New York State Academy for Teaching and Learning Learning Experience (Final: 4/26/12) Name: Lauren Schroder Date: April 26th , 2012 Location: Buffalo, NY 14032 E-Mail: lschrode@daemen.edu School Information Grade Level Instructed Kindergarten-1st grade 8:1:2 self-contained Content Area addressed Science School District in which the LE was implemented Grand Island School within District Charlotte Sidway Elementary School Address 2451 Baseline Road Grand Island, NY Cooperating Teacher Marisa Valentine Title of Learning Experience: The 5 Healthy Food Groups NYS Standard Level: Elementary Learning Standard: MST Standard: Science Content Standard: Content (4) Area of Study: Living Environment Key Idea: (5) Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator: (5.3) Describe the factors that help promote good health and growth in humans. Major Understanding: (5.3a) Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health. Peer Review Date: March 22nd, 2012 Peer Review Focus Question: Are there suggestions for further strategies or resources to teach this lesson to students with this nature of disabilities?
Congruency Table Level: Elementary Learning Standard: MST Standard: Science Content Standard: Content (4) Area of Study: Living Environment Key Idea: (5)Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator: (5.3) Describe the factors that help promote good health and growth in humans. Major Understanding: (5.3a) Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health. Page 21 Instructional Task Learning Objectives Student Work Assessment Tool With minimal support individually, learners will identify healthy foods that belong in each of the five healthy food groups. The learner will be able to identify a picture of food that belongs in a given food group with 80% accuracy. Food Identification worksheet Pre-assessment: Food Identification worksheet (Appendix E) With support as a whole group, learners will create a color coded graphic organizer (food plate). With support, the learner will be able to place illustrations of healthy foods onto the food plate in the appropriate food group with minimal assistance. Whole group graphic organizer displaying the five healthy food groups on the food plate and illustrations of healthy foods that belong to each of the foods groups promoting good health and growth. (Appendix G) Checklist to note the students who placed a healthy food onto the correct color section of the plate graphic organizer. (Appendix F) Individually and with minimal support, learners will identify healthy foods from each food group and place the foods on the appropriate sections of the My Healthy Plate. With support, the learner will be able to identify healthy foods from the five food groups and place the foods on the correct section of the My Healthy Plate with 80% accuracy. My Healthy Plate Assignment. (Pgs. 31, 33, & 35- Appendices K, L, & M). The My Healthy Plate Rubric (pg.8) will be used to assess each student's ability on the following attributes: • Level of Assistance • Accuracy of food chosen and placed in each section • Neatness and Completeness
-- A behavior intervention plan is used for two of the students to increase time on task and appropriate behaviors. -- The behavior modification plan is used to assist students in focusing throughout the entire lesson and increase positive behaviors. engagement in the activities. -- The edible reinforcers from the student behavior modification plans increase their time on task and increase behaviors. Instructional Dinosaur puppet during anticipatory set and throughout lesson. -- Individualized participation requests based on each students’ cognitive levels. The puppet acts as a motivating and engaging concrete example to the lesson. -- Due to each student’s disability and behavior, students participate in different ways in order to maximize their engagement in the lesson. The puppet appeals to the students’ interest and grabs their attention at the beginning of the lesson, which essentially motivates the students to focus during the lesson. -- Students are able to respond to questions and directions when using their communication device or pointing to illustrations when given a few choices. This allows students to be a part of the lesson and accommodate their individual communicative needs. Material Life size pretend food The life size food provides students with concrete examples of healthy and unhealthy food choices. The life size food is something the students can relate to because it looks very similar in size and color to the foods they eat everyday. It attracts the students’ attention at the
Student Work: Distinguished Level Appendix K My Healthy Plate Rubric 4 3 2 1 Level of Assistance (Weight: 5) Learner received no more than two verbal prompts to complete the food plate. Learner received more than two verbal prompts to complete the food plate. Learner received more than two verbal prompts and some touch prompting to complete the food plate. Learner received hand over hand assistance to complete the food plate. Accuracy of food chosen for the fruit section of the plate. (Weight: 1) A fruit is glued on the red section of the plate conveying the learner’s understanding of the fruit food group. A fruit is glued on the red section of the plate; however, learner needed assistance identifying the food as a fruit. A food in the fruit group is glued on the incorrect section of the plate. There is no fruit glued on the plate. Accuracy of food chosen for the vegetable section of the plate. (Weight: 1) A vegetable is glued on the green section of the plate conveying the learner’s understanding of the vegetable food group. A vegetable is glued on the correct section of the plate; however, learner needed assistance identifying the food as a vegetable. A food in the vegetable group is glued on the incorrect section of the plate. There is no vegetable glued on the plate. Accuracy of food chosen for the grain section of the plate. (Weight: 1) A food from the grains group is glued on the orange section of the plate conveying the leaner’s understanding of the grains food group. A grain is glued on the orange section of the plate; however, learner needed assistance identifying the food as a grain. A food in the grains group is glued on the incorrect section of the plate. There is no food from the grains group glued on the plate.