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Primary Subject Area: Health Education |
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Grade Level: 7 - 8
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Overview:
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Students will pretend to be reporters gathering information for an article for the school newspaper. This lesson can be completed by individual reporters or small groups of reporters. This lesson can be used to teach health, nutrition, or food-related topics. |
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Approximate Duration: 2–3 class periods (50 minutes each) |
Content Standards:
- Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
- Standard 2
Students will demonstrate the ability to access and evaluate the
validity of health information and health promoting products and services.
- Standard 3
Students will demonstrate the ability to practice positive health
behaviors and reduce health risks.
- Standard 5
Students will demonstrate individual and interpersonal
communication skills necessary to enhance health.
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Benchmarks:
- 1-M-2
evaluate healthy and unhealthy lifestyles ( e.g., preventive health measures,
physical fitness, nutrition, obesity, eating disorders, stress, etc.);
(1,2,3,4)- 1-M-3
examine the structure and function of body systems and its relation to wellness; (2,3,4)- 2-M-1
locate valid health information using various sources (e.g., Internet, videos,
print, television, etc.);
(2,3,4)- 2-M-2
identify how media influences the selection of health information and
products;
(1,3,4)- 3-M-1
identify personal health needs and develop long-term goals for a healthy
lifestyle;
(2,4)- 3-M-2
examine physical fitness assessments and their role in developing a personal
wellness program; and
(2,3,4)
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Interdisciplinary Connections:
- English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences. - English/Language Arts : Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. - English/Language Arts : Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating. - English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. - Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Educational Technology Standards:
- Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
( 4, 5 )- Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
( 1, 3, 4 )- Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
( 1, 4 )- Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information.
( 2, 4, 5 )
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Objectives:
The students will- identify why the body needs calcium,
- list good sources of calcium rich foods,
- determine how much calcium is needed at different ages,
- describe health problems associated with a calcium deficiency,and
- write a newspaper article on the role that calcium plays in the body, its importance during adolescence, and the effects of a deficiency.
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Lesson Materials and Resources:
MyPyramid information obtained from www.mypyramid.gov
Encyclopedias
Food Magazines |
Technology Tools and Materials:
Hardware:
computer with Internet access
printer
Software:
Web browser and word processor
Websites:
•Got Milk?
www.got-milk.com
•MyPyramid Tips - Milk Group
www.mypyramid.gov/pyramid/milk_tips.html
•Washington Dairy Council
www.eatsmart.org
Other:
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Background Information:
Prior to this lesson, the teacher should explain how to write a newspaper article. Students should have a basic knowledge of the role vitamins and minerals play in a healthful diet. |
Lesson Procedures:
- Introduce the lesson by asking the students, "Is the information we read in the newspaper always accurate?"
- Explain to the students that they are to think of themselves as junior reporters who will be researching information about calcium that will be used to write an article for the school newspaper.
- Have students complete the Crucial Calcium Project information sheet individually using the web sites noted or educational materials such as textbooks, or library resources.
- Place the students in pairs or groups of three to write an article titled, "Crucial Calcium." (Have a word processing program available for students to use while composing their articles.)
- The students will read their completed articles to the class.
- Have the class select the article they would like to have submitted for publication in the school newspaper.
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Assessment Procedures:
Share typed news articles on calcium while acting as reporters for the school newspaper.
Design a rubric with the students for the articles and the interviews. |
Accommodations/Modifications:
----- written by Division of Nutrition Assistance
Teacher must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
STUDENTS WITH SENSORY IMPAIRMENTS:
VISION:
1. Use Windows magnifying function or similar software or change monitor font size and/or background. This is particularly helpful when searching the Internet and/or using the computer as a word processor or research tool for completing the Crucial Calsium worksheet.
2. Use text to speech computer software (ReadPlease, Write OutLoud, Co Writer, Read and Write Gold). This will be particularly useful when using computers for research (worksheet) and writing the article.
3. Use adaptive keyboard with large keys, or pair with a non-disabled student to assist in typing article.
HEARING:
1. Maintain eye contact with hearing impaired students particularly when giving oral instruction, making sure maintain a normal pace when speaking during opening discussion.
2. Use voice-amplifying (FM) device such as Phonic Ear or Phonak during opening discussion.
STUDENTS WITH PHYSICAL IMPAIRMENTS:
1. Provide a computer with word processing application with adapted access (control panel
Accessibility feature), adaptations including key repeat rate adjustments, adaptive pointing devise for standard keyboard use, keyguard, enlarged keyboard (Intellikeys), touch screen (Magic Touch), onscreen keyboard (Discover Screen), switch access, trackball, and/or joystick when writing article or for researching the Crucial Calcium worksheet.
2. Provide a computer with word processing software with adaptive software including talking word processing application (Write OutLoud, Intellitalk 2), word prediction software (Co-Writer), and/or voice dictation software (Dragon Naturally Speaking). This will be useful to assist students while writing the article .
3. Adjust Key repeat rate in Windows for students with tremors or shakes when having students research for worksheet and for writing article.
4. Pair with a non-disabled student who can assist in any physical aspects of this project. Such a student could type the article for a student who cannot physically type, but can dictate his/her paper orally.
Additional General Classroom Accommodations found in "Helpful Links".
----- written by Milinda Fraley
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Reproducible Materials:
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Explorations and Extensions:
Serve a healthful snack from the Milk, Cheese, and Yogurt Group. (Suggestions are cheese cubes, string cheese, milk, cottage cheese dip with crackers or fruit-flavored yogurt.) Allow students to identify their favorites.
Students will write an article that describes their favorite foods that contain calcium.
Submit the students' articles to the school or local newspaper.
Ask students to identify calcium-rich foods that could be eaten to improve their diets. |
Lesson Development Resources:
Got Milk? Web sites http://www.got-milk.com, http://whymilk.com
yourSELF: Middle School Nutrition Kit for Teachers: USDA, Food and Nutrition Service, 1998
Maria Reicks, University of Minnesota
Dept. of Food Science and Nutrition
225 FscN, 1334 Eckles Ave.
St. Paul, MN 55108
Fax (621) 625-5272 |
Reflections:
Calcium is an important mineral that is needed to build strong bones and teeth. It also is needed for muscle contraction and the transfer of neurotransmitters. We need to have strong bones to carry the stress placed on them by the weight of our bodies. Be aware of possible food allergies and intolerances.
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Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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