Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Christie Glaze

Position Family and Consumer Sciences Teacher

School/District Barrow County Schools

E-mail [email protected] or [email protected]

Phone 706-254-6362

Grade Level(s) 9-12

Content Area Nutrition and Food Science

Time line 3-4 class periods

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
HUM-FNW-4
4.1 Identify basic nutrient information i.e. nutrient classes and major sources of each.
4.8 Analyze reliable sources of nutrition information.
Content Standards
1.1 Empowered Learner- Students leverage technology to take an active role in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
sciences.
1.3 Knowledge Constructor- Students critically curate a variety of resources using digital tools
to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
1.6 Creative Communicator- Students communicate clearly and express themselves creatively
for a variety of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.
1.7 Global Collaborator- Students use digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working effectively in teams locally and
globally.
NETS*S Standards:

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Summary:
After teaching students about the role of nutrients, they will “become” a vitamin or mineral to become possible
“matches'' on a fictitious Vitamins&MineralsOnly.com dating site. Their chosen vitamin/mineral will be shared
with the class through the creation of a dating profile page presented via a Canva document and Fotobabble.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

How does a deficiency or excess of your chosen vitamin or mineral affect the body?
What are major dietary sources of your chosen vitamin or mineral?
What are the main functions of your chosen vitamin or mineral in the body?
What are fat soluble vitamins?
What are water-soluble vitamins?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will produce an animated video describing characteristics of their vitamin or mineral. Students will
also be assessed at the end of the unit with a standard written test via Google Form.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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 Technology is being used in multiple ways to support student learning for this lesson. First, a PowerPoint
presentation is being used to explain nutrient information, which allows for the use of visual aids, multimedia
elements, and interactive features to engage students and enhance their understanding of the material.
Secondly, students are using various digital tools and resources to complete the project. They are creating
their dating profile page using Google Slides, which allows for easy collaboration and sharing with the class.
They are also using Canva to design the layout and graphics of their profile page, and Fotobabble to add an
audio component to their presentation. Finally, students are using Flipgrid to comment and respond to each
other's profile pages, which provides a platform for peer-to-peer feedback and discussion.
To explain the content, students can use various online research sites such as the USDA Food Composition
Databases, the Academy of Nutrition and Dietetics, and the National Institutes of Health Office of Dietary
Supplements. They can also use student handouts and tutorials provided by the teacher to guide them through
the process of creating their dating profile page.
To complete this project, students should have some basic technology skills such as using Google Slides,
Canva, and Flipgrid. They should also have some experience with online research and navigating digital
resources. However, the teacher can provide support and instruction as needed to ensure that all students are
able to participate and succeed in the project.

Instructional Plan
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?)

Students will complete a pre-assessment via Google Form prior to starting the lesson. The pre-assessment will
assess students’ prior knowledge of vitamins and minerals and let the teacher know what should be
emphasized or retaught during the lesson.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

To manage the students and the use of digital tools and resources, I will establish clear expectations and
guidelines for the use of technology at the beginning of the semester and before the start of each lesson. These
guidelines include rules about appropriate use of technology, such as staying on task and not visiting unrelated
websites, and procedures for reporting technical issues. I will use a combination of whole group and individual
work. Students will work on their own to create their dating profile page and then share it with the class through a
Canva document and Fotobabble. They will then use Flipgrid to comment and respond to each other's profiles.
To ensure equitable access to the internet, I will provide enough time for all students to complete their work at
school on a school-issued computer and provide opportunities for them to work in small groups, if necessary. If
technical issues arise, I will troubleshoot them on my own prior to the lesson and throughout the process. I will
prepare for any issues by having a backup plan and ensuring that students are aware of how to troubleshoot
problems as well.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

To support learning, I will use the following methods and strategies:

Direct Instruction: I will use a PowerPoint presentation to explain nutrient information. This method will be used to
deliver content and share key concepts, such as nutrient classes and major sources of each.
Collaborative Learning: Students will collaborate with each other to create dating profile pages on a Google Slide
and share them using Canva and Fotobabble. They will also use Flipgrid to respond to and comment on each
other's profile pages. This will promote social interaction and support students' development of communication
skills.

Inquiry-based learning: Students will "become" a vitamin or mineral and use their knowledge to create a dating
profile. This will promote students' independent learning as they research and gather information about their
chosen vitamin or mineral.

Real-world, problem-based learning: The dating profile activity is designed to be a real-world scenario that will
make the lesson more relevant and meaningful for students. The use of a fictitious dating site adds an element of
fun and humor to the activity, which may help to engage students.

Learning Environment: To support these activities, I will use a blended learning approach, combining both
synchronous and asynchronous instruction. I will conduct the PowerPoint presentation in a whole-group setting.
For the dating profile activity, students will work individually to research their chosen vitamin or mineral, but will
collaborate with others in small groups to create and share their profile pages. Flipgrid will be used for
asynchronous communication and collaboration.

Roles: My role will be to facilitate student learning and provide support as needed. I will provide clear instructions
and expectations for the activity and be available to answer questions and provide feedback. Students' roles will
be to actively engage in the learning process, research their chosen vitamin or mineral, collaborate with others,
and use critical thinking skills to create a dating profile that accurately represents their chosen vitamin or mineral.

Higher Order Thinking: To promote higher order thinking, I will provide prompts for students to analyze and
evaluate the information they gather about their chosen vitamin or mineral. For example, I might verbally ask
students to compare the nutrient density of different foods that are high in their chosen vitamin or mineral.
Additionally, the use of a problem-based learning scenario will require students to think creatively and apply their
knowledge in a new context.

Technology: The use of technology will support this lesson in several ways. The PowerPoint presentation will be
used to deliver content, while Google Slides, Canva, and Fotobabble will be used for student-created content.
Flipgrid will be used for asynchronous communication and collaboration.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

To differentiate content and process, I will provide students with a variety of resources and tools to create their
dating profile page, including video (Flip), and templates. Students will have the option to use alternative formats
to complete their dating profile such as written, oral, or video presentation. I will also provide opportunities for
students to work independently while they complete research for their vitamin or mineral. Students will work
together and give feedback on each other’s dating profile page at the end of the lesson. For students who need
additional support, I will provide extensions and opportunities for enrichment through our Google Classroom LMS.
Assistive technologies, such as text-to speech and screen readers, will be used to support students with
disabilities.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

At the end of the lesson, I will ask students to reflect on their learning experience and provide feedback through
class discussion. At the end of the course, I will also provide students with an anonymous feedback survey via
Google Form for students to provide feedback on the assignment and the course. I will use this feedback to
evaluate the effectiveness of the lesson and identify areas for improvement.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
Overall, the lesson was successful and engaging for students. The use of technology and creativity in the
assignment kept students interested and motivated to learn about nutrition. One piece of advice that I would
give to others who want to implement this lesson is to ensure that all students have equal access to the
necessary technology and internet resources. I have 23 Chromebooks in my room and had to borrow 7 more
from another teacher to ensure all kids had the necessary tools to complete the project. This lesson would be
difficult to complete without a computer. Additionally, it is important to provide clear instructions and
expectations for the assignment to avoid confusion. I think some students were confused about how to complete
each step of the project which led to me having to extend the project by one day.

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