The final learning products are accessible at:

http://www.littlebirdtales.com/tales/view/story_id/140475
The following graphs show the assessment results:

Reflections: The students with the IEPs finished on time because they received the most assistance, while some of the students who were more independent needed the time extension because they were not focused. Really brings to light the daily struggles of classroom teachers, since there were 5 adults in the room! Time management is key. You need to gauge where students are in order to know when they are ready to move on. It was nice to have cooperation from all sides.

Circulating and checking in with students throughout the lesson is so important. Students may need assistance, support, guidance, or just a little encouragement, but may be too shy or embarrassed to ask for help. Feedback from SLMS: You three work well together, and the students generally seemed to like the lesson. You could work on having a back-up plan if things dont work out like you thought.