MyPyramid-Amanda+Miller



Grades 1 and 7 My Pyramid- Exploring Calcium in Dairy These lessons were designed for first and seventh grade elementary and Family and Consumer Science students in conjunction with Health, Science at the elementary and the Library Media Specialist on the topic of Dairy. Focus for each will be Dairy but special attention will be paid to MyPyramid in both and Calcium in seventh grade.
 * Dairy:**

It is important for teachers and Library media Specialists to teach students different inquiry skills. These skills are important because in order to be lifelong learners, students need to understand and then master the skills. Important schools in elementary school include evaluation and selection techniques. According to Callison elementary school students should be able to “brainstorm ideas and information about the central questions by recalling previous personal experiences.” Following Callison’s “//Scope and Sequence for Information Inquiry//”, first grade focuses on Listening and Viewing Skills and Search and Reporting Techniques: Elementary Student: Is able to attend to the sights and sounds of storytelling. Can participate in discussion following a story. Can recall, summarize, and paraphrase what is listened to and viewed. Can brainstorm ideas and information about the central question by recalling previous personal experiences. Can summarize the main idea regarding the central questions.
 * Inquiry Skill:**

Middle school focuses on Evaluation and Selection techniques, Search and Reporting Techniques, and Technology Application: Is familiar with various online databases and Web sites and is aware of selection criteria for acceptable electronic documents. Locates and selects the most useful sources from among those available. Distinguishes among fact, non-fact, opinion, and propaganda. Can use ideas gained through different materials. Can present information in a written report, illustration, or oral report. Uses content-specific tools, software, and simulations, including Web-based tools, to support learning and basic information research.

After students have learned initial skills they will continue to build off of them. Most First graders won’t know by looking at MyPyramid that it is a food guide pyramid. When shown to them, they may just see a triangle. These students have to be told and explained to about what MyPyramid is. After they have been shown the pyramid, it’s colors, and it’s parts students will then be able to start associating MyPyramid with the shape and colors. Through inquiry they will begin to add to their basic knowledge. Seventh graders will be able to associate MyPyramid with the triangle shape and colors. Many will be able to tell you what color represents what food group. However, at this age, students recognize that certain foods are “good for you” but haven’t yet learned what makes them good or what they do for you. Through inquiry, students will begin to recognize benefits, such as nutrients, and associate them with foods and food groups.

M-LC-4 Decision Making, Problem Solving, and Critical Thinking (‘98-’04 standard 1.2, 3.4) Accomplish tasks and fulfill responsibilities by using thinking and problem-solving processes, including: M-LC-4.1 //Decision-making and planning processes// M-LC-4.2 //Analyzing choices, options, and consequences// M-LC-4.3 //Evaluating information// M-LC-5 Using Technology in Personal and Family Settings (‘98-’04 standard 3.4, 4.5) Demonstrate skills to use technology and evaluate impact of change and innovations in school, family, career, and community settings. M-LC-5.1 //Technology integration throughout FACS units and topics// M-NW-1 Nutrition (‘98-’04 standard 1.4) Evaluate nutrition choices and practices in a variety of settings, using reliable guidelines and sources of information, including: M-NW-1.1 //Dietary guidelines/"MyPyramid"// M-NW-1.2 //Comparing food intake to recommendations//
 * Standards for Learning**
 * Middle School FaCS**

M-NW-1.5 //Selecting foods at home and away// 1.1 Students acknowledge personal responsibility for health promotion and/or risk reduction. They describe healthy behaviors to prevent or reduce their risk of injury and/or illness. Students list the components of health as emotional, physical and social.
 * 1st grade standards**

1.1.1 Tell how healthy behaviors impact personal health and wellness. 1.2.1 Describe how the family influences personal health behaviors. Example: Describe how a family member models healthy behaviors (e.g., eating healthy foods) 1.5 Students list the steps of a decision-making process which enables them to collaborate with others to improve quality of life. Decision-making skills are needed in order to identify, implement and sustain health-enhancing behaviors. 1.5.1 Describe a health-related decision. Example: describe the difference between an "always" and a "sometimes" after school snack. Science 1.4.3 Observe and explain that animals eat plants or other animals for food. (Core Standard)


 * Standards for the 21st Century Learner**
 * 1.1 Skills**
 * 1.1.1** Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
 * 1.1.2** Use prior and background knowledge as context for new learning.
 * 1.1.4** Find, evaluate, and select appropriate sources to answer questions.
 * 1.1.6** Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * 1.2.3** Demonstrate creativity by using multiple resources and formats.
 * 2.3 Responsibilities** **2.3.1** Connect understanding to the real world

The school in which I teach is located in a suburban area. Factories in town or in the surrounding areas employ much of the community, making it more of a blue-collared community. The community is predominantly white, with a recent increase in people of Hispanic descent. This increase has occurred as more factory jobs have been made available. The middle school where I work has nearly 900 students in grades 6-8. Thirty eight percent of these students qualify for our free and reduced lunches and books. There is very little parental involvement and our school practices inclusion. Although we have grades 6-8, the 6th grade is segregated in a different part of the building from the rest of the student population. Due to scheduling, 7th and 8th graders are also segregated. We have a principal, assistant principal, dean of students, male counselor, female counselor, special education teachers, educational assistants, severe and profound services, a part-time speech teacher, and support staff. We have a Time-out Room for behavior issues and for make-up work. We have an off-campus site for our In-School Detentions, as well as our half-day students. My school also has two mobile computer labs, and two computer classroom labs. Also, athletics are strongly emphasized in the community, starting at a very young age. My students differ in their previous knowledge of Information Inquiry. Different factors have played into this including home and school. As far as technology, Seymour is in what we like to call the “stoneage of technology”. Teachers are lucky to get one classroom computer and time in the computer lab is hard to schedule. When the computer lab is available, the computers don’t always work. Also, many students do not have access to computers or internet at home and often times don’t have a way of getting to the library. Students have some inquiry ability at the 7th grade level but need step by step guidance in grade 1. When it comes to learning ability in the 7th grade there are several very hard-working and higher-level students. However, there are no extremely low students. It is a classroom of 32 students. They enjoy group work. They seem to truly care about getting their work done and will work individually if that is what it takes. Most students are very confident in their work, but sometimes overly so. They seem to look at the assignments as competition and finish quickly to be the first ones done. They need a little guidance but usually once pointed in the right direction, they can go on their own. Most learning styles are represented in my classroom. However, I have determined that a majority of my students seem to benefit from a Visual-Spatial learning style. With this knowledge, I have developed lessons that will meet these students’ needs. Overall, the class seems happy to be here and is eager to learn. However, many students need motivation to get finished. In order to motivate them, I offer free time to continue learning about Calcium/Dairy but through the use of technology when they are finished. I will do this by providing links to games or sites for them to surf through facts. My first grade class has 25 students who have a lot of energy but are ready to learn. The students love activities where we get to work as a class or they get to work in groups. They especially love the use of technology. Our schools are beginning to fill with ENL students, most who are just entering school. The first grade class has 7 students who have English as their second language. In order to meet their needs, I have paired them with students who are more advanced in our class. This teaches these students to work with others and helps the ENL students to model their partner. Because this is the first grade, their level of inquiry is very basic. To help them better understand and grasp the concept of inquiry, we do a lot together as a class. Due to little real world experience, I find it important to let them experience as much as possible. Through this experience, it is important they make a connection. They are first graders so it is important to make lessons interesting and fun to keep their attention. According to Alfie Kohn in Callison’s Motivation chapter in //The Blue Book,// “just as adults who love their work will invariably do a better job than those goaded with artificial incentives, so children are more likely to be optimal learners if they are interested in what they are learning.”
 * Student Audience**

Collaboration between the classroom teacher and school Library Media Specialist is important for bettering student learning. Students will be familiar with the LMS through various classroom visits throughout the year. Collaboration with the LMS will be shown in each lesson. My goal for my seventh grade students is that they grasp the idea of MyPyramid and all of its parts. Students will do this through Search and Reporting Techniques. It is important for students to know what MyPyramid is, for many reasons. Many people eat poorly due to lack of nutrition education. It is important that students learn their specific needs. This is especially important in my community because so many of my students already prepare all of their meals at home and some are close to being parents themselves. Educating students on each specific food group is also important. You can tell a person to pick foods from the dairy group, but until you explain dairy thoroughly, one might mistakenly believe they are properly filling their needs. This could happen because, technically, ice cream is dairy, but it would be a very poor choice from the dairy group. This information, after being shared in class, could then be shared with family members. Seventh grade focuses on Foods and Nutrition. Before we discuss MyPyramid the students do a Measuring unit, a Reading Recipes and Food Labels unit, a Nutrients unit, and a Kitchen Equipment unit. MyPyramid links to these. The previous units teach how to prepare food; this unit teaches what particular foods need to be eaten and why those foods need to be eaten. We build on previous concepts by continuing to use the knowledge gained from them. The goal for 1st grade is to have a basic understanding of what MyPyramid is, a basic understanding of the parts, and a basic understanding of what foods you find in each group. From these basic understandings, students, depending on their level of thinking, can make good decisions. These students will do this through Listening and Viewing Skills and **Search and Reporting** Techniques. Through the “What’s for Lunch” activity, students will learn to make healthy decisions at home. To better understand the dairy group, I feel it is important for this age to understand how we get the actual foods that fall into this group. To do this, students will learn about dairy and all that goes into it. To prepare for this lesson, we will have discussed MyPyramid previously but will continue by discussing each part separately. My lesson plan is for grade 1 and 6 and is part of an inquiry unit on Dairy/Calcium. It is based on the constructivist theory that “learning is an active process of constructing rather than acquiring knowledge” (Callison, 2006, p. 334). The teacher role leads the students through activities that will hopefully, in turn, lead them to their own conclusion that nutrients such as Calcium come from Dairy and build strong bones and make you strong and healthy. The lesson for grade one is more directed at connecting where dairy comes from, what foods contain it, and then briefly how good it is for you. The seventh grade focuses more on nutrients, what they do for you, and what you can “do or be” when you consume dairy. (super stars in got milk ads). This type of inquiry is what Callison terms as a controlled or directed inquiry: the questions are defined to match academic standards rather than based on student interest; the questions are challenging but can likely be addressed with limited sources; evaluation of student performance is consistent across all students; and the questions are conducive to common conversations (p. 98).
 * Collaboration:**
 * Overview**.

Lesson Plan for Grade 1 Subjects: Elementary- Health, Science Time for the Unit: MyPyramid-2 weeks : Dairy/Calcium-2 days Students will learn about dairy Students will learn the processes of the dairy ind> Anticipatory Set- A. The library Media Specialist will start by saying: You probably drink milk at almost every meal. But have you ever wondered where it comes from? This is to get them thinking about what they will be doing for the day. B. The Library Media Specialist will then read the book //The Milk// Makers to the students. by [|Gail Gibbons] ||  ||  ||
 * Lesson Plans**
 * Lesson 1 Exploring the Dairy Process**
 * Objectives:**
 * After pictures have been taken and loaded, students will work together to develop their ads with the use of computers. ||
 * Sharing. |||| Finalized ads will be shared with the class and then hung in the hall for classmates and faculty to enjoy. ||
 * || strong>

I will: Ask if anyone has ever seen a live cow and where did they see the cow. Brainstorm to see if the students can list any characteristics of a cow. B. Now I will go over the vocabulary words: agriculture, cow, calcium, dairy, farm, farmer, and food pyramid. I will use the flashcards I created. C. As a class we will watch these videos together. We will discuss the videos as they finish. There is also a matching game. I will allow the students to come up to the computer to interact with the game.
 * Developmental Activities**- A. Now, I will move into talking about the special topic for the day, which will be the dairy processes. After the book has been read, students will turn their attention to the projector screen. Projected will be the website []

1.Start by watching //Cow Care//. 2. After this video, discuss what you learned with the class. What is a baby cow called? What do they feed the baby calves? How many times a day are cows milked? (2-3 times) 3. After discussion, then watch //Milk from Cow to Container.// 4. After the video, discuss what you have learned with the class. Who transports the milk? (Milk trucks) What are those big words that they do to milk to make it ok to drink? (Pasteurize, homogenize) Who is milk especially important for? (growing children) 5. When finished with the video, go over //Life Stages of a Dairy Cow.// Read these as a class and have students tell you what order to put them in. This can be done through discussion. 6. Finally, the class will do the activity //Maximizing Resources//. From what they have learned, students may be able to place the processes in the correct order. Allow students to come up one at a time to move the pictures. Students can move them, but have them decide as a class where they think the processes go. Explain each as you go on.
 * Directions:**
 * Closure**- Explain that tomorrow we will continue the unit by learning about how the milk helps us.

B. In class participation
 * Assessment**: A. oral questioning

Students will be able locate and label parts of the pyramid. Students will learn about dairy. Students will analyze foods and place them in their proper groups. Students will apply knowledge to locating dairy foods and then taste test these foods.
 * Lesson 2: Dairy and the Food Pyramid**
 * Objectives:**
 * Students will learn parts of the food pyramid.**

Anticipatory Set- A. Play cd of "The Farmer in the Dell" as the children come in just to give them a hint of what the lesson will be. B. Ask children, as a class, if anyone knows what the food pyramid is and if so, can they name any parts of the pyramid. C. Using the food pyramid I drew on the blackboard, one by one, allow some of the children to come up and place the magnetic food pictures in the pyramid and talk about why they put their food picture in that specific section.
 * Materials Required**: cd, brown bags,pre-made/packed "lunch" items, paper towels, colored chalk, magnetic food, Paper, Pencil, Crayons.
 * Activity Time**: 40-60 min
 * Concepts Taught**: What is in a healthy lunch, how does one use the food pyramid as a guide to healthy eating.
 * Instructional Procedures:**

Ask if anyone knows what substance comes from a cow. Brainstorm to see if the students can list any dairy products.
 * Developmental Activities**- A. Now, I will move into talking about the special topic for the day, which will be the dairy section of the pyramid, by bringing out the picture of the cow and asking the class what kind of animal it is.

B. We will briefly go over the vocabulary words again: agriculture, cow, calcium, dairy, farmer, and food pyramid. C. Then, I will pass out the brown bag lunches to each table (the table serves as the small group). Give directions on how to work with the "lunch" 1.Take all pieces out of the bag 2.I will have them pick out the component that they think is in the dairy group (it has a star on the bottom) and set it aside. 3.While in group I will ask what parts of their specific lunches are part of the food pyramid and what parts are not so healthy and let them talk individually. Lastly, have the students go back to the dairy product that they picked out of the bag, and let them know if the star sticker on the bottom they chose the right item, if someone does not pick the correct item I will explain why it is not and guide them into picking the correct one. Now, we will discuss the different types of dairy products again, how dairy foods are beneficial to people (calcium), and then I will cover other products if they do not mention them. This is the transition into the dairy tasting. One table at a time… 1. Hand sanitizer will be dispensed. 2. They will then pick up their cups, plates, and spoons and take them back to their tables. 3. I will pass out the cheese. 4. I will pour the milk. 5. I will scoop the ice cream. Everyone enjoys! B. After clean-up have the students go back to their "lunch" bags and I will ask them if they thought their lunches were healthy or not and why. Then, I will ask them about foods they could add or subtract from their lunches to make them fit properly into the food pyramid.
 * Directions:**
 * Activity:** A. Now, I will begin the dairy tasting.

A. Now, I will explain the Journal entries. 1. Students will get out papers and pencils. 2. I will bring a stapler around to bind the papers together like a journal. 4. Students will label the front as (Name’s) Journal. 5. Students will be asked to take a journal to write about what they have learned about cows. They will be encouraged to write as much as they can but will also be allowed to draw pictures of things they remember. These journals will be kept to make entries for each of the pyramid categories and their processes. they can but will also be allowed to draw pictures of things they remember.
 * Assessment:** Lastly, I will review key terms, food pyramid, and dairy group information. Then, I will ask them: How can you make healthy decisions at home? Can you help pack your lunch? What is a good choice for an after school snack?

A. observation of how the students group their lunch items-if they correctly pick out the dairy product, and the healthy and unhealthy items. B. Journals. FaCS: 7th grade:MyPyramid: Calcium
 * Assessment**:
 * Grade 7 Lessons**

After discussing calcium and its benefits, students will apply this knowledge and develop their own “Got Milk” (“Milk Mustache”) ads to promote calcium intake. || Pre-activity |||| __Content__ Students will watch a video on Calcium. After they watch the video, they will fill in an assignment to measure what they learned. || Rubric, print materials, computers, internet, camera, paper for design, and decorated space to hang final products. ||
 * __Class:FaCS__ |||||| __Unit:__ **MyPyramid:Calcium** ||
 * __Lesson Topic:__ Calcium |||| __Day of Week:__ Monday-Friday || __Date:__ 2/22/2010-2/26/2010 ||
 * **//Students will be able to…//**
 * **//Students will be able to…//**
 * ==__Methods / Learning Experiences__== ||  ||
 * Activity
 * Assignment Introduction |||| Introduce the assignment, allow students to select a partner (s). ||
 * Theme design |||| Students will work together to develop their Ad. They will decide what they want their theme to be. ||
 * Research |||| Students will have a couple of days to research Milk/Calcium and its benefits. They will use resources in the library including print and non-print. ||
 * Ad Development |||| From here they will develop an ad slogan and finalize their milk fact selection. ||
 * Photo Shoot |||| Students will prepare for their “photo shoot”. They will setup their scene and get mustaches on. Pictures will be taken. ||
 * Putting together final product |||| After pictures have been taken and loaded, students will work together to develop their ads with the use of computers. ||
 * Sharing. |||| Finalized ads will be shared with the class and then hung in the hall for classmates and faculty to enjoy. ||
 * __Teacher Preparation / Materials Needed__

Library Information: 2/24/2010:MyPyramid: Calcium Look up and locate print materials. Operate and navigate computer and internet. Use computer program to design and execute final product. ||
 * __Class:Library/ FaCS__ |||||| __Unit:__ **MyPyramid:Calcium** ||
 * __Lesson Topic:__ Calcium |||| __Day of Week:__ Monday-Friday || __Date:__ 2/22/2010-2/26/2010 ||
 * **//Students will be able to…//**
 * ==__Methods / Learning Experiences__== ||  ||
 * Activity |||| __Content__ ||
 * Assignment Introduction |||| Introduce the assignment, allow students to select a partner (s). ||
 * Theme design |||| Students will work together to develop their Ad. They will decide what they want their theme to be. ||
 * Research |||| Students will have a couple of days to research Milk/Calcium and its benefits. They will use resources in the library including print and non-print. ||
 * Ad Development |||| From here they will develop an ad slogan and finalize their milk fact selection. ||
 * Photo Shoot |||| Students will prepare for their “photo shoot”. They will setup their scene and get mustaches on. Pictures will be taken. ||
 * Putting together final product |||| After pictures have been taken and loaded, students will work together to develop their ads with the use of computers. ||
 * Sharing. |||| Finalized ads will be shared with the class and then hung in the hall for classmates and faculty to enjoy. ||


 * Assessment**: Students will be assessed by the assignment after the movie and by a rubric for their Milk Mustache Ad.

=**Resources:** =

Websites suggestions to students during research time: [] [] [|www.mypyramid.gov] [] []

I had a few of my co-workers and students look over my lesson for 7th graders and had them try it out. There were a few kinks, such as how to get the mustache to look right. However, everyone seemed to enjoy taking part in the lesson. Co-Workers provided me with a couple more resources to use with my students online for research. I have attached a picture of a student example as well as an example of the school counselor.
 * Feedback**:




 * Grade 1 Documents**.

This paper is the same concept as what I am doing with the brown bag hands on experience.


 * 7th Grade Documents**:













__**Wiki Addition by Michelle Van Horn**__ I haven't seen what you're going to do yet, but based on your topic, here' my suggestion on how to make the 7th grade project more complex/ involve anaylsis and synthesis thinking. Have your students compare two snacks. We use chocolate bars for our research comparison, but you could use chips - Doritos vs Sun Chips, Pringles vs Lays Potato Chips, or compare snack bars, etc. They will have to make sure that the net weight is comparable. Have students compare the nutrients in each as well as the calories and decide which is the healthiest. They will need to study the individual nutrients and determine which are good for you and why and which aren't good for you and why to come to their conclusion. You could also have students create their own healthy snack and defend why it is healthy by explaining the nutritional value of their ingredients. Here are some of the handouts we use for this project. I forgot to include the table we have the students use to record their information in, but I will add that as well.

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__**Wiki Addition by Jessi Brown**__ Something you can do with 11th graders is give them a budget, and have them plan 2 weeks of healthy meals. At this time in their life, they are just a few years from possibly being on their own, by having them plan 2 weeks worth of meals on a budget, they can see what healthy cheap options they may have. You can make this into a field trip at a grocery store, or you can set up a "store" in your room. They have to make sure that each day's worth of meals contain the needed amount of nutrients from each of the food groups. Have them make a journal where each page is a day, and they have to plan for breakfast, lunch, dinner, and a snack. They will be using their problem solving skills, math skills, and planning skills. Below are a few charts that could be used that I found online. 3 meal chart

3 Meal and Snack Chart