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Primary Subject Area:  English/Language Arts
Grade Level:  9 - 12
Overview:
Through the study of specific nutrition topics, students will develop nutrition pamphlets to create an awareness of the nutritional needs of their bodies and strategies for making wise nutrition choices for healthful living. This lesson can be used to teach health, nutrition, or food - related topics.
Approximate Duration:  5 class periods (50 minutes each)
Content Standards:
  • Standard 1
         Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
  • Standard 2
         Students write competently for a variety of purposes and audiences.
  • Standard 4
         Students demonstrate competence in speaking and listening as tools for learning and communicating.
Benchmarks:
  • ELA-1-H3
         reading, comprehending, and responding to extended, complex written, spoken, and visual texts;
    • (1,2,3,4)
  • ELA-1-H4
         interpreting complex texts with supportive explanations to generate connections to real-life situations and other texts (e.g., business, technical, scientific);
    • (1,2,4,5)
  • ELA-2-H3
         applying the steps of the writing process, emphasizing revising and editing in final drafts;
    • (1,4)
  • ELA-4-H1
         speaking intelligibly, using standard English pronunciation and diction;
    • (1,4)
Grade-Level Expectations (GLEs):
  • Grade 9

    • 4. Draw conclusions and make inferences in oral and written responses about ideas and information in texts, including:

    ·    nonfiction works

    ·    short stories/novels

    ·    five-act plays

    ·    poetry/epics

    ·    film/visual texts

    ·    consumer/instructional materials

    ·    public documents (ELA-1-H3)

    5. Explain ways in which ideas and information in a variety of texts (e.g., scientific reports, technical guidelines, business memos, literary texts) connect to real-life situations and other texts (ELA-1-H4)

    26. Use standard English grammar, diction, and syntax when responding to questions, participating in informal group discussions, and making presentations (ELA-4-H1)

    27. Select language appropriate to specific purposes and audiences when speaking, including:

    ·    delivering informational/book reports in class

    ·    conducting interviews/surveys of classmates or the general public

    ·    participating in class discussions (ELA-4-H1)

    43. Develop complex compositions using writing processes, including:

    ·    selecting topic and form (e.g., determining a purpose and audience)

    ·    prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements)

    ·    drafting

    ·    conferencing (e.g., peer and teacher)

    ·    revising for content and structure based on feedback

    ·    proofreading/editing to improve conventions of language

    ·    publishing using technology (ELA-2-H3)

  • Grade 10

    • 4. Draw conclusions and make inferences about ideas and information in grade-appropriate texts in oral and written responses, including:

    ·    short stories/novels

    ·    nonfiction works

    ·    five-act plays

    ·    poetry/epics

    ·    film/visual texts

    ·    consumer/instructional materials

    ·    public documents (ELA-1-H3)

    5. Analyze ways in which ideas and information in texts, such as almanacs, microfiche, news sources, technical documents, Internet sources, and literary texts, connect to real-life situations and other texts or represent a view or comment on life (ELA-1-H4)

    19. Develop complex compositions using writing processes, including:

    ·    selecting topic and form

    ·    determining purpose and audience

    ·    prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements)

    ·    drafting

    ·    conferencing (e.g., with peers and teachers)

    ·    revising for content and structure based on feedback

    ·    proofreading/editing to improve conventions of language

    ·    publishing using technology (ELA-2-H3)

    30. Use standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions (ELA-4-H1)

    31. Select language appropriate to specific purposes and audiences, including:

    ·    delivering informational/book reports in class

    ·    conducting interviews/surveys of classmates or the general public

    ·    participating in class discussions (ELA-4-H1)

  • Grade 11-12

    • 3. Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including:

    ·    fiction/nonfiction

    ·    drama/poetry

    ·    public documents

    ·    film/visual texts

    ·    debates/speeches (ELA-1-H3)

    4. Evaluate ways in which the main idea, rationale or thesis, and information in complex texts, including consumer, workplace, public, and historical documents, represent a view or comment on life (ELA-1-H4)

    16. Develop complex compositions using writing processes such as the following:

    ·    selecting topic and form (e.g., determining a purpose and audience)

    ·    prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements)

    ·    drafting

    ·    conferencing with peers and teachers

    ·    revising for content and structure based on feedback

    ·    proofreading/editing to improve conventions of language

    ·    publishing using available technology (ELA-2-H3)

    25. Use standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions (ELA-4-H1)

    26. Select language appropriate to specific purposes and audiences for speaking, including:

    ·    delivering informational/book reports in class

    ·    conducting interviews/surveys of classmates or the general public

    ·    participating in class discussions (ELA-4-H1)

Interdisciplinary Connections:  
  • Health Education : Standard 1
         Students will comprehend concepts and strategies related to health promotion and disease prevention.
  • Health Education : Standard 3
         Students will demonstrate the ability to practice positive health behaviors and reduce health risks.
  • Health Education : Standard 6
         Students will demonstrate the ability to advocate personal, family, and community health.
Educational Technology Standards:  
  • Demonstrate knowledge and skills of Internet use and other resources consistent with acceptable use policies including the legal consequences of plagiarism and the need for authenticity in student work through an understanding of copyright issues.
    • ( 5 )
  • Refine knowledge and enhance skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing and presenting classroom projects.
    • ( 3, 6 )
  • Evaluate technology-based options for lifelong learning.
    • ( 4 )
  • Evaluate the usage of technology and the processes involved during and upon completion of individual and group projects.
    • ( 2, 5 )
Objectives:
The students will
  • research an assigned nutrition topic using the Internet and written material,
  • design a pamphlet that provides information on a nutrition topic,
  • evaluate and revise pamphlets, and
  • take an active role in motivating others to develop healthful eating behaviors.
Lesson Materials and Resources:
  • Sample pamphlets
Technology Tools and Materials:

Hardware:
computer with Internet access, printer

Software:
Microsoft Publisher or other program to develop a brochure

Websites:
•MyPyramid
      www.mypyramid.gov
•School Nutrition Association
      www.schoolnutrition.org/DefaultPage.aspx
•Partnership for Food Safety Prevention
      www.fightbac.org
•Centers for Disease Control and Prevention
      www.cdc.gov/nccdphp/dnpa/
•Centers for Nutrition in Sport and Human Performance
      www.umass.edu/cnshp/index.html
•Mayo Clinic
      www.mayohealth.org/

Other:
Background Information:
This lesson may be taught after a basic nutrition lesson. Students also need a basic understanding of how to use the Internet; how to use a word processor, graphics, and a software program; and how to develop a pamphlet.
Lesson Procedures:
  1. Divide the class into groups of 2 - 3 students per group. Explain to the students that they will be designing pamphlets to motivate others to develop healthful eating behaviors. Hand out and discuss the project criteria with the students. Assign topics (share sample pamphlets). Review sample pamphlets for ideas of layout and style.

  2. Students will use the Internet and printed resources to research their topics.

  3. After collecting research, the students will design and produce a pamphlet on their topics to be distributed school wide.

  4. The students will present completed pamphlets to the class.

  5. Critique and edit pamphlets.

  6. Publish the completed pamphlets and distribute them in the cafeteria.
Assessment Procedures:
  • The teacher may develop an evaluation rubric for assessment of the pamphlet before the project begins or have students participate in the development of the rubric (see Reproducible Materials).
  • For the group presentations, use a generic rubric as a guide.
Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
          ----- written by Division of Nutrition Assistance

TEACHERS MUST FOLLOW SPECIAL NEEDS STUDENT’S INDIVIDUAL EDUCATION PLAN (IEP) OR 504 MODIFICATION PLAN (IAP)

The writer of the lesson plan suggested an accommodation/modification for the plan: Consider different learning styles and abilities when planning this lesson. If you are interested in determining your student’s learning style, a basic learning style inventory is available at http://www.vark-learn.com/english/index.asp There is a version for adults and younger kids.

NON-READER (BELOW GRADE-LEVEL READER/WRITER): This lesson plan relies heavily on the internet and the production of a brochure/pamphlet for presentation. It lends itself easily to many learning styles, but especially the non-reader. Suggestions are as follows.

• Lesson Procedure #1: Make sure your non-readers are paired in a group with a strong reader.

• Lesson Procedure #2: Install a screen reader on the computers so the students have an option to read the text themselves or have the computer read the text for them. A couple of good free screen readers are Cst eReader and ReadPlease. Installing a Dictionary and Thesauras (http://dictionary.reference.com/) or a program like WordWeb (http://www.wordweb.co.uk/free/), which stays in the toolbar Windows, will help all students to look up words from their research and quickly define them as well as find new words to use in their pamphlets.

• Lesson Procedure #3: Provide students with a digitized reminder “How To” sheet that may be printed and used as a check off list on how to create the pamphlet, use a word processor, log onto the internet etc. Remember, students with processing problems such as Dyslexia, Dysgraphia, and ADHD most likely find designing as a strength, but due to short term memory problems and recall problems, may find the venue of software an obstacle without step by step reminders available. Having the reminders already digitized allows the student to use a screen reader as well as to print them off to use as a checklist.

For students who demonstrate an inability to grasp the software design procedures or who have attention problems, a basic pamphlet template may be created where students used the “click and change” option more than the original create and place option. This would require a small bank of pictures and fonts (usually already included in the software) to already be available as well.

• Lesson Procedure #5: Allow students to critique and edit pamphlets as a group.




STUDENTS WITH PHYSICAL IMPAIRMENTS (PARAPLEGIC, QUADRIPLEGIC, DISGRAPHIA, TRAUMATIC BRAIN INJURY): This lesson plan relies heavily on the internet and the production of a brochure/pamphlet for presentation. This allows for easy addition of switches and other input devices for a variety of physically disabled students. Please see your district’s adaptive technology consultant for an exhaustive list of suggestions and devices available. Below are specific suggestions.

• Lesson Procedure #2: Use Head Movement Hands-Free Mouse. “It is the perfect hands free ergonomic mouse for people with carpal tunnel, RSI and other disabilities. Simply moving your head controls your computer with our ergonomic mouse alternative. Call natural point at 1-888-865-8835, or http://www.enablingdevices.com/store/iteminfo.cfm?ID=99928129. This device could also be used in procedure #3.

Another option for input is the IntelliKeys keyboard. http://www.mayer-johnson.com/hardware/index.html Unlike the keyboard normally attached to the computer, the IntelliKeys look and functionality is changeable by sliding in different overlays. This device could also be used in procedure #3.

• Lesson Procedure #3: Provide a basic pamphlet template where students used the “click and change” option more than the original create and place option. This would require a small bank of pictures and fonts (usually already included in the software) to already be available as well.


ADDITIONAL GENERAL CLASSROOM ACCOMMODATIONS FOUND IN “HELPFUL LINKS”.





          ----- written by Jennifer Kelly
Reproducible Materials:
Explorations and Extensions:
  • Students will distribute pamphlets in community. If students included a recipe in their pamphlets, they could prepare the food for a taste test.
  • Survey comments from students and faculty about the effectiveness of the information in the pamphlet.
Lesson Development Resources:
  • Betsey Goodson
    Live Oak High School
    Watson, LA
  • Tina Hall
    Live Oak High School
    Watson, LA
Reflections:
Students learn the importance of good nutrition as part of a healthy lifestyle. This lesson also provides opportunities for students to advocate for healthful eating in school and in the community.
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
Additional Contacts:
Group:  Division of Nutrition Assistance
MarcoPolo Lesson:  No


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