Educator+Materials

The Very Hungry Caterpillar by Eric Carle (springboard for teacher) MyPyramid Teacher and Student materials from the USDA, available at [|MyPyramid] (includes food log, pyramid poster) Copy of school lunch menu (for students who don't have or didn't fill out food log- create a made up log) Butcher paper for bar graph labeled with food groups on x-axis, numbers 1-12 on y-axis Fat marker Recipe worksheet Cookbooks (librarian selected and displayed on tables away from stacks to avoid crowd in the 640s) Bookmarked websites with kid friendly snack recipes [|Kid's Health], [|Recipe Puppy], [|Family Fun], [|Snacks for Food Allergies] Web site for helping students figure serving portion, also at USDA site [|MyFood-a-pedia] Large recipe (index) cards
 * 2nd grade**
 * Materials**:

Day 1,2,3 (30 min. lessons -Teacher) Teacher starts unit by reading The Very Hungry Caterpillar to the class and starts a discussion about the 'good' and 'bad' foods the caterpillar ate and why he felt better after eating a leaf. She questions which foods in the book would be good and bad for the students. This leads to an introduction of the MyPyramid lessons. Teacher follows the 3 days of lessons. Day 4 (30 min.) **LMS** Students bring their food logs to the LMC. Students analyze if they ate recommended food from each food group. Pyramid poster is visible for them to use as reference. Students are asked to identify the food group they weren't able to fulfill the requirement for and, one by one, students fill in a section of the bar graph that represents the food group. Students are shown handout. Handout is explained, cookbooks on display and area in stacks are pointed out. Bookmarked recipe sites are highlighted. Examples of the recipe format (ie. list of ingredients followed by steps for preparation) are viewed. Using the MyFood-a-pedia site is explained (students type an ingredient form recipe in text box, hit enter, and the program will either generate a list of more specific possibilities, ie cooked broccoli, raw broccoli, or give serving size and food group information). Students then choose a partner or decide to work alone to find health snack recipes that satisfy their nutritional need. The students do not have to pair up with some one with the same need but they will need to find a recipe that combines both needs. Day 5 (30 min.)**LMS** Students get recipe handout and refresher on resources and the MyFood-a-pedia site. Discuss what search terms could be used to find more web resources. Some students may want to try their own search. They work alone or with partner to find a healthy snack recipe. They fill out their sheet using resources discussed. LMS circulates giving assistance where needed. Copies are made for pairs so that each student has the recipe.
 * Lessons**

Service Announcement examples. Ask if students have other ideas. Interview lesson - tips and worksheet (details for interview lesson below) ||
 * 6th grade:** 6 - 60 minute lessons over the course of 3 weeks
 * || **Teacher** || **LMS** ||
 * Lesson 1 || Overview of unit, explain assignments & rubric. || Review resources (Dewey, links, datab., web,organizations, community), facilitate PRESEARCH phase ||
 * |||| Brainstorm questions, start to hone in on research questions, discuss KWL ||
 * Lesson 2 |||| Review brainstorming on topic share ideas, possible topics (to help those who still haven't decided). Students start identifying resources. Discuss how to determine the sponsor of a website and evaluate if the site is a reliable source for health information. ||
 * Lesson 3 || Review rubric, discuss options for presentations || Show examples of presentation formats, ie Word brochure or poster, Glogster, Public
 * Lesson 4 |||| Guest speakers - Teacher and LMS observe students for attention, involvement, questions and note-taking. ||
 * Lesson 5 |||| Split students into 2 groups to write thank you letters to speakers. Last session for research and product. Teacher and LMS circulate and assist students. ||
 * Lesson 6 || Students present to class. ||  ||


 * Details for Interview lesson:**

Could use document projector, save paper Each student will need a copy
 * Materials:** [|Who's on First],[|Oil Spill Expert interview] [|Animal Behaviorist interview] Queue up these videos from YouTube and Meet Me At The Corner.

1. Review interview tips sheet with students checking off or crossing off items as we go. Some of the tips don't apply to our situation but are good general guidelines. From the "Preparing" section, we will be preparing questions at the end of the lesson but we need to discuss the themes or formats for the speakers. As a class, reach a consensus what the general focus for each of the two speakers will be and decide whether each speaker should be ready to lecture, field questions or a combination. 2. From "Conducting" section on Interview Tips, discuss whether we have time to share ideas and if there is a need to record the speakers. 3. Pass out the Interview Worksheet. Working as a group (or 2 groups) discuss the first 3 questions on the student worksheet. This doesn't need to be instructor led, as long as the students are on the right track as to what an interview is. Discuss examples of closed and open ended questions. They are familiar with these types of questions from testing. 4. Play videos in order presented. After each video, general discussion on each point in the table on the handout. Note: Viewing entire "Who's on First" not necessary, use discretion. Although "Who's on First" is silly, it points out that an interview with a goal (find out players' names) where open-ended questions are asked and (too?) many follow-up questions are asked, no information was gained. A good interviewer needs to communicate that they are having trouble understanding what the interviewee is saying. See if students can come up with strategies for this situation, restating what the interviewee says may help communication. 5. Discuss merits of each interview video. 6. Circulate to assist while students write answers to last 3 questions. When most are finished, have students share their questions. 7. Ask students if they feel better prepared for the guest speakers. On a rubric rating of 1-3 what would they rate their preparedness? What could they do to get a 3?

During Guest Speakers - Teacher and LMS monitor students for questions, note taking and involvement during speakers' presentations to assist in assessment. If students decided to record guest speakers, make sure to have equipment set up and operational.

Fourth Grade Health Unit Addition: **//A Pathway to Healthy Decisions//** By: Karen Gouge

**Health and Wellness Standards**: 4.3.1 – Recognize characteristics of valid health information and services. 4.3.2 – Identify resources from the community that provide valid health and wellness information.

**Information Literacy:** The student who is information literate ILS 1: accesses information efficiently and effectively. ILS 2: evaluates information critically and competently. ILS 3: uses information accurately and creatively.

**Objective:** Students will be able to determine a websites origin by its domain name (.org for not-for-profit, .gov for government, and .edu for educational) and understand that these domain names will provide more accurate information than those that come from a private company (.com).

The teacher and the Media Specialist will have students go to the computers (partnering them up if needed). Students will be asked to find one interesting health website for children. Students will be asked to bookmark the site as well as write down the name of the site and a sentence describing it. As the students find them, the teachers will note those that are .edu, .org, .gov, and .com.
 * Activity: **

After the quick search for sites, the classroom teacher will gather students back together and discuss the different sites. Teachers will present the question, “How do we decide what sites are better than others for students?” The teacher and Media Specialist will show the site on the Promethian board, discussing the domain names, who created the site, the last update to the site, the positives and negatives for students, and the interest to stay and “play”.

Students will then be given the opportunity to create a pathfinder with 5 or more of their favorite health and wellness sites (See "Health-Process Guide & Rubric" attachment below). Students can work in partners or individually to build a Google website. //(Note that one day will be spent just creating the Google sites.)// On their process guide, they will find the criteria to determine if this is a solid site. They will then be asked to link the site and write 2-4 sentences telling the reader about this site (an annotation).

Lastly, we will add the sites to our Media Center homepage for parents and students to access.



As we have seen, second grade students are using familiar, everyday items like the lunch menu to review healthy options and then creating a class "cookbook" to share their new learning. The maturation of fourth graders gives teachers the ability to move outside of the school and into the community -- the community being the internet community. Fourth graders are able to assess information, use criteria to determine if a site is valuable, and then give feedback about it for others. The challenge for the fourth graders is to be able to synthesize all the information from the sites into a few sentences. The sixth graders take this learning a step further by interviewing a member of the Heath and Wellness Community. In this way, interaction and communication skills take a forefront as well as questioning skills.
 * Maturation: **