ASSURE
Model Instructional Plan
Teacher:
Ms. Jesseca A. Valencia
Grade Level: 6th
grade
Lesson Length:
80 minutes (Block Schedule)
Lesson Title: Breakfast
Cereals and their Nutritional Value
ANALYZE LEARNERS
Learners General Characteristics:
The lesson is
designed for 6th grade middle school students. This in-class
assignment and activity is to be completed by a total of 25 students: 13 female
students and 12 male students. The age of these students ranges from 11 to 12
years old. Academic abilities and learning styles vary amongst students.
Students in this class do not know how to read and understand a Nutritional Value Label, as well as how to create charts, such as bar graphs and pie charts, using Google
Docs.
Entry Characteristics:
The students in
this class are competent in browsing through the World Wide Web. They are proficient in using e-mail (G-mail) as a means of communication and navigating through
Google. Also, they are familiar with some functions Google has to offer on Google
Drive, such as Google Docs and Google Slides. Additionally, students have
experience in safely browsing through videos on YouTube due to the Children’s Internet Protection Act established in all of
Guam’s public schools. Students in this class will be learning for the first
time how to input data to construct a bar graph using Google Sheets.
Learning Styles:
Although
learning styles in this class vary, the estimated percentages of learning
styles in this class comprise of 30% visual learners, 20% verbal learners, 20% kinesthetic
learners, and 30% logical/mathematical learners.
This lesson is
designed to meet Common Core Standards for both English Language Arts/Literacy and
Mathematics. The objectives of this lesson plan are incorporated with the following Common Core Standards listed below:
Objective 1: Students will be taught how to identify
the fat, sugar, and sodium on a Nutritional Value Label.
Integrate information presented in different media or formats
(e.g., visually,
quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
CSS.ELA-LITERACY.RST.6-8.4
Determine
the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a
specific scientific or technical context relevant to
grades
6-8 texts and topics.
Objective
2: Students will choose
3 brands of cereal.
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Objective 3: Students will analyze the fat, sugar,
and sodium of each breakfast cereal based on their Nutritional Value Label.
CCSS.MATH.CONTENT.6.SP.B.5
Summarize numerical data sets in relation to their context
Summarize numerical data sets in relation to their context
Objective 4: Students will have an
overview about bar graphs.
CCSS.MATH.CONTENT.6.SP.A.2
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
Objective 5: Students will input the amount of fat,
sugar, and sodium from the 3 brands of breakfast cereal in bar graphs using Google
Sheets.
CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Objective 6: After collecting data and inputting the
data into a bar graph, students will examine which cereal has the highest and
lowest fat, sugar, and sodium content.
CCSS.ELA-LITERACY.RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Objective 7: Students will be able to differentiate
what breakfast cereal brand is healthy and unhealthy by the amount of fat,
sugar, and sodium each breakfast cereal contains.
CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Objective 8: At the
end of this activity, students will demonstrate in front of the entire class
their bar graphs and the results of their findings about their 3 chosen
breakfast cereals.
CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
SELECT METHODS, MEDIA AND MATERIALS
Method(s): This in-class assignment and activity takes a
student-centered approach to learning, where inquiry-based learning is the
focus.
Materials:
§
Laptops
(Mobile Cart) for each student and teacher
§
Internet
Access
§
Multifunction
Printer
§
Projector
§
Paper
Handouts
- - Example
of Nutrition Value Label
§
Images
of different Breakfast Cereals, each with a Nutrition Value Label
Media:
§
YouTube
Videos:
§
Review
of Bar Graphs Website:
§
Images
of different Breakfast Cereals, each with a corresponding Nutrition Value Label
Prepare the materials:
A mobile cart,
containing 30 laptops, and a projector will be issued to the teacher. Each
laptop will be fully charged with Internet access available and appropriate
plug-ins (needed for watching videos on YouTube), such as Adobe Flash Player,
installed. An example of a Nutritional Value Label will be
printed for each student. The projector will be set up in front the classroom,
presenting several slides that will display the instructions of the assignment
and activity, and the video demonstrations.
Prepare the environment:
The desks in the
classroom will be arranged in a big “U” formation, where students will be able
to see their classmates and peers in all directions, but at the same time, have a clear visual to the projector screen. Laptops will be placed on each desk.
Prepare the learner:
Students will be
informed about this assignment and activity 2 days prior to the lesson.
Students will be advised to look back at what they have learned about bar
graphs in previous years. On the day of this assignment and activity, students will be given handouts of what a Nutritional
Value Label looks like. They will also be asked to go on a website, where they
can learn and/or review about bar graphs.
Methods:
Student-Centered and Inquiry-Based Learning
In student-centered
and inquiry-based learning, students learn hands-on. They play an active and
participating role in their own learning process, while the teacher offers
guidance and assistance for students throughout the learning process.
Materials:
§
Laptops
Students will be
able to use the laptops to access their Google accounts, in which they will be
using Google Docs to input data to create a bar graph for this assignment and
activity. The laptops will also be useful when students need to browse through websites
for additional information and/or assistance. Likewise, the teacher will need a
laptop to present the lesson.
§
Internet
Access
Internet access
is imperative in this lesson. Internet access allows students to gain access to
several technology tools, such as Google Docs, as well as for navigating
through the World Wide Web.
§
Multifunction
Printer
A printer will
be used later in the lesson to print out the students’ bar graphs.
§
Projector
A projector will
be used to help the teacher demonstrate the lesson to students – presenting instructions, examples, videos, etc.
§
Paper
Handouts
An example of
what a Nutritional Value Label looks like will be distributed to students in
paper handouts.
§
Images
of different Breakfast Cereals
The teacher will
provide printed images of varying breakfast cereals. Each breakfast cereal
image will come a Nutritional Value Label. Students will be able to choose 3
different breakfast cereals for this assignment and activity.
Media:
§
YouTube
videos:
- - How
to Read a Nutrition Facts Label: In this short video, students will learn about
the
components of a Nutritional Value Label. This video will teach students how to properly read a Nutritional Value Label and identify the fat, sugar and sodium contents not only in the breakfast cereals in this lesson, but in other food items as well.
components of a Nutritional Value Label. This video will teach students how to properly read a Nutritional Value Label and identify the fat, sugar and sodium contents not only in the breakfast cereals in this lesson, but in other food items as well.
- - How to Create a Bar Graph in Google Docs: This video will show students a brief
tutorial on
how to create bar graphs using Google Sheets.
how to create bar graphs using Google Sheets.
§
Review
of Bar Graphs Website: Students will use this website as a general review about
bar graphs. This website will provide a refresher for students about the elements and usefulness of a bar graph.
§
Images
of Breakfast Cereals: Students will use these images of varying breakfast
cereals with their corresponding Nutritional Value Label to complete the
assignment of this lesson by being able to identify the fat, sugar, and sodium
of each cereal and creating a bar graph of the results.
REQUIRE LEARNER PARTICIPATION
It is essential
that all students participate in this lesson. As the teacher presents the
lesson through various slides on the projector, he or she will ask students if
they have any questions after each slide. Also, the teacher will randomly call
upon students to answer a question about a certain slide. After the individual
presentations at the end of the lesson, students are encouraged to ask questions
or comment on the presenter’s demonstration.
Detailed
Summary of Lesson Plan
|
||
Duration of
Lesson
|
Objective of
Lesson
|
Comments/Notes
|
5 minutes
|
Students will
settle into their desks and laptops
|
|
5 minutes
|
Introduction
of Lesson – Purpose, Significance, Relatedness
|
|
5 minutes
|
Students will
watch a video about reading a Nutritional Value Label
|
Students may
take notes while watching the video and/or ask questions after the video
|
1 minute
|
Teacher will
pass out handouts of an example of a Nutritional Value Label
|
|
2 minutes
|
Students will
choose 3 brands of breakfast cereals located on top of the teacher’s desk
|
|
10 minutes
|
Students will
analyze the fat, sugar, and sodium content of each cereal based on their Nutritional
Facts Label
|
|
5 minutes
|
Students will
turn on their laptops and go to a website to review about bar graphs
|
Students may
take notes and ask questions
|
3 minutes
|
Students will
watch a video about how to create a bar graph using Google Sheets
|
Students may
take notes while watching the video and/or ask questions after the video
|
2 minutes
|
Students will sign
into their Google accounts and go to Google Sheets to get started on their
bar graphs
|
|
8 minutes
|
Students will
input the amount of fat, sugar, and sodium from the 3 brands of cereal in bar
graphs using Google Sheets
|
|
3 minutes
|
Students will
take the time to examine the results their bar graphs display about their 3
chosen cereals
|
Students can
take notes on the differing levels each breakfast cereal demonstrates on
their bar graph
|
3 minutes
|
Students will
be able to differentiate what cereal brand is healthy and unhealthy in terms
of the amount of fat, sugar, and sodium.
|
|
23 minutes
|
Students will demonstrate in front of the
entire class their bar graphs and the results of their findings about their 3
chosen breakfast cereals.
|
Students are
encouraged to ask questions and/or comment on their classmate’s presentation
|
5 minutes
|
Closing of
Lesson – Summary of Lesson, Re-state Purpose and Significance
|
|
TOTAL: 80
minutes
|
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EVALUATE AND REVISE
Student
Performance:
§
Students
will be evaluated based on how well they understood the lesson and how
efficiently he or she worked to complete the lesson
§
Student presentations and bar graphs will be graded according to the rubric exhibited below
Media
Effectiveness:
§
Were
the videos shown in this lesson clear and easy to understand?
§
Were
the students interested and engaged when the videos were shown?
§
Was the website containing a review about bar graphs stimulating for students?
§
Was
navigating through Google Sheets difficult or easy for students?
§
Were
the images of the breakfast cereals and their Nutritional Value Label clear and
easy to read?
Instructor Performance:
§
Was planning a major factor in this lesson?
§
Did
this lesson run smoothly?
§
Did
students show interest to this lesson?
§
Were
the objectives of this lesson met?
§
Were
there any setbacks? If so, what are some improvements?
Rubric for Breakfast Cereals &
their Nutritional Value Label Bar Graph
|
||||
Points
|
1 – Needs Improvement
|
2 – Fair
|
3 – Good
|
4 – Excellent
|
Precision of Bars
|
Bars did not follow data
|
Bars followed data collected, but were
improperly placed
|
Bars followed data collected, but
showed discrepancies
|
Bars were properly placed according to
the data collected and were distributed correctly
|
Title
|
No title is present
|
The title is located at the top of the
bar graph
|
An title is displayed on
top of the bar graph, but is too long and informative
|
A short and simple title in accordance
to the information on the bar graph is displayed on top of the bar graph
|
Labels
|
No labels are presented
|
Labels are present, but scattered
|
Labels
are described the information presented, but not clear and accurate
|
Labels are clear and accurately
displayed in the appropriate data set
|
Organization
|
Graph looks scattered and
disorganized
|
A little organized, but some items
missing
|
Mostly neat, but no quite organized
|
Neat and organized
|
Rubric for Breakfast Cereals &
their Nutritional Value Label Presentation
|
||||
Points
|
1 – Needs Improvement
|
2 – Fair
|
3 – Good
|
4 – Excellent
|
Eye Contact
|
Students reads
of report and maintains no eye contact
|
Student
occasionally uses eye contact, but still reads most off report
|
Student
maintains eye contact most of the time, but frequently returns to notes
|
Student
maintains eye contact with audience, seldom returning to notes
|
Questions
|
Student cannot
answer questions about the subject
|
Student is
able to answer questions without explanation
|
Student is at
ease with answers to most questions, but fails to elaborate
|
Student
answers all class questions with explanations and elaborations
|
Subject of
Knowledge
|
The student
does not grasp the information collected. Many statements are incorrect and
unsupported
|
Student is
uncomfortable with information, leaves out important details and/or presents
inaccurate information
|
Student is at
ease with topic and presents accurate information
|
Student
demonstrates full grasp of the topic, presenting complete and accurate
information
|
Delivery
|
Student
mumbles and speaks too quietly for students in the back of the class to hear
|
Student’s
voice is low. Audience members have difficulty hearing presentation
|
Student’s
voice is clear. Most audience members can hear presentation
|
Student uses a
clear voice, so that all audience members can her presentation
|
Enthusiasm
|
Student shows no
interest in topic presented; Fails to increase audience understanding of
knowledge of topic
|
Student shows little
or mixed feelings about the topic; Raised audience understanding and
knowledge of some points
|
Student shows some
enthusiastic feelings about topic; Raises audience understanding and
awareness of most points
|
Student demonstrates
enthusiasm about topic; Significantly increases audience understanding and
knowledge of topic; Convinces an audience to recognize the validity and
importance of the subject
|
