Video-Enhanced Introduction:
Stu
Description of the Learning Experience:
This project is designed for a 5th grade classroom.
-In this experience, students will be exploring the nutritional value of their favorite fast food meal. Students will explore a variety of websites to discover the calorie content as well as other nutritional information for the meal. Students will calculate the caloric intake. Students will then dig deeper through exploration of the USDA website which will provide students with a more in depth analysis of the breakdown of their meal choices to draw conclusions about their choices. Further connections will be made as students will link caloric intake to their physical activity daily.
Outcomes (including Virginia SOLs) addressed by the learning experience.
--By the end of this project, students will be able apply mathematical processing and research skills using a real, project based approach.
--SOL’s addressed:
MATH:
5.4 The student will create and solve single-step and multi-step practical problems involving
addition, subtraction, multiplication, and division with and without remainders of whole
numbers.
ENGLISH:
5.1 The student will listen, draw conclusions, and share responses in subject-related
group learning activities.
a) Participate in and contribute to discussions across content areas.
b) Organize information to present in reports of group activities.
c) Summarize information gathered in group activities.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate with diverse teams.
f) Demonstrate the ability to work independently.
5.9 The student will find, evaluate, and select appropriate resources for a research
product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to research, organize, evaluate, and communicate
information.
Overview of how you plan to introduce the learning experience.
The learning experience will begin by asking students who’s hungry for lunch?? I will then show them some of our options for where we could go……
Description of the Learning Experience:
This project is designed for a 5th grade classroom.
-In this experience, students will be exploring the nutritional value of their favorite fast food meal. Students will explore a variety of websites to discover the calorie content as well as other nutritional information for the meal. Students will calculate the caloric intake. Students will then dig deeper through exploration of the USDA website which will provide students with a more in depth analysis of the breakdown of their meal choices to draw conclusions about their choices. Further connections will be made as students will link caloric intake to their physical activity daily.
Outcomes (including Virginia SOLs) addressed by the learning experience.
--By the end of this project, students will be able apply mathematical processing and research skills using a real, project based approach.
--SOL’s addressed:
MATH:
5.4 The student will create and solve single-step and multi-step practical problems involving
addition, subtraction, multiplication, and division with and without remainders of whole
numbers.
ENGLISH:
5.1 The student will listen, draw conclusions, and share responses in subject-related
group learning activities.
a) Participate in and contribute to discussions across content areas.
b) Organize information to present in reports of group activities.
c) Summarize information gathered in group activities.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate with diverse teams.
f) Demonstrate the ability to work independently.
5.9 The student will find, evaluate, and select appropriate resources for a research
product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to research, organize, evaluate, and communicate
information.
Overview of how you plan to introduce the learning experience.
The learning experience will begin by asking students who’s hungry for lunch?? I will then show them some of our options for where we could go……
Once the students’ mouths are watering, they will then be exploring the websites of their favorite fast food restaurants using the websites of the restaurant. Using a tracker sheet, students will write down what they will order and the calorie count of each item they will order. They will calculate the number of calories consumed by choosing this meal. This will spark student interest in the nutritional value of what they are eating.
Students will then regroup to make connections with their findings while viewing the following introductory video:
As a class, we will discuss the choices we make at fast food restaurants.
Students will then create an account on the USDA website that will show students how many calories you are consuming and get a more in depth understanding of the impact of the food we eat. From here, students will collaborate, discuss, make connections of activity and calories, and more into research to create a final product.
Students will then create an account on the USDA website that will show students how many calories you are consuming and get a more in depth understanding of the impact of the food we eat. From here, students will collaborate, discuss, make connections of activity and calories, and more into research to create a final product.
Which INTRODUCTION strategies are addressed by the video clip(s)
1. The instruction should facilitate the setting of personal goals relative to succeeding in instructional experience
2. Instructor/learner communication and feedback
3. A “Big Picture” is presented
4. Meaningful, purposeful, mindful instructional contexts established
5. Efforts made to “grab” attention
6. Informs learners of intended outcome
1. The instruction should facilitate the setting of personal goals relative to succeeding in instructional experience
2. Instructor/learner communication and feedback
3. A “Big Picture” is presented
4. Meaningful, purposeful, mindful instructional contexts established
5. Efforts made to “grab” attention
6. Informs learners of intended outcome