TitleIII Technology Literacy Challenge Grant

Learning Unit

LU Title: Healthy Snacks	Author(s):Catherine Alessandrini and Judith Gordon
Grade Level: 5	School Address:E.R.Hughes Elementary School 340 Higby Road, New Hartford, NY 13413
Topic/Subject Area: Health	School Phone/Fax (315) 739-9350
	Email: calessan@nhart-hughes.moric.org jgordon@nhart-hughes.moric.org

OVERVIEW

Children learn well when they teach other children. The fifth graders will be asked by the kindergarten teacher to help her teach her class about nutrition – the food pyramid and healthy snacks. The 5^th graders will use Internet resources to gather information about the food groups and their nutritional value, and will incorporate that information in a PowerPoint Presentation for their kindergarten book buddies. This unit takes approximately 4 weeks and is jointly taught by the classroom teacher and the library media specialist in the classroom, library, and computer lab.

CONTENT KNOWLEDGE

Declarative	Procedural
Students will explain the difference between a snack and a meal.	Students will be able to log on to the Internet, and use bookmarks to access a hotlist.
Students will list the Five Food Groups and the number of recommended servings for each group.	Students will use PowerPoint to create presentation.
Students will classify snacks according to the Five Food Groups.
Students will identify misleading information to promote and advertise snack food.
Students will describe characteristics of healthy snacking.
Students will use their knowledge of nutrition to improve their own snack habits.

ESSENTIAL QUESTIONS

"WHAT MAKES FOR HEALTHY SNACKING?"
"WHAT CAN I DO TO IMPROVE MY OWN SNACK CHOICES?"

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

Content Area: Health

Level: Fifth Grade

Health Standard 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish andmaintain physical fitness, participate in physical activity, and maintain personal health

ELA Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Key Ideas:: Students know the nutrient groups and their functions and recognize the many influences affecting food choices.		Key Ideas: 1.Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
Describing nutrient groups in food (protein, carbohydrates, fat, vitamins, minerals, and water. Identifying low-fat, low-sugar, and low-salt snacks. Explaining how eating nutritionally balanced meals and snacks promotes health.		Gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams. Select information appropriate to the purpose of their investigation and relate ideas from one text to another Select and use strategies they have been taught for notetaking, organizing, and categorizing information

INITIATING ACTIVITY

As a "hook," the fifth grade students receive a letter from their kindergarten book buddies’ teacher asking for their assistance in teaching the kindergartners about the food pyramid and healthy snacks. She suggests that they create a PowerPoint presentation to share with their book buddies. The classroom teacher and the library media specialist plan a time for the class to come to the library to have the library media specialist read the book The Edible Pyramid by Loreen Leedy. The book provides the link to prior learning, specifically what the children like to eat from each food group on the pyramid. As the menu items from each food group are presented in the book, the students are asked what they do and do not like.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…	What experiences or activities will be used to help students acquire & integrate this knowledge? What strategies will be used to help students construct meaning, organize and/or store the knowledge?	Describe what will be done.
Students will explain the difference between a snack and a meal.	Using "Think-Pair-Share", students record thoughts about snacks.	In pairs, students brainstorm how snacks are different than meals. A class list will be generated, and the list will be examined and modified to include the healthy snack guidelines as per the Michigan Model plan.
Students will describe characteristics of healthy snacking.	Students decide whether certain snacks fit into the guidelines of healthy snacking through visual representations (teacher collected snack "artifacts").	Using snack "artifacts" (empty wrappers, containers, as well as illustrations of perishable food items such as apples and carrots) students categorize the snack food as healthy or unhealthy.
Students will list the Five Food Groups and the number of recommended servings for each.	Students complete a matrix graphic organizer about the food pyramid.	Students will go to the computer lab and access the Internet to take notes on each of the food groups. Notes will include the recommended servings as well as the serving size, nutrients provided and the function of the nutrients.
Students will classify snack foods according to the Five Food Groups.	Students keep a snack journal and save their snack "artifacts" for a week, analyze their choices, and classify them on an organizer.	After keeping a snack journal and collecting all snack "artifacts" eaten for one week, students analyze their food choices, as well as who made those choices. Food choices will be recorded on an individual food pyramid replica. Students can then easily identify which food group contained most of their snack choices.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

Declarative Knowledge (continued)

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Students will identify misleading information to promote and advertise snack food.

Students will view a videotape of various television commercials for snack foods and complete a graphic organizer on which they will draw conclusions about misleading words and phrases.

While viewing the videotape, students will record the name of the snack, the misleading words and/or phrases. After viewing, the students will draw conclusions concerning what the words or phrases lead the consumer to believe about the product.

Students will use their knowledge of nutrition to improve their own snack habits.

To help students store their understanding of good nutrition, students share their snack selections during our daily snack time and reflect on how their choices have improved over the weeks.

Students create a shopping list of healthy snack food choices, as well as sign an agreement to include at least one healthy snack choice daily, preferably during our daily snack in school.

LEARNING EXPERIENCES
Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:	What will be done to help students construct models, shape & internalize the knowledge?	Describe what will be done.
Open Netscape Navigator and use the bookmarks to access a hotlist of websites on healthy eating.	The library media specialist will model the process of opening Netscape Navigator and using bookmarks through think aloud. The students will follow a written set of steps.	The students will access Netscape Navigator from the desktop, open the bookmarks, and choose "You Are What You Eat."
The students will be able to choose a website from the hotlist and navigate through the website to find the information they need to complete their graphic organizer. The students will be able to discern what information is relevant to their needs and record it on their graphic organizer using notetaking skills – synonyms, phrases	The library media specialist will go over the choices with the students and review how to get from one page to another. The library media specialist will elicit responses from the students concerning how to take notes to complete a graphic organizer, as well as what information they need to complete the graphic organizer for this activity.	The students will click on the websites to enter them and click on links within them. The students will use the back button or the bookmark to get back to the hotlist. The students will read the information on the websites and complete their graphic organizers.
The students will be able to create a PowerPoint presentation to share with their kindergarten book buddies. The students will be able to complete a PowerPoint Presentation planner, making decisions as to what they will include in their presentation, taking their audience into account.	The teacher will demonstrate and explain how to complete the planner, using the information from the completed graphic organizers. The class and the teacher will discuss what will be appropriate for the kindergarten audience.	The students will complete the PowerPoint Presentation planner, using the information from their graphic organizer and putting it into the words they will use on their slides.

LEARNING EXPERIENCES
Procedural Knowledge (continued)

The students will be able to:

open the PowerPoint Presentation Program and select the slides they will need.
complete each slide, adding title, text, and inserting a graphic from the clip art file or from the Internet.
choose a background that’s appropriate for their presentation.
choose a transition to apply to all slides. They will be aware of the need for consistency in the use of transitions and animations.
save their work as they go along.

The library media specialist will model opening the program and selecting the slide layouts for each slide.

The library media specialist will model adding text.

The library media specialist will model inserting graphics.

The library media specialist will model looking at and choosing backgrounds and transitions.

The library media specialist will remind the children to save their work frequently.

The students will work independently to complete their PowerPoint Presentations. Students who complete theirs early will help other children.

The students will produce a completed PowerPoint Presentation that includes information on healthy snacks. The information will be appropriate for a kindergarten audience.

The students will be able to present their PowerPoint presentations to their kindergarten book buddies, using their text as a guide as they talk to the children about the importance of healthy snacking.

The library media specialist will model presenting a PowerPoint Presentation. The students will practice presenting their programs, working in pairs and role-playing.

The students will show their PowerPoint Presentations to their kindergarten book buddies, talking to them about what is on each slide.

LEARNING EXPERIENCES
Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Students will classify snack foods according to the Five Food Groups

Comparing

Classifying

Inductive Reasoning

Deductive Reasoning

Error Analysis

Analyzing Perspectives

*Constructing Support**

Abstracting

Other:

Teacher will review the steps in constructing support.

After a class discussion on the healthy snacks students like to eat, students will construct support for a new healthy snack designed by them that would appeal to other students. An advertisement will be created to include:

the name of the snack;
the food group to which this snack belongs;
the nutrients in the snack;
the function of the nutrients in the snack.

Students will orally present the actual designed snack food, along with their advertisement to the class.

CULMINATING PERFORMANCE
Include rubric(s)

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to..

What reasoning process will they be using?

Describe what will be done.

Students will describe characteristics of healthy snacking.

Students will use Power Point to create presentation.

Decision Making

(selecting from seemingly equal alternatives or examining the decisions of others)

Problem Solving

(seeking to achieve a goal by over coming constraints or limiting conditions)

**Invention**

(creating something to meet a need or improve on a situation)

Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation)

Investigation

(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)

Systems Analysis(analyzing the parts of a system and how they interact)

Other:

Students will create a PowerPoint presentation for their Kindergarten book buddies regarding healthy snack foods.

Following our lessons on healthy snacks and nutrients, students will complete a packet containing PowerPoint slide graphic organizers. Each packet will map out the information students will need to put on each slide.When the packets have been reviewed, students will begin their work on PowerPoint.

On each slide, students will choose a snack food, identify its food group, and explain its benefits.The slide will also contain an illustration of that food. Additionally, slides showing a diagram of the food pyramid and sources used will be included.

Fifth graders will give their presentations to their Kindergarten book buddies in the computer lab.

INVENTION / POWERPOINT PRESENTATION RUBRIC

Elements #1 Element #2 Element #3 Element #4

Elements Scale	PRODUCT	REVISION	MEETS CRITERIA	MEETS THE NEED
4	The Power Point presentation fully meets the need identified by the Kindergarten teacher.	Revisions to the presentation clearly bring the product closer to fulfilling the need for which it is designed.	The presentation meets all criteria at a high level of quality: colorful accurate information and communication simple text well organized	The presentation completely stayed on topic to fulfill the need for which it was designed.
3	The Power Point presentation meets the need identified by the Kindergarten teacher.	Revisions to the presentation bring the product closer to fulfilling the need for which it is designed.	The presentation meets all criteria at an acceptable level of quality: colorful accurate information and communication simple text well organized	The presentation adequately stayed on topic to fulfill the need for which it was designed.
2	The Power Point presentation does not adequately meet the need identified by the Kindergarten teacher.	Revisions to the presentation only dealt with the most obvious errors.	The presentation meets some criteria at an acceptable level of quality: colorful accurate information and communication simple text well organized	The presentation did not sufficiently stay on topic to fulfill the need for which it was designed.
1	The Power Point presentation has little or no relationship to the need identified by the Kindergarten teacher.	Makes few, if any, revisions and is satisfied with the initial product even though errors exist.	The presentation meets few, if any, criteria at an acceptable level of quality: colorful accurate information and communication simple text well organized	The presentation fails to fulfill the need for which it was designed.

PRE-REQUISITE SKILLS

Students are expected to have a working knowledge of wordprocessing and keyboarding skills.

MODIFICATIONS

Students who have IEPs will have their individual needs met throughout the course of this unit.

UNIT SCHEDULE/TIME PLAN

Day 1: Students will be given the initiating activity.

Day 2: Students will explain the difference between a snack and a meal and describe characteristics of healthy snacking (per New Hartford Central School required health curriculum).

Days 3 - 6: Students will research the food groups using Internet resources to complete the graphic organizer.

Days 3 - 8: Students will classify snack foods and keep a journal to analyze their food choices.

Days 8 – 12: Students will create a PowerPoint Presentation on the food pyramid and healthy snacking.

Day 13: Students will view the video, complete the graphic organizer, and discuss advertising techniques used to promote snack foods.

Days 14 – 15: Students will create a shopping list of healthy snack food choices and begin a poster advertising their new healthy snacks. The information on the poster will include a new name for their snack, an illustration of the snack, an advertising slogan, and the nutrient(s) the snack provides.

Day 16: Students will complete an assessment.

Day 17: Students will practice their PowerPoint presentations in the computer lab.

Day 18: Students will present their PowerPoint Presentations to their book buddies in the computer lab.

Day 19: Students will hold a healthy snack fair which will be attended by their kindergarten book buddies and the other 5^th grade classes. The students will display their posters and samples of their healthy snack. The participants will complete a survey indicating whether they would eat each snack. The kindergartners will use what they learned from the 5^th grade PowerPoint Presentations to make their decisions.

TECHNOLOGY USE

Library Media Specialist created Internet Hotlist using Filamentality website

Websites from the Hotlist to access nutrition resources

PowerPoint Presentation software for the culminating activity

TitleIII Technology Literacy Challenge Grant

Learning Unit

What will be done to help students construct models, shape & internalize the knowledge?

Problem Solving

(seeking to achieve a goal by over coming constraints or limiting conditions)

Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation)