Talbot_FinalProjectPlanning.doc
- 1. ACHIEVE MIAMI BABYBULLSACADEMY HOLMESELEMENTARY PROJECT DESIGN: OVERVIEW page 1 Name of Project: A Healthy Me 4 week product Topic of Project: Stay Healthy Teacher: Talbot Grade Level: First Subject areas to be included, if any: reading, science, health, math Driving Question What choices can I make to be and stay healthy? Key Knowledge and Understanding Students must understand the difference between healthy and unhealthy foods, recognize and explain the difference between the five food groups,and understand howthe body is affected by the type of food that fuels it. Project BasedLearning Essentials Student Voice and Choice Students will be able to choose their final project groups and determine how to best present their projects. 21st Century Skills Students will be able to collaborate and communicate with peers, think creatively, and develop their presentation skills in front of a group and through media. Inquiry and Innovation Students will be able to engage with books,articles, online resources,video presentations, and educational games to gather information to deepen their knowledge and complete their projects. Feedback and Revision Students will be able to take part in peer editing and receive adult support as they work to complete their projects. Present Product Publicly Students will be able to present their projects in person to an audience and through media to an audience. Project Summary (include student role, issue, problem or challenge, action taken, and purpose/beneficiary) Many young students do not question the food they eat. In fact, most young students have no concept ofwhat healthy and unhealthy foods are and how food affects an individual’s growth, thought processes,and behaviors. In my opinion, this is a huge problem! Students s hould knowexactly what they’re eating and how it will impact their growth and development. In addition to that, students should have autonomy when choosing what they want to eat for each meal. During the four-week program, students will engage in discussions and readings on healthy/unhealthy food and habits, the five food groups,the impact of food on the body,disease prevention, and alternative choices to unhealthy foods. These topics will provide the foundation for the final project. After the foundation is built, groups of students will select one of the five food groups to focus their final project on. Students will evenly split up into four groups which each group focusing on one of the food groups; groups will create a “news report” focused on their specific food group. The “news report” will include the benefits of the food group,examples of nutritious foods that fall into the
- 2. ACHIEVE MIAMI BABYBULLSACADEMY HOLMESELEMENTARY category, fun facts, and opinions and descriptions from a taste test with foods from the specific food group.The purpose of this final project is for students to differentiate between healthy/unhealthy foods,recognize the different food groups and understand the benefits of each food group, and expose themselves to a variety of foods within the food groups.“News reports” will be shared with an audience during the presentation of the final project. Overall, the final project will allow students to gain a deeperunderstanding of the five food groups and the benefit of eating from all of the food groups to stay healthy. With the knowledge gathered during the four-week study,studentswill be able to make healthier choices at schooland at home, which could have the potential to affect their families’ eating habits and their own development. Evidence of Core Values (What teaching strategies are you using to align the content to our core values? Find Your Voice Technology Maven Nerd Out Inclusive Champion Students will find their voices as they share the importance of making healthy choices with others in their families and our communities. They will be advocates for those who want to take charge of their own health and wellbeing. Students will use technology to record and create videos for the final project. They will also use technology to access information to deepen their knowledge of health. Students will take part in a research based,science focused project that encourages themto showengagement by asking questions,reading from different sources,and consulting others. Students will take part in group presentations where everyone must contribute information and ideas, speak to the audience, and present their opinions or information. The emphasis of the project is to develop social skills by working together with peers independent from the teacher. Products Individual: self created poems about one food group Specific content and success skills to be assessed: effort, rhythmic flow, on topic Team: Self-recorded news report on nutritious foods from a particular food group Specific content and success skills to be assessed: communication/presentation skills, knowledge of content, opinion stated and backed up, and MyPlate accuracy PROJECT DESIGN: OVERVIEW Resources Needed On-site people, facilities: Equipment: laptops, copy machine Materials: writing journals, food to taste test from each food group, red/yellow/green apples, art supplies (paint, large and small construction paper, scissors, glue, tape, copy paper)
- 3. ACHIEVE MIAMI BABYBULLSACADEMY HOLMESELEMENTARY Community Resources: Reflection Methods (How individual, team, and/or whole class will reflect during/at end of project) Journal/Learning Log- students will reflect on the process as they complete their project. Students will also reflect on the information they learned. Focus Group Whole-Class Discussion- all students will address their feelings, problems, questions, or concerns before presentations and after presentations. They will also determine what they need to work on to improve for future presentations. Teacher Led Discussion- groups will assist one another by providing glows and grows during and after practice, the midterm, and final presentations Survey Other (please attach details to back of planning packet): PROJECT DESIGN: STUDENT LEARNING GUIDE Project: A Healthy Me Driving Question: What choices can I make to be and stay healthy? Final Product(s) Presentations, Performances, Products and/or Services Learning Outcomes/Targets knowledge, understanding & success skills needed by students to successfully complete products Checkpoints to check for learning and ensure students are on track Instructional Strategies for All Learners provided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessments Week 1 (6/13 - 6/16) ● SWBAT demonstrate understanding of classroomrules and expectations ● SWBAT differentiate between healthy and unhealthy foods ● SWBAT recognize and name the five different food groups ● Talk to students during collaborative centers and final project work time ● Evaluate their work
- 4. ACHIEVE MIAMI BABYBULLSACADEMY HOLMESELEMENTARY ● KWL Chart ● Response Notebooks ● Classification Chart ● Semantic Map ● Watch and respond to videos Week 2 (6/20 - 6/23) ● SWBAT explain the benfits of each food group and give examples of foods found in the food group ● SWBAT explain MyPlate and why it is used ● SWBAT understand and discuss tooth decay and the ways in which to prevent it ● Talk to students during collaborate centers and final project work time ● Evaluate their work ● Anchorchart ● KWL chart ● Response notebooks ● Watch and respond to videos 2 Week Project Presentation Four groups of five students will present the classwork that has been completed thus far. ● SWBAT present class work in a professional manner by speaking clearly and behaving well ● SWBAT recall previously completed activities with detail and clarity Week 3 (6/27 - 6/30) ● SWBAT explain what fats and sugars are ● SWBAT define “sometimes” foods,determine why some foods are labeled this way, and provide examples ● SWBAT determine which foods have higher fat content ● SWBAT give examples of healthier food options to choose instead ● Talk to students during collaborative centers and final project work time ● Evaluate their work ● KWL chart ● Semantic map ● Response notebooks ● Watch and respond to videos ● Classification chart
- 5. ACHIEVE MIAMI BABYBULLSACADEMY HOLMESELEMENTARY Week 4 (7/5 - 7/7) ● SWBAT write a poem focusing on a selected food group ● SWBAT create art and/ordecorative pieces to accompany their final projects ● SWBAT practice and refine their final projects ● Talk to students during collaborative centers and final project work time ● Evaluate their work ● Response notebooks ● Watch and respond to videos ● Peer review and edit 4 Week Project Presentation Four groups of five students will record themselves presenting a news report on a particular food group. Students will present information on the food group, introduce examples of nutritious foods from the food group, and interview individuals on their opinions of the foods eaten during a taste test. ● SWBAT perform and present in a professional manner by speaking clearly and behaving well ● SWBAT plan, prepare, and implement a dialogue covering the necessary points ofinterest ● SWBAT share responsibilities and work together to complete a group project