21^st Century Technology Teams Unit/Project Plan
(Based upon ISTE & UbD models – Used with permission)

NOTE: Completed Unit/Project Plan and related materials must be submitted electronically by 11/17/10.

NOTE2: SBSD teachers are encouraged to use Rubicon Atlas, but they must be sure they include all the items identified below.

Teachers’ Names: Luke Goyette

Grade Level(s): 8^th Grade

Content Area(s): Health Education

Unit/Project Title: Fast Food Lab

Stage 1: Desired Results

Essential Question(s) – What essential question(s) are you addressing?

How can the consumption of a fast food meal effect a person’s Recommended Daily Amount of nutrients?

Standards, GEs, and 21^st Century Skills – What do you want students to know and be able to do? You must have at least one of each of the following. (Please include the descriptions for each standard, GE, and 21^st Century Skill)

Content Standards: VT: GE: Health, VT: Grades 7-8, Nutrition and Physical Activity (NPA)

Nutrition and Physical Activity (NPA)
This concept area focuses on essential content students need to know about nutrition and physical activity.

HE1: Self Management
Students will understand how to reduce their health risks through the practice of healthy behaviors.
This is evident when students…..

d. Analyze characteristics of restaurant menu items and methods of preparation to identify healthier food choices, including fast food.

IT Standards (NETS*S, VT GEs):

6.	Technology Operations and Concepts
	Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
b.	select and use applications effectively and productively.

21^st Century Skills: Engages students with the real world data, tools, and experts they will encounter in college, on the job, and in life--students learn best when actively engaged in solving meaningful problems

Stage 2: Assessment Evidence and Assessment Tools

Assessment Evidence – What will students do or produce to demonstrate their mastery of each standard, GE, or skill? (Note: All standards, GEs, and skills listed above must be addressed).

Performance Task(s): Upon completion of the project, students will complete the 2 rubrics and grade themselves based on achievement of the tasks. The teacher will also complete the rubrics.

Other Evidence:

Assessment Tools – How will you assess what students do or produce? How will students know if what they’ve done is “good enough”? (Note: All standards, GEs, and skills listed above must be addressed).

Rubric: 2 Rubrics will be used for assessments.

See Fast Food Lab hyperlink below in the resources portion.

Other Tools:

Stage 3: Learning Plan

Overview – This is a short summary of the lesson or unit including assignments or possible products.

The students will retrieve electronic copies of worksheets from my schoolfusion webpage. They will then apply the acquired knowledge about Essential Nutrient values for the Recommended Daily Amounts (RDA) based on their age and activity level. After transferring the RDA’s, students will choose a meal from an online fast food menu. Students will record their meal’s nutrient values, compare these values to the RDA in order to find the percentages for that meal. Once the students have the percentages students create a series of graphs using Excel and transfer the graphs to a word document.

After the students complete the Data Collection sheet and the Graphing sheet, they will then analyze the data in a double space, persuasive essay explaining why the would or would not recommend this fast food meal for a teenager from the researched restaurant. Upon completion of the project students will assess themselves using the 2 rubrics.

Resources – What resources will you use in your project (e.g., digital tools, web pages, print resources, etc.)?

-Luke Goyette’s SchoolFusion page at FHTMS Fast Food Lab

-A variety of fast food websites

-Computer Lab

- Previous class lessons on the Essential Nutrient Recommended Daily Amounts from the United States Department of Agriculture (USDA)

-I’m hoping to have Steve or Kristen help us out with creating graphs in excel ;)

Preparation – What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?

The students will need the Recommended Daily Amount values from previous lessons. The students will also need a basic understanding of surfing the web, and working on a word processor/spreadsheet.

Management – What strategies will you use to manage the project (e.g., benchmarks for tracking student progress, plans for grouping students, a scheme for allocating and sharing technology, etc.)? How and where will your students work (e.g., classroom or lab, individually or in groups, etc.)?

The students will work individually on computers in a lab.

Timeline for Instruction and Activities – List the learning activities you will use and provide a timeline that indicates what students must complete and by when.

The students will have 2 class periods for instruction and work on the project. If students need additional time, the project becomes homework and will be due the following class period.

Instructional Strategies – Describe how you will use any of the strategies listed below in your unit/project. NOTE: You don’t have to use them all!

Project-Based Learning: Students will utilize real world information to record, analyze, and reflect from a personal level.

Differentiated Instruction: Students will have the opportunity to work at different paces, and accommodations will be made based on students’ needs

Inquiry-Based Learning:

Constructivism:

Learning Centers:

Collaborative Groups:

Other:

Closure and Reflection – How will you wrap up the unit (e.g., a culminating activity)? How will students reflect upon their work?

The students are reflecting through their essays as the culminating activity for this Fast Food Lab.

FHTMS Luke Goyette