ASSURE Multimedia Lesson Plan: Cereals and Pies for Breakfast

ASSURE Multimedia Lesson Plan: Cereals and Pies for Breakfast

Grade Level: 3^rd Grade

Lesson Length: 40 minutes

Analyze Learners

The lesson is geared towards 3rd graders between the ages of 8-9 years old in a general education classroom setting. The class consists of 25 students total with an even amount of males and females. The students will most likely vary in ethnicity with Guam being a melting pot of Pacific Islanders, Asians, etc. Because of this, there will be few students with English as their second language. Also, there will be at least one student with ADHD. Many students in the primary school have a much shorter attention span compared to those in secondary. With this, using colorful, eye-catching images during the lesson will help keep them on track. This is most especially helpful for the one student with ADHD. They also have an adequate reading level to spot the terms “salt,” “fat,” and “sugar” on the nutrition label and read the data following after.

State Objectives

These are the GDOE Standards under Health Education that the lesson plan focuses on… Standard 5: Decision Making Demonstrate the ability to use decision making skills to enhance health. 3.5.1. Indicate routine health-related situations. 3.5.5. Identify a healthy choice when making a decision Objectives By the end of the lesson, students will be able to… ~ construct pie graphs for a cereal brand based on salt, fat, and sugar levels using Google Docs ~ identify which cereal brand out of the three is the healthiest by examining pie graphs based on salt, fat, and sugar levels for each brand

Select Methods, Media, , and Materials

Methods ~Students will collaborate as a class in this lesson with the teacher giving them a walkthrough using a presentation Media ~ The teacher will use Emaze to present an overview on the nutrition label, about pie graphs, and displaying the actual nutrition label of the selected three cereal brands on a projected screen for the students to analyze. The class will be broken up into three groups. Each group will focus on one brand and construct a pie graph using Google Docs. The group will share their data on a class document for comparison. Materials ~ The class is aiming to be paper-free, so there will only be the usage of the computer and internet connection along with Emaze and Google Docs.

Utilize Media, Materials, and Methods

Preview the materials ~ The teacher will display and demonstrate how to identify the nutrition label. The teacher will also showcase how a pie graph works. The nutrition label for each brand will be displayed on the projected screen. All will be taught using Emaze. Prepare the materials ~ Each student will be designated to a computer with internet access. Prepare the environment ~ Students will seat within the same table as their group based on the cereal brand they are focusing on. Prepare the learners ~ The students will have Gmail accounts. Students will have an adequate reading level that allows them to spot the terms “fat,”  “sugar,” and “salt.” Provide the learning experiences ~ After being introduced to the nutrition label and the structure of a pie graph, students will apply this knowledge into their group work.

Require Learner Participation

The lesson should take up to about 40 minutes or less since extending the duration any further will only make them bound to lose interest and get distracted. The first 10 minutes will include the teacher giving an overview of the nutrition label and works of the pie graph using the Emaze presentation. The next 20 minutes will include the students collaborating in their groups. Each student in the group will be assigned to either analyzing the fat, sugar, or salt of their selected brand. The group will collect their data by inputting it in Google Docs and constructing a pie graph. Then, each group will copy and paste their pie graph on a main class document and share their findings, which will take around 10 minutes total.

Evaluate & Revise

Rubric for Student Evaluation Category 1 3 5 Group Collaboration The student displays no effort whatsoever in participating with the group The student is engaged in the activity. The student has yet to make an effort to work with the group. The student is fully-engaged with the group in accomplishing the main goal Construction on Pie Graph The pie graph is incomplete The pie graph has the correct titles but inaccurate data The pie graph is complete with the correct data. Class Participation The student shows lack of interest throughout the lesson. The student misbehaves and doesn’t follow directions. The student pays attention during the lesson majority of the time but gets distracted from time to time The student shows interest throughout the lesson and follows along with no misbehavior problems.

 

Conducting Presentations Like An Upcoming Tech Wiz

The online educational game Team B chose is called, “Garbage Dreams” which is geared more towards middle and high-schoolers (essentially, secondary education). The game is based on a documentary by Mai Iskander with the same title (2009) featuring the trash trade lifestyle of Cairo residents and promotes how recycling benefits both the environment and economy. Our group preferred this game compared to the others brought up as our focus due to the following: the information and background on recycling provided in the featured tabs and within the game itself, allows the player to foster strategizing and management skills, and the connection with the reality of Cairo’s problem along with bringing awareness to Guam’s trash dilemma.

Although our group appeared to mix in well with each other, there was a moment within our session that had us butting heads when it came to the construction of the rubric (more specifically, the rating system). At first, the rating started out with a score of 1, 3, and 5 points since we were basing off of one of the student examples featured in Moodle. One of the debates that came up was deciding whether to keep the original or change it to the criteria of the 0-1 (unacceptable), 2-3 (acceptable), and 4-5 (target) point system. The issue revolved around how a score of 4 points should not be included and be considered the target rating along with a score of 5 points. Despite the little arguments, we have come to a conclusion of moving forward with the latter, which is finalized and featured on Team Beta’s Online Game Rubric (2016).

Because I am majoring in Elementary Education, my future profession covers a wide array of topics. Ranging from science and math to reading and writing, throwing this game into the agenda will be a smooth transition being a general education teacher. I would incorporate the aspect of the game revolving around the topic on recycling and some introduction on management skills.

As mentioned earlier, this educational game proves to be rather difficult to accomplish even for the members of our group whom are familiar with the components of the game and are college students. In addition, having elementary students play this game as it is will produce no winners in the process. I would have to make the modifications necessary that will be geared more towards my student’s level of learning. Based on my previous observations in primary schools, I noticed how students are more engaged and willing to learn with hands-on activities. With this, I would conduct a tactile-learning activity for the children where they would have to physically sort out pictures of the trash items into the designated boxes with a much longer time limit and exclude the expansion factor of the game.

Technology has come a long way in productivity and efficiency, just like how beneficial it proved to be for our group in the construction of our project. For example, we presented our educational game with a website we created using a web designer called “WIX.com.” For much faster communications pertaining to the updates each of us make to our presentation, the group communicated via “WhatsApp.” Also, to test our classmates on our presentation while having fun, we used “kahoot.it” for their engagement. At the end of each kahoot activity, the participants have the opportunity to give their own rating of the game. We used this to our advantage where we had our classmates rate how we did on our presentation on top of that.

This project challenged our team to make use of the knowledge learned from class in using assistive technology for our presentation. Collaborating with a group of differing experiences in technology allowed us to learn from each other on what we know and didn’t know. All in all, this brought about the application of our learned technology skills in fitting our personal needs.

References

Iskander, M. (Producer & Director). (2009, July 31). Garbage Dreams[Documentary]. United States: Iskander Films

Borja, R.; Cruz, K.; Dela Cruz, R.; Medina, J.; & Reyes, S.(2016.Online Game Rubric [Google Excel Spreadsheet]. Retrieved from https://docs.google.com/spreadsheets/d/1yWwyVty2fPcr616W-qMexCnxihwM9Wv3Dd8Wnp6X6Xk/edit#gid=0