Sunday, November 30, 2014

6 Day Nutrition Unit Plan

Nutrition unit plan

Health Education Unit Plan
Nutrition: Food Groups/Essential Nutrients
Cari McKee

The following unit plan is nutrition.  Within the unit, the students will be able to:
  • Identify the food groups
  • Create a web map of the essential nutrients
  • Create a diagram of the food groups (including examples)
  • Analyze their food intake
  • Create a healthy meal.
Unit: Nutrition; Food Groups and Essential Nutrients
Lesson: 6 lessons
Objectives: By the end of the unit the students will be able to:
  • Categorize foods into their specific food group
  • Describes what the food groups and essential nutrients are
  • Create a healthy meal for one day using all the food groups (except fats/oils)
  • Common Core Mathematics;
    • Number and Quantity
  • Common Core English and Language Arts;
    • Reading Standards for Literature
    • Reading Standards for Informational Text

Reflections: Learning Hub and Blog

     Almost seven months ago I ventured on a journey through a technology program from the University of New Haven.  Unaware of what I was getting into, my adventure started.  The first day was a bit overwhelming.  The work has not subsided but my knowledge has grown.  I have learned things in this program I was terrified to try prior to starting.  A learning hub and blog site were only a couple things I would have never started before but glad I did.
   This past assignment was to develop a learning hub.  This hub would contain my reflections, class materials, and contact information.  I have never developed a "hub" before so I thought it to be a little intimidating.  I started to use Wix as a learning hub but soon changed to Google Sites.  At first, I was against Google Sites.  It seemed as though I was greatly influenced by the graduates of ITDML program who favored Wix.  Once I started to play around with both sites I decided to stay with Google Sites.  I liked how it was easy to use but also knew a coworker who used Google Sites.  I knew if I had a question there was an expert coworker I could lean on for some advice.  Thus far I have used my hub as a place to direct my coworkers to when sharing items and lessons.  Just recently I have started to introduce it to my students and they seem to enjoy the easy access of one site.
     We were also asked to start a blog.  The blog is intended as a place where I can reflect and develop my digital identity. I chose to use blogger as my posting website.  I have really enjoyed using blogger.  My only complaint about blogger is the inconsistencies it has in regards to the layout.  On some of my blog post I needed to post the font in white print in order to show on my background and others I do not have to change a thing.  In other blog posts I have to highlight my post in white and have black print.  It has been frustrating but exciting experience but overall I am glad I chose to use blogger and am still really enjoying all of my information on the site.
     All in all, I have enjoyed my experience creating my learning hub as well as my blog.  I do not think I would have created either had it not been for this program and I am glad I did.  Just like the ever changing 21st century learning, I will be critiquing and sculpting both my blog and learning hub throughout the next year and hopefully many to come.

Sunday, November 23, 2014

Learning Hub for Health and PE

Image CC by
Here is my under construction learning hub

Final Reflection

Health Education Lesson Plan Final Reflection
Nutrition: Food Groups/Essential Nutrients
Cari McKee

Schools have pushed technology with our students and our teachers.  However, I have always been intimidated to bring it into my classroom. As I stated in my first reflection, most of my worries stemmed from my lack of knowledge with technology.  Developing a unit plan was going to be a challenge for me but also is one that needed to be done.  After the discussion we had during our face to face class, I started to ask myself.  Did these students learn more using technology or was it just another device I was using in my classroom.  And so my journey began. The implementation of technology in my five lessons went very quickly.  

As I stated in my previous reflection, day one started off a little slower than normal.  Socrative was a little difficult to complete with our schools server.  But once the quiz started, the students seemed to be engaged and tried to challenge their classmates.  Another thing I noticed with Socrative I had the ability and time to produce and implement a pre and posttest.  In my previous experience, it was difficult to give my students time for a hand writing assignment. I believe, socrative is a useful pre and post assessment tool.  With instant results, both my students and I can see how they are doing and the lesson can be modified instantly rather than waiting until the next day. That night I also gave the students a video to watch.   Unfortunately, there were students that did not watch the video.  Frustrated, I set the students up with their devices and they watched the video.  Looking back on my experience now I was happy I tried the flipped classroom.  Although some students did not watch the video, by having it I was able to continue with my lesson rather than retract to the previous lesson.  Normally, with a paper assignment we would go over it in class and answer any questions the students had.  With this tool I did not have to stop and "catch the students up".  The video helped do that for me.  Although it was not ideal, it was a place to start. 

Popplet is an activity I will be using in my classroom for lessons to come.  It is a fun, easy and creative way to organize thoughts and visually display relationships.  As stated in my previous reflection, my students stated, “It was easy to use but organized my thoughts.  I could also include pictures!”  On day 3 and day 4 the students were instructed to use to evaluate their food intake and compare to their output.  My fitness pal was a little easier to use.  In future lessons, I will still give both programs as an option but I will convey to pick the website easier for them.  Both programs did not have all the food choices in the system; however, it was easy to build the recipe and develop our meals. 

Day 5 and 6 was a bit of a challenge.  I knew our class would be faced with some hiccups, but did not realize how resilient my students would be to trying new things.  I addressed this concern before it was taught during our face to face discussion.  During our discussion group, one of the areas my colleagues told me was to exclude the option for a paper.  I have found many of my students seem to take the common essay format and use it more than take a risk.  By eliminating the option for a paper, my students would have to exercise their creative juices.  Unfortunately, some of my students still felt more comfortable with writing a paper and therefore was given that option. Although it is irrelevant, I wanted to stress taking risks and use technology to my students without putting them in a situation they were uncomfortable with.  Therefore, I awarded WOW points.   This idea actually came from by one of my former students.  I expressed to her my discouragement of the lack of creativity in my classroom.  She suggested to give the students WOW points.  The WOW point system works if a group thinks outside of the box in regards to technology to convey their message.  WOW points are similar to extra credit points in hopes of encouraging the students to challenge themselves.  With her idea in mind, I decided to try it on my next unit’s project.  It was amazing to see the amount of students tried different things.

Similar to how I feel, I believe many of my students are concerned if they cannot convey their points if it is not in a hand written format. In my opinion, school has always taught us this is true.  Now we are trying to push to be more creative and utilize the equipment at hand.  I am guilty of writing papers for classes rather than convey my message in a creative alternative format.  Much of my reserve comes from a fear my message would not be interpreted like I would like it to. I believe my students are stuck in the same frame of mind.

In conclusion, I feel my students enjoyed trying something new in the classroom.  Although there were some hiccups I do believe the technology used throughout this unit helped prepare my students for their test.  In previous years, I have had many students struggle in the nutrition unit especially with distinguishing essential nutrients and the food groups.  My test scores for this unit was the best I have seen since I have been teaching it.  I believe this to be true because the students seemed to enjoy their learning.  Not only could they relate the information back to themselves but they were also able to visually display the information in a way they could understand.  I think another addition I would use when I teach this unit again is provide students with a WOW factor grade.  Both my students and I enjoyed using the technological programs.  I have continued to use them in my future lessons.  On Tuesday, I am trying my first assessment using flubaroo.  I hope my knowledge for the programs continue to grow and I can continue to use them in the future to enhance my students learning.


Thursday, November 13, 2014

Look at Me!!!

Created in
Creating an avatar was not only challenging but also very frustrating.  I  was excited to try something new and wanted to be extremely creative when it came to making my own avatar.  Unfortunately at first, my struggles were more than my enjoyment.  I tried all the programs given in the assignment.  The avatar I liked the best was with the program bitstrips character creator.  Unfortunately, I was having trouble signing on.  No matter if I used my Gmail, Facebook or an alternative Facebook account, the program was not recognizing my email.  As you can image my frustrations and therefore I went to another program.  I tried my luck with DoppelMe.  It was fun, easy and creative. Although it was not my first choice, I still had fun creating a computer version of myself.  It was interesting creating and sculpting my features.  The reason I choose to dress the way I did was because of my profession.  I am very rarely dressed in "nice" clothes.  By "nice" I mean a dress or dress pants.  I am a physical education teacher and therefore have the privilege to wear khaki's and a collared shirt almost every day of the year.  A down fall to being a physical education teacher is I do have to wear my hair up most of the time which is why I choose to do so in this avatar.  Once my avatar looked like me, I choose to create a beach background.  The beach is a place I go to get peace and quiet.  Something about sitting next to a very large ocean, listening to the waves is not only calming but also rejuvenating.  In conclusion, I really enjoyed making an avatar for this assignment.  Although frustrating at times, I finally was able to create one of my very own avatars! 

Sunday, November 9, 2014

Popcorn on Mozilla-Reflection

I attempted to make my identity online using Popcorn with Mozilla and here is the result.  I enjoyed using Mozilla as a way to showcase the person I am today.  My unit plan for online content construction included Popcorn on Mozilla based on the assignment I was intended to do this week.  I was extremely excited and yet frustrated with this new technology.  I was unfamiliar with Popcorn.  Things were not working out as planned and items weren't fitting in the place I wanted them to fit.  Much like anything else we have done in this #itdml program, I played with it.  After playing with it for a couple minutes it reminded me of a shorter version of windows movie maker.  I was really interested and excited to learn something new, especially something useful to bring back to my classroom.

Online Content Construction Lesson Plan-High School Health Education

Here is my lesson plan for a high school health education class.  The class's assignment is to create a BIO poem about themselves.  Here is the worksheet I give to my students to complete the assignment.

Blogture Response

Discussion Response Blogture and Prompt
EDUC 7718  Fall 2014   
By: Cari McKee

Digital identity can be a grey area.  As stated by my professor, “templates, avatars, heroes, and stereotypes: we have met and made them, but are they us?”  I believe there are many different answers to this question.  I believe all these things contain a piece of who we are but not as a whole.  For example, through this reflection you see my work, thoughts and ideas but not what makes me think the way I do about certain topics.  I also believe this is why so many people are intrigued by the internet and the digital world.  We can create and change who we are simply by a picture or more advance as a statement.  

As Turkle says, “when someone sends you a text or IM, you don’t know how they are feeling” (Turkle, pg.272).  One can say a simple message but it can be misconstrued into other meanings.  Turkle also states, “You can try to get Facebook to change things. Maybe after a year they will. Maybe they won’t. This is just the way it is. As long as Facebook and Google are seen as necessities, if they demand information, young people know they will supply it” (Turkle, pg 295).  Like most advertisements and politics, the digital world is based heavily on supply and demand.  The popular items will be first and the less popular will be towards the back when it comes to searches.  Much like our abilities with our digital identity, the internet can constantly change the face to meet the needs of their viewers.

  1. As you have explored and worked with content creation tools what assumptions and biases have you noticed?  What is built into the templates?  The clip art menus?   The images given on the first page of your image search?    Are the online tutorials beginner user friendly or do they assume that all audience members know what is meant by click and drag, menu bar, open, privacy settings, post, etc. etc.    Can you make a list of words that have specialized meanings in the world of now, that they would not have had 30 years ago?   How does command of this vocabulary privilege some and cause others not to belong?    
As I began developing items online I thought more about what others would view me as then I thought I would.  For example, I was creating a popcorn explanation of myself.  Should I include I am athletic? Should I say I am a teacher?  Will others find me credible when I say I teach physical education or will I just be a Gym teacher?  Looking at the templates to use even in my creation of my digital learning hub as well as my blog.  How will I be viewed and does it matter?  We write, create and think so others can respond and make inferences.  Even when looking at pictures and images on a simple search can lead people in a different direction.  Something as simple as a Google search is based on the money paid not the credibility of the company. Images can be changed warped into our thoughts and feelings.  For example, when you type up gymnastics under image you see beautiful, skinny, athletic girls.  You unfortunately look and see almost all of the girls in the beginning part of the search are Caucasian.  What message does this portray?  What does this show our youth interested in taking part in the sport? Is this where stereotypes start or just enhanced?  Technology has been a big part of what our world has become. Even a new language has been developed.

Image CC by

Navigation means to “travel” around the digital world and not driving anymore. Here is a ted talk discussing the meanings of words and how they have changed.  The word “hangout” is at home over a device and not at a friend’s house.  I believe, soon hangouts can replace snow days.  Rather than sitting in class you will have a hangout with the class when the weather is intolerable.  But then one must say to himself, will all students learn? The assumption is all children know how to navigate an iPhone at the very least no matter their age.  But do all children know how to navigate?  Click and drag are terms we assume everyone knows how to do.  Not that long ago I had to teach my colleagues how to use their Samsung tablet in the classroom.  I walked into the room completely unaware of the lack of technological knowledge I assumed everyone knew how to at least navigate around the tablet. Unfortunately, I was very wrong.  First to turn on my tablet, second lesson....setting up the time and date.  The same thing happens with some of our students.  Whether it is a lack of money, knowledge, or an “old school” set of parenting, not all children are aware of the language and basics when it comes to technology.

2.              Do you agree that schools ought to prepare learners to succeed in the world as it is even if that may not be the world as it should be?    Should all students be prepared to use the standard dialect, wear the standard clothes, and adopt the standard behavior patterns when interviewing for jobs-- (even baby or house-sitting,) crafting the admissions essay, or interacting socially with the community?   How important is fluency in the normative, even if that means learning a foreign language and a wearing a mask?    What are the implications of your stance on this issue?

I believe schools should prepare our learning to succeed in the world today with aspirations of how it can be changed for the better.  The world today teaches us there are certain values and beliefs we all must live by.  Dressing appropriate for interviews and acting a certain way during an interview.  I believe first impressions make marks on those we meet either for the good or the bad.  For example, a student of mine cut my class on the first day.  My assumption from then on was education to him was not as important as it was portrayed to myself.  But was it?  Maybe something happened, was he in the office or was my thoughts an appropriate reaction to him skipping class?  Turns out my assumption was right about the student.  He was skipping class and therefore portraying the message education was not as important to him as me.  But is this true for all students?  No; however, the way we act and present ourselves will bring on certain assumptions.  

My daughter is about eight years old.  Not only am I protective over her like most parents are with their children, I would be very picky with choose a babysitter for her.  As a mother, they must be professional but also good with a child.  If a person walked into an interview using slang words as well as other words incapable of being translated into Standard English I might second guess this person for watching my child.  I believe this may be a little bias but it is also the way I grew up.  If I walked into my interview in sweatpants and a t-shirt back in June 2007 I do not think I would have gotten the job I did now. Dressing and acting a certain way shows respect not only for yourself but also for the others you are in the presence of.

Looks and actions speak a thousand words.  Just recently we went through an election.  Tom Foley and Dan Malloy had to be intelligent in their speeches but also needed to dress appropriately.  By doing so they present a put together image of who can represent our state.  Unfortunately, by presenting an image one must present what they feel the viewers want to see.  No one wants to see a president, administrator and CEO not clean shaven.  So why then put on an image if it may not represent the true person?  I believe the answer is through stereotypes, prejudices and assumptions.  Without them a person would have more leeway in situations to be “who they are” and not worry about how they present themselves.   

In the book Social Linguistics and Literacies there is an interview comparison with Mindy and Leona.  The response of the teacher in the interview with Mindy stated they were able to, “coordinate their interaction in a smooth and flowing way so that Mindy, the apprentice, is scaffold and supported by the teachers greater expertise” (pg. 147).  Story development is a key skill necessary to succeed in school.  It is our job as teachers to not only to teach it but also enhance this necessary skill.

3.              Race, class, gender stereotypes. Pick one political ad with which you are currently being bombarded, and analyze its message and intended audience.   What stereotypes, prejudices, appeals, fears, alliances, etc., etc. do you see?   Please be sure that your response demonstrates that you have read the “first black president” article OR viewed some of the “Being Black” forum

There have been many political advertisements in the media recently thanks to the recent election.  In the video of the “First Black President”, President Obama was asked the question whether or not Bill Clinton was the first black president.  Instead of taking this uncomfortable question in a direction I believe the interviewer hoped, Obama spearheaded it with positivity.  He talked about Bill’s ability to connect to the black community.  At the end of his statement he did through in some stereotypes such as if Bill can dance indicating all African America are capable of being good dancer.  He also referenced to a black person as a brother.

Unfortunately, not all people of a different race feel as open and optimistic as President Obama.  For example, in the article from the New Yorker an African American person stated, “No matter how smart you are, how hard you work, how much coin you earn for us, we will put you in your place or put you out of the place you have somehow, albeit with our permission, achieved. In short, unless you do as we say, your expletives belong to us.”  I believe, especially for people of a different race, have even more hardships to cross then those who are of Caucasian descent.  

For example, there was an article about a woman who was 90 years old.  During president Obama's Election, she decided to vote for the first time ever.  Was it because she wanted to feel a part of the election?  Did she not want a black president?  Ideas, morals, values and beliefs are hard to change.  The can change over time; however, it takes the experience and leadership of one to make change happen.  Twenty years back beliefs about race were very different then they are now.  In my eyes, I still believe stereotypes exist but unfortunately are sometimes embracing poor behaviors.  For example, students in my school say people of Hispanic descent are loud.  During class a student (of Hispanic descent) was speaking during a test.  She was asked to stop talking a couple times before I heard something I didn't think I would hear from this student.  She looked at me and said, “I am Hispanic, I can’t help but be loud.  It is how we talk”.  So without her own thoughts or opinions of how to act during a test she used a stereotype as a scapegoat.  Are we as a society teaching this?

Just recently our state’s elections took place.  Throughout the campaign there were many different strategies and avenues each candidate took.  For example, there are commercial with a positive message. I believe the commercial is intended to reach those who are struggling.  Although positive, the campaign reflects on the struggles of Connecticut and promises a change for the better.  Then there are campaigns who attack the other candidate. This message is intended to bring out the flaws in the opponent.  There are no promises for a better future just a statement the new candidate will be better than the “other guy”.

In conclusion, I choose to write an essay as my response with multiple hyperlinks.  I believe it was the best way to portray my point of view without leaving any of the meat out.  I started to make a slideshow to use a different medium but felt as though it did not emphasis my points as well as a paper.  As we discussed in the paper, we act and do as we think we should act and do.  An essay format only seemed appropriate for a response to such a tough subject.



First Time Voting At 90 Years Old In Texas Cecilia O’Meara. (n.d.). Retrieved November 7, 2014.

Gee, James. (2012).  Social Linguistics and Literacies.  London and New York: Routledge;
third edition.

Morrison, T. (n.d.). Our First Black President. Retrieved from
Turkle, Sherry (2011).  Alone Together: Why We Expect More from Technology and Less from Each Other.  New York: Basic Books.


Wednesday, November 5, 2014

Professional Development Day

Today we had a technology PD day.  We had two sessions in the morning allowing our teachers to pick the technology based program they want to learn more about.  There were Google docs, assessments, flipped classrooms and much more.  I was in charge of running the Google drive room as well as a "how to use your tablet" session.  It was fun and hopefully beneficial to all.  If you asked me back in July if I would be running a PD day I would have said no way!  Thanks  and   for helping prepare me (and now my colleagues) for the ever changing digital world.

Sunday, November 2, 2014

Online Content Construction-Participatory Culture

Participatory culture has many different meanings.  I feel participatory culture associates to those who have an active role in their civic and social responsibilities in the community.  I feel this week’s videos seemed to have a common theme.  Mimi states, with some guidance, technology can play an active and significant role in student’s behavior both in school and the community.  Mimi also stated whether it is “interest driven” or ‘friendship driven” the students are learning.  Ultimately isn’t that our overall goal?
I remember our first day in the technology program at University of New Haven.  The first words I heard were welcome and you need to play with the technology in order to grasp the ideas. At first, it seemed a little unorthodox from all the other lesson plans, essays and research papers; however, I started to “play” and now that is how I teach.  For example, our school has developed communities for each teacher to be on.  I am on the blended learning community.  My community is in charge of our professional development day this coming Tuesday.  We are talking about digital assessments, blended learning, flipped classrooms and much more.  After introducing a skill, I feel it is important for all the teachers to then create their own lessons based on what we talked about.  Playing, creating, and discovering are ways in which we learn.  When we were younger this stemmed from outside games and discovering pathways.  Now, the trail is slightly different but the meanings are the same.
Students now are capable of creating, socializing and developing creations on the internet.  Technology has been in these students lives for a lengthy amount of time.  They already know how to blog, tweet, friend, and share items with their peers.  As teachers, we need to teach the students how to harsh their knowledge and direct them to reach out to the community.  Henry Jenkins discusses the internet as a source to create positive situations to create students who are “passionate about the future of society.”  So how can we guide students to expand on the online skills and interests that they have developed in their personal lives in order to create individuals who become productive, contributing members of a larger “participatory culture?”  I think the answer lies in the word “create”.  I am both a physical education and health teacher.  One way I can help incorporate participatory culture in my classroom is through engagements with the community.  My physical education classes can help promote wellness in the community.  One example my students could do is, set up a blog.  It would be a place where both students and community members can communicate and share inspirational workouts.  This could not only benefit the students but the community as well.
My health classes could do a similar activity.  Another way my health class could become involved in a participatory culture is through developing health quizzes using quizzlet or socrative.  These quizzes can be posted to the community in hopes to create a thoughtful questions and raise awareness about health education.
In conclusion, our students can use technology to play an active role in the community.  There are various ways our students can become connected with the community.  Technology lays a safe and easy way to reach out to the community and connect with a large number of people.  With technology, not only will the students be able to research topics they can also create educational programs to help make the community a healthier place.


Sunday, October 26, 2014

Health Education Unit Plan Using Technology:Nutrition

Health Education Lesson Plan
Nutrition: Food Groups/Essential Nutrients
Cari McKee

As a physical education and health teacher I have the opportunity to choose from two subject areas to complete a unit plan (6 days).  The subject I chose to focus on was health education.  Below is a day by day explanation, my expectations, technology use and more.  The unit I will be doing is nutrition.  I choose nutrition because many of my colleagues do not have a lot of technology based assignments in this unit so I thought it would be a great place for me to challenge myself but also help out my colleagues.  Our nutrition unit is split up into sub units.  I chose to focus on the beginning part, food groups and essential nutrients.

Unit: Nutrition; Food Groups and Essential Nutrients
Objectives: By the end of the unit the students will be able to:
  • Categorize foods into their specific food group
  • Describes what the food groups and essential nutrients are
  • Create a healthy meal for one day using all the food groups (except fats/oils)

Day 1: The students will be able to list the different food groups.
Introduction to nutrition and the different food groups.  Using their tablets, the students will login to and take a pretest on the different types of food groups and the essential nutrients.  The remainder of the class period will be using the smart board to demonstrate the different food groups and what types of essential nutrients are found in each group.
Technology used: Smart board, school issued tablet, and

Day 2: Using the video from the previous night, the students will be able to create a visual demonstrating the different food groups.
Using the flipped classroom, the students were required to watch a video at home on the different food groups and types of essential nutrients.  During class, the students will use the website to create a graph showcasing the different food groups.  The students would also need to include an explanation of the food group and no less than five examples of each food group the students would normally eat at home.  
Technology used:, tablet, flipped classroom

Day 3: Using technology, the students will be able to input andcritique their daily intake.
The students will meet in the computer lab.  Using the website or to input everything the students ate the day before.  Once they input all of their food they would need to print out the report on their daily intake.  
Technology used: computers, tablets,,

Day 4: The students will be able to create a days worth of healthy meals (breakfast, lunch and dinner)
Day two of the computer lab.  Using the website or the students need to create a healthy meal and they must include all five (not including fats/oils) food groups in their breakfast, lunch and dinner.  Once they input all of their food they would need to print out the report on their daily intake.  
Technology used: computers, tablets,,

Day 5: The students will be able to provide evidence on which daily meal is healthier based on the food groups and nutrients provided.
The students will create a web map (I still need to find a program to do this with) to demonstrate the two different meals.  With the food groups in mind and the nutrients they provide to the body, each student must compare and contrast the two days and discuss which one is healthier.  They also need to provide examples of why they believe the daily intake they choose is healthier. The students can create a cartoon (powtoon, goanimate), a powerpoint (google presenter, powerpoint, prezi), or a commercial to demonstrate which daily intake is healthier.
Technology used: computer, tablet, mapping program chosen by the student

Day 6:The students will be able to list the different types of food groups and show learning through a post test
The students will post their final creation to the google classroom.  The students will also retake their socrative post assessment today.
Technology used: School issued tablet, and, google classroom

Reflection of Module 3 and Storify

Image CC from Wikipedia
     Storify...although very fun, it was extremely frustrating.  I unfortunately tried to complete the storify assignment on an older Microsoft computer.  The computer was not compatible with the storify website.  Once I worked out the glitches, now I had to rethink my journey in the technology program.  In conclusion, it took me a little time to compile my thoughts but ultimately I thought storify was a fun and great idea to showcase our journey through the technology program. 
     When I first started this journey, I was terrified.  As described in storify, I felt as though I was in quicksand and sinking quickly.  What are all these terms?  How am I going to learn a new language while learning how to use the technology? Not only was I fearful but also embarrassed.  It seemed as though my students knew more about the technology out there then I did.  So...scared, hesitant and definitely reluctant I decided to take this journey head on.  I thought, one can never learn to swim if they never get into the water. 
     Thus far my journey has been both memorable and useful.  The reading comprehension Module made me think of different ways I can use technology in my classrooms.  But what is reading comprehension? Is it the same as reading a paperback book? Do our students need to be equipped with different types of reading comprehension skills when using technology compared to using a hard cover?  This module brought a whole new meaning to critical thinking.  Before module 3, reading was reading. The difference between text and hard copy was solely preference.  Module 3 made me think about the different skills and strategies one must understand when reading the two different types of text. 
     As a whole, all modules have provided me with extremely great questions and have opened by eyes to online learning.  Although the material may be similar the strategies and skills have to be adjusted.

Reading Comprehension in Health Education

Health Education
Lesson Plan: Reading Comprehension in Health Education

Unit: Nutrition

Purpose(s) : The purpose of this activity is to research a fad diet.  The students must provide a complete report on the diet. Based on what the students read, they must take a stance on if they believe the diet is healthy or not.

Digital technology tool
Writing utensil

Standards Addressed:
ELA: craft and structure
“Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.”

Essential Questions:·         
·         Why do people believe fad diets are healthy?
·        What evidence shows the fad diet to be healthy or not healthy?
·        How can we provide our research to the community?

Focused Instruction (“I Do It”)

How will you:
  • Make lesson purposes(content-language-social) clear to your students?
  • Connect to prior learning?
    • Ensure relevance and interest in the content?

  • Model and Demonstrate?

  • Notice what students are learning and still need to learn?

  • Allow for student interaction?

-Clear outlined objectives aligned with the  curriculum and state standards and overview before assignment starts
-Students will recall research skills discussed previously to find relevant and recent articles.
Students will use skills to sift through relevant information.
Provide previously completed work for examples.
Based on student arguments, we will continue to discuss the importance of researching fad diets before we try them.
Students will use the researched evidence to compile a debate stance and affecting argue why they believe their fad diet is healthy or not.
Students must, create, compare, interact, and evaluate their peers.

Guided Instruction (“We Do It”)

How will you:
  • Know that each student thought through and formulated a response to questions?
  • Prompt and cue as needed?
  • Allow students a variety of methods and modalitites in which to respond?

  • Assist students in processing information?

-Through daily checks and monitoring of student progress. Students must provide evidence of their research.

-We will discuss the key concepts of healthy eating when paired with exercising.
-Students can use various sources to research articles (tablet, desktop, smart phone).  Students can also present their information in various ways (virtual newspaper, written)
-Provide daily instruction, guidance, and feedback on their self evaluation.
Collaborative Learning (“You Do It Together”)

How will you:
  • Determine the complexity of the task?
  • Provide students with hands-on experiences and practice?
  • Determine grouping (pairs, groups) for this activity?
  • Ensure that students have sufficient language support to be successful in collaborative tasks?
  • Hold students accountable for their learning?

-Based on student self assessment.

-Students will have the ability to assess the facts researched by their peers.  
-Groups can be formed based on a “mentor” student paired with a student who is struggling.
-Students will use their previous knowledge and packet to apply the information taught before the lesson.
-Students are assessed by the teacher, self, and peer assessments based on their research provided.