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 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 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: • of Assistance • Accuracy of food chosen and placed in each section • Neatness and Completeness Supporting Strand
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. 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 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 very similar in size and color to the foods they eat everyday. It attracts the students’ attention at the beginning of the lesson. --
Bird seed used during anticipatory set -- Variety of colorful illustrations -- Prepared colored sections on paper plates. Students enjoy sensory activities. -- The colorful illustrations are examples that are important for students to clearly see examples of healthy and unhealthy foods. -- Due to the nature of the students' disabilities, they have difficulties coloring in a given space; therefore, by preparing the plates and already having each food group section colored, this eliminates work and focuses on the main objective of the lesson. In order to keep the students engaged, I incorporated bird seed into the anticipatory set because the students love the way bird seed feels and it keeps them focused on the lesson. -- The food illustrations provide the students with a clear picture of examples of healthy and unhealthy foods that they eat on a daily basis. -- The time that it would have taken students to color in each section provides them with additional time to identify healthy food choices in each of the main healthy food groups, which is more beneficial to the science lesson.
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 Learner received more than two verbal prompts to complete the food 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 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. 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 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 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.