Lakisha Wright

EDTC-620
Final Unit Project
Dr. Nolan
October 27, 2020

EDTC 620 Technology in K-12 Education

FINAL UNIT PLAN/FUNDING PROPOSAL/COURSE & UNIT REFLECTION

Part I. Project Based Learning Unit/Lesson Plan Template

1. Create a Project Based Learning Unit. Project Based Learning is a teaching method
in which students gain knowledge and skills by working for an extended period of time to
investigate and respond to an engaging and complex question, problem, or challenge. (from
BIE.org: http://bie.org/about/what_pbl)

PROJECT BASED LEARNING OVERVIEW

● Unit Project Overview and Goal:

The Healthy Life Program project will help students to understand the critical role good
nutrition, regular physical activity, and social media safety play in achieving and maintaining
health and wellness, improving the quality of life, achieving personal enjoyment, and
experiencing lifelong health and safety benefits. In addition, students will also identify and
understand the link between positive decision-making and health and wellness in an ever-
changing world. The Healthy Life Program project will allow students to develop and apply
essential critical thinking, collaboration, communication, problem-solving, research, and
technology skills they need to meet 21st century health demands, a changing educational
landscape, and a highly competitive workforce.

The overarching goal for the Healthy Life Program project is to provide the attitudes, behavior,
knowledge, and skills students need to navigate the real-life nutrition, physical activity, and
social media dangers students face in today’s world. The project will provide the knowledge,
skills, and resources students need to make healthy-decisions and use effective strategies on their
individual journey to health and wellness. This will help students to avoid health risks and
practice healthy behaviors in the real-world.

Challenge: The Principal at Greenwood Lakes High School wants to create a Healthy Life
program at the high school that will focus on Nutrition, Physical Activity, and Social Media
Safety. The Healthy Life Program project will provide the knowledge and skills students need to
achieve and maintain health and wellness by practicing good nutrition, living an active lifestyle,
and implementing measures to promote personal safety on social media platforms. The Principal
needs students' help to create the Healthy Life program. In particular, students will be required to
identify real-life nutrition, physical activity, and social media dangers students face in the 21st
century and develop authentic solutions and strategies to help students make healthy decisions to
avoid health risks and achieve personal health and wellness.

LESSON PLAN ONE – The Art of Good Nutrition

Project Based Learning Unit/Lesson Plan

Project Idea:

Students will use learning content and materials in the Health Education class to create the
Healthy Meal Resource Guide project. The project will provide the knowledge, skills, and
behavior students need to achieve and maintain health and wellness by practicing good nutrition,
creating healthy meals, and making healthy decisions to promote lifelong health. The Healthy
Meal Resource Guide project requires students to apply the essential problem-solving, critical
thinking, research, and technology skills they need in education and the future.

Content Standards:

National Health Education Standards

Standard 7: “Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks” (Centers for Disease Control and Prevention, 2019, para. 1).

Performance Indicators:

- 7.12.1 – “Analyze the role of individual responsibility for enhancing health” (Centers for
Disease Control and Prevention, 2019, para. 6).
- 7.12.2 – “Demonstrate a variety of healthy practices and behaviors that will maintain or
improve the health of self and others” (Centers for Disease Control and Prevention, 2019,
para. 6).

ISTE Standard for Students (http://www.iste.org/standards/standards/for-students-2016)

Standard 1: Empowered Learner – “Students leverage technology to take an active role in

choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences” (ISTE, 2016, para. 1).
Indicator:

- 1C: “Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways” (ISTE, 2016, para. 1).

Standard : Knowledge Constructor - “Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others” (ISTE, 2016, para. 3).

Indicator:

- 3A: “Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits” (ISTE, 2016, para. 3).
- 3D: “Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions” (ISTE, 2016, para. 3).

Objective(s) for lesson (at least one HOTS objective): Student will be able to:

- Identify healthy food choices in the five food groups.

- Use nutritious foods to create healthy meals.
- Use emerging technology to create a video.
- Create a resource guide for preparing healthy meals that combines new ideas and
information.

Tools:

- Desktop
- “How to Create a Healthy Plate” video (My Doctor - Kaiser Permenente, 2017)
- “State of My Plate - Reference Guide” customized OER (CK-12 Foundation, 2020)
- “The Effects of Poor Nutrition on Your Health” article (Ajmera, 2020) .
- Google Search
- Seesaw - Create Healthy Meals - Practice Activity (Link:
https://app.seesaw.me/pages/shared_activity?share_token=IbUqPkK-
Q8C1FztbzuoHug&prompt_id=prompt.07859c89-f859-443c-b76b-573e99c81ac6)
- Kahoot! – The Art of Good Nutrition Quiz - (Link: https://create.kahoot.it/share/the-art-
of-good-nutrition/acad77ab-d7ba-4539-a842-b8166b0facd0)
- Whyville (www.whyville.com/)
- Electronic Health Binder - Evernote (www.evernote.com)
Teacher Directed Activities:

- Students will complete a Mind Warm-up activity that requires them to think about the
food they consumed for dinner the previous night. Students will be required to use prior
knowledge to determine if their food choices were healthy or unhealthy. Students will use
their electronic health binder in Evernote to write a pre-lesson journal that lists the food
they consumed, identify which food choices were healthy and unhealthy, and explain
their answers. This is an informal formative assessment that will be used at the beginning
of the lesson. The activity would allow the teacher to assess students’ prior knowledge
and improve instruction to meet students’ learning needs.
- The teacher will give a brief lecture using the State of My Plate - Reference Guide (CK-
12, 2020) to provide the background knowledge students need to understand good
nutrition, identify nutritious foods in the five food groups to create healthy meals, and
understand how good nutrition contributes to health and wellness. Students will be
required to take notes.
- After the lecture, students will watch the “How to Create a Healthy Plate” video (My
Doctor - Kaiser Permenente, 2017). Students will be required to take notes.
- The teacher will use a Think-Pair-Share activity that requires students two work in a
group of two to answer the following questions: 1) What is good nutrition? 2) Identify
two healthy food choices in each food group with the recommended serving size. 3)
Explain how good nutrition can improve students’ health.
- The teacher will share the “The Effects of Poor Nutrition on Your Health” article
(Ajmera, 2020) using students’ electronic health binder in Evernote. Students will be
required to read the article.

Student Directed Activities:

- Students will work in groups of three to complete the Create Healthy Meals - Practice
Activity (Link: https://app.seesaw.me/pages/shared_activity?share_token=IbUqPkK-
Q8C1FztbzuoHug&prompt_id=prompt.07859c89-f859-443c-b76b-573e99c81ac6). This
activity will prepare students for the Healthy Meal Resource Guide project.
- Students will work individually to complete the “My Healthy Life” virtual reality activity
on Nutrition in Whyville. My Healthy Life is a virtual world that requires students to
make healthy decisions as they navigate a series of real-life nutrition challenges on their
individual journey to personal health and wellness. Students will have to apply problem-
solving, critical thinking, and technology skills as they develop authentic solutions and
use effective strategies to address real-life nutrition challenges. The virtual world takes a
personalized approach to learning because it allows students to work and learn at their
own pace.
- Students will work individually to complete the Art of Good Nutrition quiz in Kahoot!
(Link:https://create.kahoot.it/share/the-art-of-good-nutrition/acad77ab-d7ba-4539-a842-
 b8166b0facd0). This is a formative assessment that would be given in the middle of the
lesson. This assessment would allow the teacher to identify students who are struggling
and break them into smaller groups for re-teaching.
- Students will write a post-lesson journal in their electronic health binder in Evernote to
reflect on what they learned about nutrition and what strategies they can use to help them
identify nutritious foods and create healthy meals as a lifelong plan.

Performance Based Assessment (what is a performance based assessment)

Final Project:

The Healthy Meal Resource Guide project is designed to provide the knowledge, skills, and
behavior students need to make healthy decisions and practice good nutrition in the 21st century.
The project will provide the framework for achieving lifelong health and wellness.

Scenario: Anna Marie, a new student in your Health Education class, has unhealthy eating habits
that can negatively impact her current and future health. Anna Marie needs your help to create a
healthy meal for dinner. This will allow Anna Marie to practice good nutrition on her individual
journey to health and wellness.

Students will work individually to create a 2 - 5 minute video with the following requirements:

- Define good nutrition.

- Identify one food item in each food group with the recommended serving size to create a
healthy meal for Anna Marie.
- Add two health benefits for each food item.
- Use an image to illustrate each food item.
- Identify one strategy that Anna Marie can use to create healthy meals and practice good
nutrition.
- Cite sources in APA style.

The project requires students to apply essential 21st century critical thinking, problem-solving,
research, and technology skills. Students’ projects must be creative and original. This is a
summative assessment that will occur at the end of the lesson.

Each student will be required to present their video in a synchronized session using a Skype
Group Video Conference (i.e., with the shared-screen option) in the classroom. The teacher will
invite Laura Fischer, Ph.D, a Research Bionutritionist at the Children's National Medical Center
in Washington, D.C., to participate in the synchronized session. Dr. Fischer is a Subject Matter
Expert (SME) who specializes in “nutrition and wellness, metabolic measurements, weight
management, integrative and functional nutrition, and…” (Academy of Nutrition and Dietetics,
2020, para. 1). Dr. Fischer will answer students’ questions, share her expertise on the critical
importance of good nutrition and how it impacts teens’ health, and provide brief feedback on
students’ videos during the synchronized session.

Tools:

- Students have the option to use one of the following tools to create their website:
Adobe Spark (https://www.adobespak..com/) or Animoto (https://www.animoto.com/)
- Laptop
- Internet access
- Google Search
- Class notes
- “State of My Plate - Reference Guide” customized OER (CK-12 Foundation, 2020)
- “The Effects of Poor Nutrition on Your Health” article (Ajmera, 2020)
- Seesaw - Create Healthy Meals - Practice Activity (with the teacher’s feedback)
- Electronic Health Binder in Evernote
- APA Style 7th Edition Fact Sheet
- Skype 2020
- Skype access information for the group video conference
- “How to Use Skype: Beginner’s Guide” video (Howfinity, 2019)
- “How to Share Your Screen on Skype 2020: Quick & Easy Tutorial” video (Essetino Artists,
2020)

Tools for the SME will include:

- Laptop or Desktop
- Internet access
- Google Search
- Skype 2020
- Skype access information for the group video conference
- “How to Use Skype: Beginner’s Guide” video (Howfinity, 2019)
Sample Finished Product:
https://spark.adobe.com/video/lBxE23a3zSKvg
LESSON PLAN TWO - Physical Activity and Your Health

Project Idea:

Students will use learning content and materials in the Health Education class to create a
Physical Activity Plan project. The project will provide the attitudes, behavior, knowledge, and
skills students need to live an active lifestyle and promote personal health. The plan will allow
students to develop authentic solutions to address the real-life physical activity challenges they
face in the 21st century. The Physical Activity Plan project requires students to apply the
essential collaboration, problem-solving, critical thinking, research, communication, and
technology skills they need in education and a highly competitive workforce.

Content Standard:

National Health Education Standards

Standard 6: “Students will demonstrate the ability to use goal-setting skills to enhance health”
(Centers for Disease Control and Prevention, 2019, para. 1).

Performance Indicator:

- 6.12.2 - “Develop a plan to attain a personal health goal that addresses strengths, needs,
and risks” (Centers for Disease Control and Prevention, 2019, para. 6).

Standard 7: “Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks” (Centers for Disease Control and Prevention, 2019, para. 1).

Performance Indicators:

- 7.12.1 – “Analyze the role of individual responsibility for enhancing health” (Centers for
Disease Control and Prevention, 2019, para. 6). .
- 7.12.2 – “Demonstrate a variety of healthy practices and behaviors that will maintain or
improve the health of self and others” (Centers for Disease Control and Prevention, 2019,
para. 6).

ISTE Standard for Students (http://www.iste.org/standards/standards/for-students-2016)

Standard 1: Empowered Learner – “Students leverage technology to take an active role in

choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences” (ISTE, 2016, para. 1).
Indicator:

- 1A: “Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes” (ISTE, 2016, para. 1).
- 1C: “Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways” (ISTE, 2016, para. 1).

Standard : Knowledge Constructor - “Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others” (ISTE, 2016, para. 3).

Indicator:

- 3A: “Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits” (ISTE, 2016, para. 3).
- 3D: “Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions” (ISTE, 2016, para. 3).

Objectives for lesson (at least one HOTS objective): Student will be able to:

- Identify physical activities that promote good health.

- Use the Centers for Disease Control and Prevention’s Youth Physical Activity Guidelines
to set physical activity goals.
- Use emerging technology to create a presentation.
- Create a physical activity plan to promote health and wellness that combines new ideas
and strategies.

Tools

- Desktop
- “Physical Activity of Children and Young People” infographic (Rinehart, 2016)
- “Exercise: 7 Benefits of Regular Physical Activity” article (Mayo Clinic, 2020)
- “Physical Activity Guidelines for School-Aged Children and Adolescents” (2019)
- Google Search
- Seesaw – Physical Activity Plan - Practice Activity (Link:
https://app.seesaw.me/pages/shared_activity?
share_token=lXA9Z7mVQYmJ8W2TQZ2VKA&prompt_id=prompt.81ca4bfc-20d1-
4d41-9177-d163423488e1)
- Kahoot! – Physical Activity Quiz -
- (Link:https://create.kahoot.it/share/physical-activity-quiz/63b6cf9e-ee31-40d3-9f9c-
48cbc8af0dbd)
 - Electronic Health Binder - Evernote (www.evernote.com)

Teacher Directed Activities:

- Students will complete a Mind Warm-up that requires them to think about the physical
activity they engaged in within the last 30 days, if any. Students will be required to use
prior knowledge to determine if they engaged in physical activity that promoted good
health or if they were physically inactive and how inactivity impacts their health.
Students will write a pre-lesson journal in their electronic health binder using Evernote.
This is an informal formative assessment that will be used at the beginning of the lesson.
The activity would allow the teacher to assess students’ prior knowledge and improve
instruction.
- The teacher will share the “Physical Activity Guidelines for School-Aged Children and
Adolescents” (2019) with students using their electronic health binder in Evernote.
Students will be required to read the guidelines and take notes.
- Then, the teacher will give a brief lecture to provide the background knowledge students
need to understand the importance of regular exercise, the benefits of living an active
lifestyle, and identify the dangers of physical inactivity. The teacher will share the
“Physical Activity of Children and Young People” infographic (Rinehart, 2016) during
the lecture to illustrate different types of physical activities. Students will be required to
take notes.
- The teacher will use a “Think, Pair, and Share” activity by separating students in groups
of two to answer the following questions after the lecture: 1) Why is physical activity
important to students’ health? 2) How can students become more active in their daily
lives? 3) Identify one strategy to help students incorporate physical activity in their daily
routine.
- The teacher will share the “Exercise: 7 Benefits of Regular Physical Activity” article
(Mayo Clinic, 2020) with students using their electronic health binder in Evernote.
Students will be required to read the article.

Student Directed Activities:

- Students will work in groups of four to complete the Physical Activity Plan - Practice
Activity in Seesaw (Link: https://app.seesaw.me/pages/shared_activity?
share_token=lXA9Z7mVQYmJ8W2TQZ2VKA&prompt_id=prompt.81ca4bfc-20d1-
4d41-9177-d163423488e1). This activity will prepare students for the Physical Activity
Plan project.
- Students will work individually to complete the Physical Activity Quiz in Kahoot!
(Link:https://create.kahoot.it/share/physical-activity-quiz/63b6cf9e-ee31-40d3-9f9c-
48cbc8af0dbd). This is a formative assessment that will be given to students in the
middle of the lesson. The quiz would allow the teacher to identify students who require
 re-teaching and break them into small groups and improve instruction to meet students’
learning needs.

- Students will write a post-lesson journal using their electronic health binder in Evernote
to reflect on what they learned about the importance of regular physical activity, how
regular physical activity promotes health and wellness, and identify two ways they will
incorporate regular physical activity in their daily routine to achieve lifelong health.

Performance Based Assessment (what is a performance based assessment)

The Physical Activity Plan project is designed to provide the attitudes, behavior, knowledge, and
skills students need to achieve and maintain personal health at any age and stage in their lives.
The project allows students to develop authentic strategies and set attainable goals on their
individual journey to health and wellness. The Physical Activity Plan project requires students to
apply the essential collaboration, problem-solving, critical thinking, research, communication,
and technology skills they need in education and a highly competitive workforce.

Students will work in a group of four to create a presentation with the following requirements:

- Create a Physical Activity Plan with five physical activities

- Set a physical activity goal for each activity (i.e., recommended time per day and number
of days per week)
- Explain how each activity promotes good health
- Use an image to illustrate each physical activity
- Cite sources in APA style

The project requires students to apply essential 21st century critical thinking, collaboration,
problem-solving, research, and technology skills. Students’ projects must be creative and
original.

Tools

- Students have the option to use one of the following tools to create their presentations:
Prezi (https://prezi.com/) or Emaze (https://www.emaze.com/)
- Laptop or Desktop
- Internet access
- Google Search
- Class notes
- Physical Activity of Children and Young People” infographic (Rinehart, 2016)
- “Exercise: 7 Benefits of Regular Physical Activity” article (Mayo Clinic, 2020)
- “Physical Activity Guidelines for School-Aged Children and Adolescents” (2019)
- Physical Activity Plan - Practice Activity (with the teacher’s feedback)
- Electronic Health binder in Evernote
- APA Style 7th Edition Fact Sheet
The summative assessment will take place at the end of the lesson. The summative assessment
would allow the teacher to formally evaluate student learning, skill acquisition, and academic
achievement (Lumen, n.d.).

Sample Finished Product:

https://www.emaze.com/@AOWWFRRTT/my-physical-activity-plan

LESSON PLAN THREE - Social Media Safety

Project Idea:

Students will use learning content and materials in the Health Education class to create a Social
Media safety Reference Guide project. The project will provide the knowledge, skills, and
behavior students need to promote personal health, wellness, and safety. The project will also
allow students to develop authentic solutions to address the real-life social media challenges they
face in the 21st century. The Social Media Safety Reference Guide project requires students to
apply the essential problem-solving, critical thinking, research, and technology skills they need
in education and a highly competitive workforce.

Content Standard:

National Health Education Standards

Standard 7: “Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks” (Centers for Disease Control and Prevention, 2019, para. 1).

Performance Indicators:

- 7.12.1 – “Analyze the role of individual responsibility for enhancing health” (Centers for
Disease Control and Prevention, 2019, para. 6).
 - 7.12.2 – “Demonstrate a variety of healthy practices and behaviors that will maintain or
improve the health of self and others” (Centers for Disease Control and Prevention, 2019,
para. 6).

ISTE Standard for Students (http://www.iste.org/standards/standards/for-students-2016)

Standard 1: Empowered Learner – “Students leverage technology to take an active role in

choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences” (ISTE, 2016, para. 1).

Indicators:

- 1C: “Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways” (ISTE, 2016, para. 1).

Standard 2: Digital Citizen - “Students recognize the rights, responsibilities and opportunities of
living, learning and working in an interconnected digital world, and they act and model in ways
that are safe, legal and ethical” (ISTE, 2016, para. 2).

Indicators:

- 2B: “Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices” (ISTE, 2016,
para. 2).

Objective(s) for lesson (at least one HOTS objective): Student will be able to:

- Identify social media dangers in the 21st century.

- Identify strategies to use social media platforms in a safe manner.
- Select social media platforms that have customizable privacy settings to promote online
safety.
- Use emerging technology to create an infographic.
- Create a reference guide for promoting safety on social media platforms that combines
new ideas and strategies.

Tools:

- Desktop
- “A Teen’s Guide to Social Media Safety” article (Safe Search Kids, n.d.)
- “Social Media Safety Tips” video (Adams-Hands, 2019)
- Google Search
 - Wizer.me – Social Media Safety - Practice Activity
(Link:https://app.wizer.me/preview/66JE6W)
- Kahoot! – Social Media Safety Quiz - (Link:https://create.kahoot.it/share/social-media-
safety-quiz/e3a341ab-e0c6-476c-a40a-9b5c3c47432f)
- Electronic Health Binder - Evernote (www.evernote.com)
- Whyville (www.whyville.com/)

Teacher Directed Activities:

- The teacher will use an Anticipatory Guide with a list of true or false questions regarding
social media safety that requires students to use prior knowledge to answer the questions.
This is an informal formative assessment that will be used at the beginning of the lesson.
The activity would allow the teacher to assess students’ prior knowledge and improve
instruction to meet students’ learning needs.
- Students will read the “A Teen’s Guide to Social Media Safety” article (Safe Search
Kids, n.d.). After the article, students will watch the “Social Media Safety Tips” video
(Adams-Hands, 2019), and they will be required to take notes.
- The teacher will use the “Think, Pair, and Share” activity by separating students in
groups of two to answer the following questions: 1) Identify two online dangers students
face on social media platforms in the 21st century? 2) Identify two strategies students can
use to promote safety on social media platforms. 3) Why is it important to customize
privacy settings to meet students’ safety needs online?

Student Directed Activities:

- Students will work in groups of two to complete the Social Media Safety - Practice
Activity in Wizer.me. (Link: https://app.wizer.me/preview/66JE6W). This activity is
designed to prepare students for the Social Media Safety Reference Guide project.
- Students will work individually to complete the Social Media Safety Quiz in Kahoot!
(Link: https://create.kahoot.it/share/social-media-safety-quiz/e3a341ab-e0c6-476c-a40a-
9b5c3c47432f). The quiz will be given in the middle of the lesson. The quiz will assess
students’ knowledge and understanding, identify students who require re-teaching and
break them into small groups, and allow the teacher to improve instruction to meet
students’ learning needs.
- Students will work individually to complete the “My Healthy Life” virtual reality activity
on Social Media Safety in Whyville. Students will be required to make healthy decisions
as they navigate a series of real-life social media challenges on their individual journey to
personal health, wellness, and safety. Students will have to apply problem-solving,
critical thinking, and technology skills as they develop authentic solutions and effective
strategies to address real-life social media challenges. The virtual world takes an
individualized approach to learning because it allows students to work and learn at their
own pace.
- Students will write a post-lesson journal using their electronic health binder in Evernote
to reflect on what they learned about social media safety and identify two strategies that
plan to use to increase their safety online.
Performance Based Assessment (what is a performance based assessment)

The Social Media Safety Reference Guide project is designed to provide the knowledge, skills,
and behavior students need to make decisions and take the appropriate actions to promote
personal safety online. The project will provide the framework for making healthy decisions as
students navigate the real-life social media challenges they face in the 21st century.

Students will work in a group of two to create an infographic with the following requirements:

- Identify two strategies to promote online safety and provide an example of each strategy.
- Identify one social media platform that allows students to customize their privacy
settings. Select one privacy setting and explain how it promotes online safety.
- Use a minimum of two images in your infographic.
- Cite sources in APA style.

The project requires students to apply essential 21st century critical thinking, collaboration,
communication, problem-solving, research, and technology skills. Students’ projects must be
creative and original.

Tools:

- Students have the option to use one of the following tools to create their infographic:
Piktochart (https://www.piktochart.com/) or Visme (https://www.visme.com/)
- Laptop or Desktop
- Internet access
- Google Search
- Class notes
- “A Teen’s Guide to Social Media Safety” article (Safe Search Kids, n.d.)
- “Social Media Safety Tips” video (Adams-Hands, 2019)
- Social Media Safety - Practice Activity in Wizer.me (with the teacher’s feedback)
- Electronic Health Binder - Evernote (www.evernote.com)
- APA Style 7th Edition Fact Sheet

The summative assessment will take place at the end of the lesson. The summative assessment
would allow the teacher to formally evaluate student learning, skill acquisition, and academic
achievement (Lumen, n.d.).
Sample Finished Product:

https://create.piktochart.com/output/50006640-social-media-safety-reference-guide

LESSON PLAN FOUR - Health and Wellness in the 21st Century

Project Idea:

Students will use learning content and materials in the Health Education class to create a Healthy
Life Program project. The project will provide the knowledge, skills, and behavior students need
to promote personal health, wellness, and safety. The project will also allow students to develop
authentic solutions to address the real-life nutrition, physical activity, and social media
challenges they face in the 21st century.

Content Standard:

National Health Education Standards

Standard 6: “Students will demonstrate the ability to use goal-setting skills to enhance health”
(Centers for Disease Control and Prevention, 2019, para. 1).

Performance Indicator:

- 6.12.2 - “Develop a plan to attain a personal health goal that addresses strengths, needs,
and risks” (Centers for Disease Control and Prevention, 2019, para. 6)..

Standard 7: “Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks” (Centers for Disease Control and Prevention, 2019, para. 1).

Performance Indicators:

- 7.12.1 – “Analyze the role of individual responsibility for enhancing health” (Centers for
Disease Control and Prevention, 2019, para. 6). .
- 7.12.2 – “Demonstrate a variety of healthy practices and behaviors that will maintain or
improve the health of self and others” (Centers for Disease Control and Prevention, 2019,
para. 6).
ISTE Standard for Students (http://www.iste.org/standards/standards/for-students-2016)

Standard 1: Empowered Learner – “Students leverage technology to take an active role in

choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences” (ISTE, 2016, para. 1).

Indicators:

- 1C: “Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways” (ISTE, 2016, para. 1).

Standard 2: Digital Citizen - “Students recognize the rights, responsibilities and opportunities of
living, learning and working in an interconnected digital world, and they act and model in ways
that are safe, legal and ethical” (ISTE, 2016, para. 2).

Indicators:

- 2B: “Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices” (ISTE, 2016,
para. 2).

Standard 3: Knowledge Constructor - “Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others” (ISTE, 2016, para. 3).

Indicators:

- 3A: “Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits” (ISTE, 2016, para. 3).
- 3D: “Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions” (ISTE, 2016, para. 3).

Objective(s) for lesson (at least one HOTS objective): Student will be able to:

- Identify the nutrition, physical activity, and social media challenges students face in the
21st century.
- Identify strategies to address nutrition, physical activity, and social media safety
challenges.
- Select social media platforms that have customizable privacy settings to promote online
safety.
 - Identify healthy food choices in the five food groups.
- Use the five food groups to create healthy meals.
- Select physical activities to promote good health.
- Use the Centers for Disease Control and Prevention’s Youth Physical Activity Guidelines
to set physical activity goals.
- Use emerging technology to create a website.
- Create a program for promoting health and wellness that combines new ideas, activities,
strategies, and information.

Tools:

- Desktop
- “A Teen’s Guide to Social Media Safety” article (Safe Search Kids, n.d.)
- “Social Media Safety Tips” video (Adams-Hands, 2019)
- “How to Create a Healthy Plate” video (My Doctor - Kaiser Permenente, 2017)
- “State of My Plate - Reference Guide” customized OER (CK-12 Foundation, 2020)
- “The Effects of Poor Nutrition on Your Health” article (Ajmera, 2020)
- “Physical Activity of Children and Young People” infographic (Rinehart, 2016)
- “Exercise: 7 Benefits of Regular Physical Activity” article (Mayo Clinic, 2020)
- “Physical Activity Guidelines for School-Aged Children and Adolescents” (2019)
- Seesaw – Physical Activity Plan - Practice Activity (with the teacher’s feedback)
- Wizer.me – Social Media Safety - Practice Activity (with the teacher’s feedback)
- Seesaw - Create Healthy Meals - Practice Activity (with the teacher’s feedback)
- Google Search
- Electronic Health Binder - Evernote (www.evernote.com)
- APA 7th Edition Fact Sheet

Teacher Directed Activities:

- The teacher will use a Question and Answer (Q&A) session to build on students’ existing
knowledge and skills. Students already possess the knowledge and skills needed to
identify healthy foods and create healthy meals, identify physical activities that promote
good health and create a physical activity plan, and identify social media dangers and
implement strategies to promote online safety. The Q&A session is a mind warm-up
activity that will help students to recall and use important concepts, facts, and
information on good nutrition, living an active lifestyle, and taking the necessary
measures to promote online safety. This will help students to prepare for the final unit
project.
Student Directed Activities:

- Students will work individually to complete the “My Healthy Life” comprehensive
Nutrition, Physical Activity, and Social Media Safety virtual reality activity in Whyville.
Students will have to apply problem-solving, critical thinking, and technology skills as
they develop authentic solutions and strategies to address real-life nutrition, physical
activity, and social media challenges.
- Students will complete the Health and Wellness Unit test in Kahoot! (Link:
https://create.kahoot.it/share/health-and-wellness-unit-test/f0fa719d-e247-4a04-943b-
7a784be3cc35)

Performance Based Assessment (what is a performance based assessment)

Scenario: The Principal at Greenwood Lakes High School (GLHS) wants to create a Healthy
Life program at your school to teach students how to achieve and maintain health and wellness
by practicing good nutrition, living an active lifestyle, and making healthy decisions that
promote personal safety on social media platforms. The Healthy Life program will cover
Nutrition, Physical Activity, and Social Media Safety topics. The Principal needs students' help
to create a program that meets the real-life nutrition, physical activity, and social media safety
challenges that students face in the 21st century.

Project Requirements: Students will work in a group of four to create a Healthy Life Program.
Students will create a website with the following requirements:

- One recommendation for each topic in the Healthy Life program to address 21st century health
challenges, avoid health risks, and promote personal health. Students are required to recommend
one topic for Nutrition, Physical Activity, and Social Media Safety. Students must explain how
each recommendation can help students in the Healthy Life program achieve and maintain health
and wellness.
- One strategy for each recommendation that promotes health and wellness.
- Two learning resources for each topic that would provide the knowledge and skills students
need to make healthy decisions and achieve health and wellness.
- Students are required to use a minimum of one image to illustrate each health topic.
- Students must cite their sources in APA style.
The project requires students to apply essential 21st century critical thinking, collaboration,
problem-solving, research, and technology skills. Students’ projects must be creative and
original. The Healthy Life Program websites will be presented to an audience that consists of the
Principal, Health Education teacher, the Director of the local Department of Health – Youth
Division (i.e., a newly developed department that focuses on educating and improving the health
of teens), and students in the Health Education class. Each group’s website will be posted on the
classroom website.

Tools:

- Students have the option to use one of the following tools to create their website:

Weebly (https://www.weebly.com/) or Wix (https://www.wix.com/

- Laptop
- Desktop
- “A Teen’s Guide to Social Media Safety” article (Safe Search Kids, n.d.)
- “Social Media Safety Tips” video (Adams-Hands, 2019)
- “How to Create a Healthy Plate” video (My Doctor - Kaiser Permenente, 2017)
- “State of My Plate - Reference Guide” customized OER (CK-12 Foundation, 2020)
- “The Effects of Poor Nutrition on Your Health” article (Ajmera, 2020)
- “Physical Activity of Children and Young People” infographic (Rinehart, 2016)
- “Exercise: 7 Benefits of Regular Physical Activity” article (Mayo Clinic, 2020)
- “Physical Activity Guidelines for School-Aged Children and Adolescents” (2019)
- Seesaw – Physical Activity Plan - Practice Activity
- Wizer.me – Social Media Safety - Practice Activity
- Seesaw - Create Healthy Meals - Practice Activity
- Google Search
- Electronic Health Binder - Evernote (www.evernote.com)

The summative assessment will take place at the end of the Health and Wellness Unit. The
summative assessment would allow the teacher to formally evaluate student learning, skill
acquisition, and academic achievement (Lumen, n.d.).

Sample Finished Product:

https://healthclasswheelingacad.weebly.com

Part II. Funding Propsal

2. Create a funding proposal to acquire necessary equipment (hardware and, or software) to

include the following:

● Funding Source: I was unable to select a funding source because I am not a

teacher.
 .
● Description of your classroom/students

The Health Education (HE) class is designed for students in the 10th and 11th grades at
Greenwood Lakes High School (GLHS) in Maryland. The HE class takes a real-world approach
to provide the knowledge and essential skills students need to achieve and maintain health and
wellness in the academic setting, the real-world, and the future. The class also takes a
comprehensive approach to teach students how to make healthy decisions as they navigate the
real-world health challenges they face in the 21st century. The HE class teaches students that
health and wellness is a journey that requires a lifelong commitment. The HE class will provide
the knowledge, skills, attitudes, and behaviors students need on their individual journey to
health, wellness, and personal safety.

GLHS is an economically disadvantaged school in the State of Maryland. Most students in the
HE class come from low-income families. In addition, most students in the HE class do not have
access to technology at home or in other classrooms. This reality promoted me to integrate
emerging technology in the teaching and learning process in a fun, creative, and meaningful way
that help students develop the essential 21st century critical thinking, problem-solving,
technology, research, and collaboration skills they need to be successful in the future. In a highly
digital world, it is imperative that students possess the knowledge and skills they need to use
different types of technology in education and an ever-changing world and workforce. Since
students lack access to technology in different areas of their lives, the HE class will provide the
access to emerging technology students need to be successful in education and the future.

● Description of your project idea and goal

The Healthy Life Program project will help students to understand the critical role good
nutrition, regular physical activity, and social media safety play in achieving and maintaining
health and wellness, improving the quality of life, achieving personal enjoyment, and
experiencing lifelong health and safety benefits. In addition, students will also identify and
understand the link between positive decision-making and achieving health and wellness in an
ever-changing world. The Healthy Life Program project will help students to develop and apply
essential problem-solving, collaboration, communication, research, technology, and critical
thinking skills they need to meet 21st century health demands, a changing educational landscape,
and a highly competitive workforce.

The goal for the Healthy Life Program project is to provide the attitudes, behavior, knowledge,
and essential skills students need to navigate the real-world nutrition, physical activity, and
social media dangers they face in today’s world. Students will learn how to make healthy-
decisions on their individual journey to health and wellness. The project will help students to
implement effective strategies to avoid health risks and promote good health in the real-world.

Challenge: The Principal at GLHS wants to create a Healthy Life program at the high school that
will focus on Nutrition, Physical Activity, and Social Media Safety. The program will provide
the knowledge and skills students need to achieve and maintain health and wellness by practicing
good nutrition, living an active lifestyle, and implementing measures to promote personal safety
on social media platforms. The Principal needs students' help to create the Healthy Life program.
Students will be required to work in a group of four to:

- Identify one recommendation for each topic in the Healthy Life program to address 21st
century health challenges, avoid health risks, and promote personal health and wellness.
Students are required to recommend one topic for Nutrition, Physical Activity, and Social
Media Safety. Students must explain how each recommendation can help students in the
Healthy Life program to achieve and maintain health and wellness.
- Identify one strategy for each recommendation that promotes health and wellness.
- Identify two learning resources for each recommendation that would provide the
knowledge and skills students need to make healthy decisions and achieve personal
health. .
- Use a minimum of one image to illustrate each health topic.
- Cite their sources in APA style.

● Learning objectives
- Identify the nutrition, physical activity, and social media challenges students face in the
21st century.
- Identify strategies to address nutrition, physical activity, and social media safety
challenges.
- Select social media platforms that have customizable privacy settings to promote online
safety.
- Identify healthy food choices in the five food groups.
- Use the five food groups to create healthy meals.
- Select physical activities to promote good health.
 - Use the Centers for Disease Control and Prevention’s Youth Physical Activity Guidelines
to set physical activity goals.
- Use emerging technology to create a website.
- Create a program for promoting health and wellness that combines new ideas, activities,
strategies, and information.

● Description of your need for your funding

GLHS is an economically disadvantaged school with a limited budget and competing priorities.
The school does not have the required funding to procure the technology needed for this project.
Funding is needed to purchase computer hardware that will allow students to meet the
technology requirements for the project. Funding is also needed to purchase computer software
that will ensure students’ laptops are capable of running the applications, programs, and websites
needed to complete the project. In addition, funding is required to ensure students use technology
for the project at a 1:1 ratio. This would ensure that students spend the required time needed to
complete their projects and develop and apply the essential skills they need in education and the
future. Funding will also ensure technology is maintained and upgraded as required to ensure
optimal performance and use.

Desired Technology:

HP Pavilion 14" HD Notebook, Cost $289.99, Quantity 25 = Total Cost $7,684.74 (with
Maryland Tax included)

Microsoft Office 365 Home and Student (2019), Cost $24.99, Quantity 25 = Total Cost $662.24
(with Maryland Tax included)

Maintenance, Upgrades, Licenses, and Professional Fees for emerging technology =

Approximate Cost $750

Total Funding Need = $9,096.98

● Description of how learning will be measured (you may want to include pre-,
formative, and/or post or summative assessment)

Learning will be measured by using a formative assessment in the middle of the lesson using a
quiz in Kahoot!. Learning will also be measured using a final project, which is a summative
assessment that will formally evaluate student learning, skill acquisition, and achievement
(Lumen, n.d.). In addition, the Health and Wellness unit, as a whole, includes several formative
and summative assessments. For instance, the unit integrates game-based learning and virtual
reality activities as informative assessments to capture students’ interest, allow students to work
at their own pace, allow students to demonstrate their knowledge in different ways, and allow the
teacher to assess students’ knowledge and skills. This also provides an opportunity for the
teacher to make changes to instruction and teaching methods to meet students’ learning needs
and promote student achievement.

 Describe how you will provide for sustainability. Most all donors want to know how the
technology they are funding is going to be used after the "life" of the project, therefore
you should let them know about future projects, other classes, or something such as this
which demonstrates their funding will continue to be used.

In a highly digital and connected world, emerging technology provides a creative and innovative
way for students to learn, demonstrate their knowledge and skills, and meet the demands of a
highly competitive workforce. The HE class uses technology to transform learning while
preparing students for the ever-changing demands of the future. Emerging technology is at the
epicenter of effective teaching and learning in a student-centered learning environment. The
technology will continue to be used beyond the life of the project to provide the knowledge and
essential skills students need in the future. The technology will also allow future students in the
HE class to meet real-life health challenges in the 21st century, the growing demands of a
changing educational landscape, and the demands of a technology-driven workforce. Since
access to technology is limited for students at home and at GLHS, the technology will provide
the access and practice current and future students need to achieve success in the future.

● Provide a link to your proposal on a funding site along with this section of your
funding proposal

Since I am not an active teacher who works at a school with a school issued email address, I was
unable to post a funding proposal on a donor’s website.
Part III. Final Unit Project and Course Reflection

Write a reflection (3 - 5 paragraphs) of what you have learned during the process of
creating your Final Unit Project AND your reflections of your learning and
experiences during this course:
In a highly digital and interconnected world, technology should be used in the classroom
to provide the essential skills students need in education and the future. Technology should
facilitate. Support, and transform learning while allowing students to demonstrate their
knowledge, creativity, and skills in innovative and meaningful ways. It is important for teachers
to think beyond education and the classroom when integrating technology in the teaching and
learning process. Teachers must use emerging technology with a focus on preparing students for
the demands of education and a highly competitive workforce. This project and the EDTC 620
course, as a whole, helped me to realize the value of technology in the classroom and the 21st
century workforce. As technology continues to evolve, teachers must evaluate their teaching
methods and strategies and ensure that technology in the classroom continues to transform,
facilitate, and support learning. This plays a critical role in preparing all students for the ever-
changing demands of the future.

The Final Unit project allowed me to evaluate and select emerging technology that is
aligned with students’ individual learning needs and the real-life health challenges they face in
the 21st century. In particular, the project challenged me to use emerging technology that
promoted knowledge construction, knowledge sharing, and knowledge transfer. The project
allows students to collaborate, communicate, develop, and apply knowledge and essential skills
to address real-life challenges and develop authentic solutions that apply to the real-world. It was
critically important to use emerging technology that would help students to transfer and use their
knowledge and skills to promote health and wellness in their lives and on their individual
journey to achieve good health. The emerging technology in my project has a real-world
connection that provides lifelong benefits to students and their overall health. I believe that all
learning in Health Education should take a real-world approach to ensure that students are
capable of meeting health demands and challenges in the 21st century. This not only improves
student learning, but it ensures students can avoid health risks and make decisions that promote
personal health and safety.

As a prospective teacher in the education field, the Final Unit project allowed me to build
the confidence needed to develop creative and engaging lesson plans, select emerging
technology that is capable of meeting students’ diverse needs while preparing them for the
future, identifying funding needs, and creating a funding proposal. The Final Unit project helped
me to become a 21st century educator. The knowledge and skills that I gained from the Final
Unit project and the EDTC 620 course will contribute to my success as a teacher and educator in
an ever-changing educational landscape.
 References

Academy of Nutrition and Dietetics. (2020). Find an expert. Retrieved from

https://www.eatright.org/find-an-expert

Adams-Hands, I. (2019, February 19). Social media safety tips [Video file]. Retrieved from
https://youtu.be/vPlWDFtP0T0

Ajmera, R. (2020). The effects of poor nutrition on your health. Retrieved from
https://www.livestrong.com/article/436610-how-unhealthy-foods-affect-the-body/

Centers for Disease Control and Prevention. (2019, May 29). Standard 6. Retrieved
from https://www.cdc.gov/healthyschools/sher/standards/6.htm

Centers for Disease Control and Prevention. (2019, May 29). Standard 7. Retrieved
from https://www.cdc.gov/healthyschools/sher/standards/7.htm

Centers for Disease Control and Prevention. (2019, May 29). Physical activity guidelines for
school-aged children and adolescents. Retrieved from
https://www.cdc.gov/healthyschools/physicalactivity/guidelines.htm

CK-12 Foundation. (2020). State of my plate: Reference guide. Retrieved from

https://docs.google.com/document/d/
1ejgtVJF0sEXf5hBSBd0H5IH101LhXmyduZ8uxWU2-14/edit?usp=sharing

International Society for Technology in Education. (2016). ISTE standards for

students. Retrieved from https://www.iste.org/standards/for-students

Lumen. (n.d.). Summative assessment. Retrieved from

https://courses.lumenlearning.com/educationx92x1/chapter/summative-assessment/

Mayo Clinic. (2020). Exercise: 7 benefits of regular physical activity. Retrieved from
https://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/exercise/art-20048389

My Doctor - Kaiser Permanente. (2017, June 2). How to create a healthy plate [Video file].
Retrieved from https://youtu.be/Gmh_xMMJ2Pw

Rinehart, L. (2016, March 7). Physical activity for children and young people [Image]. Retrieved
from https://www.flickr.com/photos/155346722@N04/37623377482/

Safe Search Kids. (n.d.). A teens guide to social media safety. Retrieved from
https://www.safesearchkids.com/a-teens-guide-to-social-media-safety/#.X5CwWNVKjtQ