Step-by-Step+Instructional+Strategies

Goal - To promote nutrition education to reduce childhood obesity. > > >
 * Goals and Objectives :**
 *  Objective 1 - The students should be able to recognize the facts about obesity and the possible effects in health.
 * Objective 2 - The students is able to recognize healthy eating styles and demonstrate the ability to integrate into your daily diet
 * Objective 3 - After searching reliable resources in the internet, the student should be able to select the content relate the obesity causes, diseases related and prevention to create a presentation or document using a computer software.

What can be done to combat the problem of childhood obesity? How can we get kids to eat healthier and play outside more?
 * Essential Question(s):**

What can be done to combat the problem of childhood obesity? How can we get kids to eat healthier and play outside more?
 * Essential Question(s):**

The classrooms will work individually toward answering the essential questions. They will then post their findings from research and classroom activities to a wiki to share with all three of the classes. The students will respond with comments to each other’s postings in a discussion within the wiki.
 * Three Classrooms' Collaboration Activity:**

If the class needs to they will watch short tutorial "Wikis in Plain English" to get a better understanding of wikis and how it will be used in the project. Each class will post items such as websites, literature review and other information they've researched about obesity, reference lists for books they've read, and participate in discussion threads centered on the essential questions. The students have to post their research finding to share with their other classmates and their final project (presentation) that answers the essential questions. Also, the teachers post in the wiki the videos, surveys and all then material presented to the students. The students have to participate in the reflection and the discussion area in the wiki.

Once each of the classrooms learned how to use the wiki and prepared their pages, they will use this wiki not only as communication with the classrooms from others schools, but also with their own classroom. The students will be required to post a question or comment in the discussion tab and respond to at least two classmates. The discussions should be about resources found, the materials discussed in each class and ideas concerning the final presentation. Also, students will use the wiki to post their choice of a PPT presentation, poster or a video to share with the other classes.
 * Each Classroom’s Collaboration:**


 * Equipment:**
 * Computers with internet access
 * Wiki page
 * Word-processing Software
 * Presentation Software
 * Graphic Organizer softwar e

//__A__////__ctivity 1__// > > > > > >
 * Step-by-Step Instructional Strategies:**
 * Students will be introduced to how to use and work in a wiki page watching this video.
 * Students will be introduced to the lesson with a whole class discussion on childhood obesity after watching a video on obesity and middle school students. The discussion will begin by asking the students to think about the Essential Question and share a response.
 * Students will complete the “Health Self Evaluation Survey” and "Snack Food Survey”
 * Students will then be placed in teams to analyze portions of the survey assigned to them
 * Students will put the survey results on the wiki for the portion assigned to their group.
 * For homework students are asked to record their daily activities for one day.

//__Activity 2__//
 * Students begin this activity with a discussion on what they normally do in a day. They will discuss the question.. “How much time is actually spent doing things outside or exercising?”
 * The students will then complete the fast food quiz. Each group will be assigned a portion of the quiz to post the classroom results to the wiki. They will also respond to wiki posts from members of the other classrooms.

//__Activity 3__//
 * Students will work within groups to research childhood obesity and present a solution to the problem.
 * The teams must find 5 facts and 5 myths that relate to childhood obesity.
 * They must then write a 2 to 3 paragraph short essay on what they think the solution should be and what should kids do differently.
 * Each team will post their research and essay to the wiki.
 * Each individual student will respond to one other group in the classroom and one group from another classroom.

//__Activity 4__//
 * From their finding in the previous lesson, working in groups the students prepare a graphic organizer.
 * First they discuss the material and prepare a draft of it. Then, They can construct their graphic organizer using a software program. They post it in the wiki and in the discussion board they share the content of the graphic organizer.
 * The teacher will explain and demonstrate examples products to students to work with the final presentation and discuss the rubric. The teams select one possible artifact to complete the project. They start with the storyboard and share in the wiki with their classmates and with the other classrooms.

//__Activity 5__//
 * The group will complete the final presentation and post in the wiki. They share their thoughts about the work and assess the others group work.


 * Formative Assessment Strategies:**
 * Formative assessment includes whole class discussions, student discussion posts to wiki and responses to fast food quiz. Also, they will be assessed for the graphic organizer using a rubric.


 * Summative Assessment Strategies:**
 * The summative assessment will be the short essay solution and fact/myth research and for the final products about obesity posted in the wiki.


 * Resources**
 * Health Self Evaluation Survey
 * Fast Food Quiz
 * Wiki Page
 * Inactivity and obesity in middle school children – Video
 * Wiki’s in Plain English -Video

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**Assessments and Rubrics **
<span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 0pt;"> **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Formative Assessment Rubrics **  **<span style="color: #222222; font-family: Arial,sans-serif; font-size: 16px; line-height: 21px;">Short Essay Rubric **
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Points || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Idea Development & Voice || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Organization || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Sentence Fluency & Word Choice ||
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">(5) || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">You effectively and insightfully develop an argument in defense of your thesis and demonstrate outstanding critical thinking, using clearly appropriate examples, properly cited with reasons, and other evidence to support your position || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Essay is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas, fulfilling requirements || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">You exhibit skillful use of language, using a varied, accurate, and apt vocabulary, demonstrate meaningful variety in sentence structure and your essay free of most errors in grammar, usage, and mechanics ||
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">(3) || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">You develop a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or you may use inadequate examples or improperly cited examples, reasons, or other evidence to support your position || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Essay is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas, or may not meet all of the requirements || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">You display developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice or you may lack variety or demonstrates problems in sentence structure or your work contains an accumulation of errors in grammar, usage, and mechanics ||
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">(1) || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">You develop a point of view on the issue that is vague or seriously limited, and you demonstrate weak critical thinking, by providing inappropriate or insufficient examples, reasons, or other evidence to support your position || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Essay is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas or fails to meet the requirements || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Essay displays very little facility in the use of language, using very limited vocabulary or incorrect word choice or demonstrates frequent problems in sentence structure or contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured ||
 * <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">(0) || <span style="color: black; font-family: Arial,sans-serif; font-size: 9pt; line-height: normal; margin-bottom: 0in;">Essays not written on the essay assignment will receive a score of zero. ||  ||   ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Graphic Organizer Rubric** **Information** || <span style="font-family: Arial,sans-serif; font-size: 90%;">Each required topic is complete, explained well and translated in the student’s own words. The student demonstrates a full understanding of the information. || <span style="font-family: Arial,sans-serif; font-size: 90%;">Each required topic is complete, explained well and translated in the student’s own words. The student demonstrates a good understanding of the information... || <span style="font-family: Arial,sans-serif; font-size: 90%;">Most required ideas are complete & explained. The student has some difficulties explaining the information in her/his own words. || <span style="font-family: Arial,sans-serif; font-size: 90%;">The required topics are not complete. The student has difficulties understanding the information and explaining the ideas in her/his own words. || <span style="font-family: Arial,sans-serif; font-size: 90%;">Major improvements are needed. ||
 * || **4**  ||  **3**  ||  **2**  ||  **1**  ||
 * **Required**
 * **Grammar and Spelling** || <span style="font-family: Arial,sans-serif; font-size: 90%;">Work has no spelling errors and/or grammatical errors. || <span style="font-family: Arial,sans-serif; font-size: 90%;">Work has one or two spelling errors and/or grammatical errors. || <span style="font-family: Arial,sans-serif; font-size: 90%;">Work has three spelling errors and/or grammatical errors. || <span style="font-family: Arial,sans-serif; font-size: 90%;">Work has four or more spelling errors and/or grammatical errors. ||
 * **Design** || <span style="font-family: Arial,sans-serif; font-size: 90%;">Graphic Organizer is attractive, uniform and well designed. The fonts used are easy to read || <span style="font-family: Arial,sans-serif; font-size: 90%;">Graphic Organizer is attractive, uniform and well designed. No more than one or two graphic improvements are needed. || <span style="font-family: Arial,sans-serif; font-size: 90%;">No more than three or four graphic improvements are needed. Consultation with teacher could have been useful. || <span style="font-family: Arial,sans-serif; font-size: 90%;">Design of graphic organizer is sloppy.
 * **Total** ||  ||   ||   ||   ||
 * **Total** ||  ||   ||   ||   ||

**Discussion Board Rubric** Rating Scale: 3 – Outstanding 2 – Acceptable 1 – Weak, unacceptable 0 – No Posting <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">
 * Focused on topic ||  ||
 * Organization of ideas/thoughts ||  ||
 * Critical thinking evident in responses ||  ||
 * Correlations of contributions to assigned topics ||  ||
 * Thoughtfulness in interactions ||  ||
 * Listening to others ||  ||
 * Grammar/mechanics ||  ||
 * Timeliness ||  ||
 * Total ||  ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-align: center; text-indent: -0.25in;">Summative Assessment Rubric:

<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Presentation about how childhood obesity**

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Knowledge Gained || All students in the group can accurately answer all questions related to facts || All students in the group can accurately answer most questions related to facts || Most students in the group can accurately answer most questions related to facts. || Several students in the group appear to have little knowledge about the facts. ||
 * Knowledge Gained || All students in the group can accurately answer all questions related to technical processes used. || All students in the group can accurately answer most questions related to technical processes used. || Most students in the group can accurately answer most questions related to technical processes used. || Several students in the group appear to have little knowledge about technical processes used. ||
 * Attractiveness & Organization || The presentation has exceptionally attractive formatting and well-organized information. || The presentation has attractive formatting and well-organized information. || The presentation has well-organized information. || The presentation's formatting and organization of material are confusing to the reader. ||
 * Graphics/Pictures || Graphics go well with the text and there is a good mix of text and graphics. || Graphics go well with the text, but there are so many that they distract from the text. || Graphics go well with the text, but there are too few and the presentation seems "text-heavy". || Graphics do not go with the accompanying text or appear to be randomly chosen. ||
 * Sources || Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the presentation || Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the presentation. || Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the presentation. || Sources are not documented accurately or are not kept on many facts and graphics. ||
 * Time-Management || Routinely the group use time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities. || Usually the group use time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities. || Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities. || Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities. ||
 * Originality || Product shows a large amount of original thought. Ideas are creative and inventive. || Product shows some original thought. Work shows new ideas and insights. || Uses other people's ideas (giving them credit), but there is little evidence of original thinking. || Uses other people's ideas, but does not give them credit. ||
 * Delegation of Responsability || Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. || Each student in the group can clearly explain what information s/he is responsible for locating. || Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. || One or more students in the group cannot clearly explain what information they are responsible for locating. ||
 * Writing - Organization || Each section in the brochure has a clear beginning, middle, and end. || Almost all sections of the brochure have a clear beginning, middle and end. || Most sections of the brochure have a clear beginning, middle and end. || Less than half of the sections of the brochure have a clear beginning, middle and end. ||
 * Writing - Vocabulary || The authors correctly use several new words and define words unfamiliar to the reader. || The authors correctly use a few new words and define words unfamiliar to the reader. || The authors try to use some new vocabulary, but may use 1-2 words incorrectly. || The authors do not incorporate new vocabulary. ||