Lesson Plan for Implementing NETSSTemplate I

(More Directed Learning Activities)

Template with guiding questions

Teacher(s)
Lindsay Barnette (Faber)
Name
Position
School/Distr
ict

Teacher

E-mail

lfbarnette@gmail.com

Phone
Grade
Level(s)
Content
Area

678-494-7844

Time line

1 week

Kell High School/Cobb County

10-12
Physical Education- Personal Fitness

Standards (What do you want students to know and be able to do? What knowledge,
skills, and strategies do you expect students to gain? Are there connections to other
curriculum areas and subject area benchmarks? ) Please put a summary of the standards
you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
PEHS.4: Achieves and maintains a health-enhancing level of physical
fitness.
E.C: Uses technologies to assess, enhance, and maintain health-related
and skill related fitness.
Content
Examples: Uses tools such as heart rate monitors and pedometers
Standards
during exercise. Uses the internet to obtain reliable resources to develop

NETS 2: Students use digital media and environments to communicate

and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
2a: Students interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media.
NETS 3: Students apply digital tools to gather, evaluate, and use
information.
3b: Students locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and media.

NETS*S
Standards:

NETS 5: Students understand human, culture, and societal issues related

to technology and practice legal and ethical behavior.
5b: exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
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Overview (a short summary of the lesson or unit including assignment or expected or

possible products)
The objective of this project is for the students to gain an understanding of the health
benefits or detractions from the food and beverages they consume each day. Also, looking
at the emotional and mental connection current mood has with food choices. After the
analysis, the goal is for students to modify behavior to produce a positive change to create
a more balanced diet.
The students will select a time when their food intake will be representative of normal
eating habits and record everything they eat and drink for 3 days, 2 weekdays and 1
weekend day.
Additionally the student will write out the day's food and beverages in menu form:
breakfast, snack, lunch, etc. They will then Label each item on your menu with the code or
codes that indicate why they chose to eat that food or drink that beverage, and include
the physical and mental/emotional states of the time the food was consumed.
Students will then use USDAs SuperTracker (https://www.supertracker.usda.gov). This
website will calculate your estimated nutrient needs and compare them with the totals
from the student 3-day intake. This website is used to analyze food and beverage intake.
Essential Questions (What essential question or learning are you addressing? What
would students care or want to know about the topic? What are some questions to get
students thinking about the topic or generate interest about the topic? Additionally, what
questions can you ask students to help them focus on important aspects of the topic?
(Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson
by provoking inquiry. They should not be answered with a simple yes or no and should
have many acceptable answers.
1.
2.
3.
4.
5.
6.
7.

What can I do to be physically healthy?

How does what I eat affect my physical health?
What practices and resources can help me make healthy food choices?
What prevents people from making healthy food choices?
How can being overweight or obese affect mental and emotional health?
What diseases can be prevented through proper nutrition and exercise?
What does it mean to be mentally and emotionally healthy?

Assessment (What will students do or produce to illustrate their learning? What can
students do to generate new knowledge? How will you assess how students are
progressing (formative assessment)? How will you assess what they produce or do? How
will you differentiate products?) You must attach copies of your assessment and/or rubrics.
Include these in your presentation as well.

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Students will submit the following items to illustrate their learning.

3 day MENU FORMAY days of foods and beverages, with motivation codes
AND physical/mental/emotional states

Nutrient Intake Report from SuperTracker

Answer all assigned question

New knowledge will be generated with thought provoking questions that direct
students to think about their diets in a new way. The submitted materials will be
evaluated and the questions will be graded based on accuracy and the information
generated from the students. For this project, differentiation is somewhat built in,
because all information is based off of personal consumption. Students will not be
penalized for dietary restrictions, they will just add any restrictions to the personal
notes section, and use that as explanation, if it is responsible for deficiency in any
Resources (How does technology support student learning? What digital tools, and
resourcesonline student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etchelp elucidate or explain the content or allow
students to interact with the content? What previous technology skills should students
have to complete this project?)
Technology supports this learning assignment by allowing for ease of data submission and
compilation. It is also used for the students to communicate with one another and help
answer any questions or share experiences throughout the assignment. Finally technology
is used as a summarizer for the assignment, to capture what the students thought, and
got out the completing this assignment.
Data submission: Supertracker
Communication: Padlet
Summarizer: Wordle
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation
for this lesson? How can you find out if students have this foundation? What difficulties
might students have?)
For this assignment, students need to have a basic understanding of how to read a food
label, know what a serving size is for specific food and beverage, be aware of the food and
beverage they are consuming. Additionally, they need to have a more than basic ability to
navigate the internet and use the three tools required for assignment completion.
In order to be sure students have the necessary foundation I will conduct a brief tutorial on
the project orientation day. The tutorial will include use of supertracker, padlet and
wordle, in addition to review serving sizes.
Students may have difficulties with serving size accuracy- which affects data entry. They
may also run into technological issues (For example, Supertracker works only with Internet
Explorer, it does not work with Google Chrome. If a student does not know that, they will
assume the site is down.

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Management Describe the classroom management strategies will you use to manage
your students and the use of digital tools and resources. How and where will your students
work? (Small groups, whole group, individuals, classroom, lab, etc.) What strategies will
you use to achieve equitable access to the Internet while completing this lesson? Describe
what technical issues might arise during the Internet lesson and explain how you will
resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to
implementing the lesson as well as throughout the process. Be sure to indicate how you
prepared for problems and work through the issues that occurred as you implemented and
even after the lesson was completed.
For this assignment students will work individually, because all information needed is on
an individual basis. Each students will have equitable access to the internet, they will
have the opportunity to use their home computer, the classroom computers, or the
computers in the media center or one of the many school labs.
One of the main issues is the site not working properly. This can be address by ensuring
the browser is compatible with the website. For example: Internet Explorer and
Supertracker. Also ensuring the proper software is installed to run the required
application. For example: Java installed and updated for Wordle.
Instructional Strategies and Learning Activities Describe the research-based
instructional strategies you will use with this lesson. How will your learning environment
support these activities? What is your role? What are the students' roles in the lesson?
How can you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Blooms Taxonomy? How can the technology support your teaching? What
authentic, relevant, and meaningful learning activities and tasks will your students
complete? How will they build knowledge and skills? How will students use digital tools
and resources to communicate and collaborate with each other and others? How will
you facilitate the collaboration?

Throughout this lesson students will be working independently analyzing their diet, with
the ability to collaboration and communicate with their peers through the use of an online
message board, Padlet, formative assessment. They will receive teacher and peer
feedback throughout the lesson, as well as FDA standards based feedback as their food
and beverage data is entered in to the Supertracker system. I will facilitate the learning
process by checking in with the students personally each day, in addition to the message
board. There are several summative assessments that will also confirm knowledge was
obtained through the submission of the Supertracker report, the required questions fully
answered, and the Wordle summary submission.
Students are expected to enter all dietary information and be able to analyze multiple
facets of their diet, including meeting the FDA guidelines, examining mental and
emotional factors connected with eating, and realizing the positive and negative
repercussions of a balanced diet.
The students will build knowledge by receiving immediate feedback on their dietary entry.
Additionally the multiple areas of analysis will continue to reinforce student understanding
of the content subject area.

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Differentiation (How will you differentiate content and process to accommodate

various learning styles and abilities? How will you help students learn independently and
with others? How will you provide extensions and opportunities for enrichment? What
assistive technologies will you need to provide?)
This personal fitness class is a made up of 10 th -12th grade co-ed students. The students
are of all different learning levels from special education students to advance placement
students. Due to the nature of this lesson, differentiation is somewhat built in because
data entry is 100% on a personal basis. Additionally, I will provide written instructions to
all students, and will work in small groups at the onset of the lesson to give additional
information to the students who need more instruction. I will also allow for shortened
answers to the questions for students who has IEPs in writing.
Reflection (Will there be a closing event? Will students be asked to reflect upon their
work? Will students be asked to provide feedback on the assignment itself? What will be
your process for answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The closing event will be the lesson submission:

3 day MENU FORMAY days of foods and beverages, with motivation codes
AND physical/mental/emotional states

Nutrient Intake Report from SuperTracker

Answer all assigned questions

Create a wordle, using only key words, which describe your personal
experience with this assignment (minimum 15 words).

Through the assigned questions students will be able to reflect upon their work. They will
also give feedback about the assignment overall in Question 6.
In order to answer the above questions, I will review the answered questions from the

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or
your experience with implementing this lesson. What advice would you give others if they
were to implement the lesson? Please provide a quality reflection on your experience with
this lesson and its implementation.
I have done dietary analyses in the past. This dietary analysis proved more
comprehensive and beneficial for a couple reasons:
1. The use of Web 2.0 tools engaged the students from the start and offered more in
depth analysis on the food and beverage entry. It also allowed for easy peer
communication and creative lesson summary.
2. It incorporated the mental/emotional aspect that is associated with what we
consume, and promoted higher order thinking from the students, because they had
to think about why there were doing something, and not just what they were doing.
Advice for other teachers and future implementation: The lesson was comprehensive
regarding food and beverage. I would add a physical activity component next time to see
how that affects mood and food choices.
Another modification I would make is to add more time to the lesson to give the students
the ability to acquaint themselves with the Web 2.0 tools and be more creative with the
use of the tools.
Overall I am pleased with the outcome of the lesson and the knowledge obtained by the
students. This lesson was a positive learning experience and something I will do again
next year.

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