Technology Lesson Plan

                                    SIOP Lesson Plan

Topic: Nutrition Facts Labels	Class: Grade 5		Date: 11/23/13
Content Objectives: (Stated in Student Friendly Language): By the end of this lesson, the students will be able to: Compare the different nutrition facts labels using unhealthy and healthy cereal panels. Evaluate the results of the data. Insert data in to spreadsheet on Google drive. Identify healthy nutritious foods as opposed to foods with little benefit to their health and be able to create healthy choices.		Language Objectives: (Stated in Student Friendly Language): By the end of this lesson, the students will be able to: Read nutrition facts labels on unhealthy and healthy cereal boxes. Orally describe different nutrition facts labels on unhealthy and healthy cereal boxes. Summarize in writing why it is important to make healthy choices.
Key Vocabulary: Calories                 Polyunsaturated Saturated               Monounsaturated Cholesterol          Dietary Fiber Sodium                   Sugar Carbohydrates        Potassium Protein		Materials (including Supplementary and Adapted): Teacher Materials: Projector Computer (presentation tool Joomag) CD Player Students Materials: Empty cereal boxes Computer (open google drive spreadsheet) Copies of songs (for visual learners) L1 Any additional items providing visual or verbal L1 support to lower proficiency students. Hard copy pictures of different unhealthy and healthy breakfast cereal already label with names. Spreadsheet with different two types of graph
Essential Question: ü  Does anyone know what are we going to do today just by looking at the pictures on the screen? ü  Which breakfast cereal is healthy and which one is unhealthy? ü  Why do you think that particular cereal is unhealthy or healthy? ü   Is it healthy to eat food with lots of sugar in it? Why?		Homework: ü  Write sentences using 4 vocabulary words ü  List 5 healthy and unhealthy food. Explain why you think the food is unhealthy or healthy.

  SIOP Features/Reflection

     Preparation                                          Scaffolding                                                 Grouping Option

_X__Adaptation of Content                          X_ Modeling                                            ___ Whole Class

   X_ Links to Background                           _X_ Guided practice                                   _X_ Small Group

_X_ Links to Past Learning                        _X_ Independent Practice                           _X_ Partner

X_ Strategies Incorporated                        ___ Comprehensible Input                          ___ Independent

  
 Integration of Processes                                     Application                                                Assessment
    _X_ Reading                                                           _X_ Hands-on                                      _X_ Individual
    _X_ Writing                                                            _X_ Meaningful                                      __ Group
    _X_ Speaking                                                         _X_ Linked to objectives                      _X_ Written
       __ Listening                                                         _X_ Promotes engagement                   _X_ Oral

                                                            Lesson Sequence

Some foods are very healthy in their natural form, but change when they are processed.

An example of this is a Cereal. Cereals are high in carbohydrate, dietary fiber and sugar. This activity will help students to see the importance of choosing the right food to eat and also to understand how important it is to look at the nutrition facts label before buying a food item. 

Anticipatory Set: (Building Background)

Before class, teacher will display empty boxes of unhealthy and healthy cereals on a table in front where all the students can see.

Beginning of class, show Pictures projected on the board on the different Nutrition Facts labels on healthy cereal and unhealthy cereal. Have students look at the different pictures on the screen. Explain that they have to look at the screen and examine each picture for 3 minutes. After examining the pictures on the screen, give each student an index card and ask them to write their favorite breakfast cereal. Ask them to at least write down three of their favorites and explain it to them that they have to hold on to their index cards because they will use it later on for the activity.

Lesson Focus: (Teacher Modeling)

Show an empty box of cereal and ask students what they know about the nutrition facts label on it. Also ask them what they think the nutrition facts label means. Tell them that today they will find out what the nutrition facts are and why it is important to know.

Ask students to look at the pictures of unhealthy and healthy breakfast cereals on the screen. Tell them to look at two pictures of unhealthy breakfast cereals and the nutrition facts labels. Explain to them what each nutrition facts are and what they represent. For example, (g) means grams of sugar contained in each item.

Explain that today we are going to learn about nutrition facts labels.

*Sugar                                         *Calories

*Potassium                                  *Total Carbohydrates

*Sodium                                       *Total Fat

*Protein                                       *Cholesterol

Guided Practice: (Constantly checking for understating)

Use a computer to engage students in a slideshow by showing different pictures of unhealthy and healthy breakfast cereals. Teacher explains the nutrition facts label on the unhealthy breakfast cereals and healthy breakfast cereals. Show two pictures of a healthy cereal and unhealthy cereal.

Ask students the following questions:

*How many grams of sugar are in this healthy cereal (Cheerios whole grain)?

*How many grams of sugar are in this unhealthy cereal (Crunch Berries)?

*How many calories can you find in the healthy cereal?

*How many calories can you find in the unhealthy cereal?

Explain each question and give time to ELL students to answer question. Ask them questions like “Is it healthy to eat food that has lots of calories in?” If they say it is not healthy than ask them “why” they think it’s not healthy. Tell them to turn to their buddy and answer the following questions. “Why do you think Cheerios is healthier than Crunch Berries?” Ask several students to share their answers with the class and elaborate, confirm or correct as necessary. Give time for them to explain their answers.

Independent Practice: (Meaningful activities, interaction, strategies, practice)

Divide the class into four groups of 4. Teacher gives students the WORK SHEET and explains that they are going to use the computer to create a spreadsheet on Google drive. Each group is assign to create a spreadsheet on four unhealthy or healthy cereals. Two groups are assigned to do 2 unhealthy cereals and the other two groups are assigned to do 2 healthy cereals. Each student is to create a spreadsheet to input the data collected from the cereal nutrition facts label. After they finish creating their spreadsheets following the instructions on the activity sheets, have them graph their data using different graphs

Review/Assessment:

Teacher draws a table on the board with unhealthy cereal and healthy cereal. Ask students to take their index card out because they are going to use it now. Tell them to look at the list of their favorite cereals and think which ones are healthy and unhealthy. Explain that one by one has to go up to the board and write on the table one unhealthy and one healthy cereal from their list. After everyone finish, instruct all students to give a “thumb up” if the cereal teacher points to on the table is healthy and give a “thumb down” if the cereal teacher points to is unhealthy. Together with the class create a graph of how many students choose unhealthy cereals and how many choose healthy cereals.

Students with lower proficiency may use L1 while talking to buddies. Provide additional support to lower proficiency students to share their answers in English (one-to-one practice with teacher or peer before sharing, repetition, encouragement, etc.)

Challenge higher proficient students to write a paragraph of their favorite food. Tell them to explain why they choose that particular food and is it healthy or unhealthy.