Which Multimedia Tool To Use
Creating a lesson plan is not so difficult to create all you have to do is state your objective and create an activity, but when you have to implement a lesson plan that contains multimedia tools then it becomes quit difficult to create.
The difficult thing I have in creating a multimedia lesson plan is choosing a multimedia tool that suits the age group of the students that I will teach. I know that a tape recorder and a digital camera can be use in ages 5 years and up, but how about the other multimedia tools such as text to speech, slide share, or even the chat line. My problem is not implementing the multimedia tool, but which multimedia tool to use or is appropriated for the students.
Wednesday, April 29, 2009
Multimedia Lesson
Which light helps plants grow healthy?
Frank Fejeran
4th Grade
Subject: Science
Analyze Learners
General Characteristic
• 19 students
• 11 males
• 8 females
• Average age 9 – 10 years old
• LOTE – 3 FSM, 1 Asian, 3 Philippine
• 8 Chamorro
• 7 Philippine
Mental, Social and Physical notes
• 1 Learning disability (The student needs extra time to complete task, need to repeat direction more than once, and needs guidance.)
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
• The students are familiar with the germination of seed. They have been working with how do seeds grow into plants.
Learners Attitudes/Learning Style Attitudes:
• 45 percent of the students in the class are auditory learners: This will make it easy for the students record the results of the experiment. 30 percent of the students are visual learners: These students can create a graph chart of the data collected. 25 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel and a digital camera take pictures of each plant.
Learning Style:
• 45% auditory learners
• 30% visual learners
• 25% Kinesthetic learners/hands on learners
Select Objectives
• Each group will be able to list the steps of the experiment.
• Each group will be able to write the results of their findings.
• Each group will be able to explain what happen to each plant.
• Each group will be able to use a digital camera to take pictures of each plant on day one and the last day of the experiment.
• Each group will transfer their data into graph into Microsoft excel.
• Each group will prepare a digital story telling presentation.
Select Materials
• 3 plants
• 4 index cards
• Graph paper
• Computer
• Digital Camera
Utilize Materials
• The material student in the group will collect the materials need for the activity.
• The leader of the group will read the direction and make sure that the steps are being followed.
• The record in the group will record a day-by-day data of the three plants.
• The other member or members of the group will create a day-by-day chart (recording the height, color and firmness).
• The group will transfer the created graph into Microsoft Excel.
• Each student in the group will write a report and create digital story telling presentation about their findings.
• Follow the procedures. (See Part A at the end)
• Question and Answer. (See Part B at the end)
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
• Which light helps plants grow healthy?
• Why?
Evaluate Learners
• Reflection about the effectiveness of the activity.
• Ask each group to retell the steps of the direction.
• Read each group’s report.
• Collect the explanation report of each group and their day-by-day picture of each plant.
• Have the group leader send you a graph chart of the data collected.
• Have each group present their presentation.
Part A
Procedures:
➢ Divide the class into groups of 4 to 5 students.
➢ Ask each group to choose a leader, spokes person, recorder, and a material person.
➢ Ask each group to place their three plants into different place. (One plant inside a box with no light, a second plant in the closet with a light bulb, and plant number three outside the classroom under the sun.)
➢ Ask the Material person to pick up the three plants.
➢ Read the direction with the class.
➢ Ask the class if they understand what they are going to do.
➢ On the sixth day of the experiment have each groups to report their group findings. (Go to part B segment 1)
➢ Have each group draw their graph on the board. (Go to part B segment 2)
➢ Now I want you to create a graph in the computer and a digital story telling presentation.
Part B
Question and Answer:
Segment 1
➢ Which group would like to go first?
(Ask the following question for each group.)
➢ Group__ what happen to plant one that had no light? Three outside the classroom under the sun?)
➢ Why?
➢ What happen to plant two in the closet with the light bulb?
➢ Why?
➢ What happen plant to three outside the classroom under the sun?
➢ Why?
➢ What can you do to make it healthy?
Segment 2
➢ Looking at each group findings about the plants, what dose a plant need to be healthy?
➢ Why?
Frank Fejeran
4th Grade
Subject: Science
Analyze Learners
General Characteristic
• 19 students
• 11 males
• 8 females
• Average age 9 – 10 years old
• LOTE – 3 FSM, 1 Asian, 3 Philippine
• 8 Chamorro
• 7 Philippine
Mental, Social and Physical notes
• 1 Learning disability (The student needs extra time to complete task, need to repeat direction more than once, and needs guidance.)
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
• The students are familiar with the germination of seed. They have been working with how do seeds grow into plants.
Learners Attitudes/Learning Style Attitudes:
• 45 percent of the students in the class are auditory learners: This will make it easy for the students record the results of the experiment. 30 percent of the students are visual learners: These students can create a graph chart of the data collected. 25 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel and a digital camera take pictures of each plant.
Learning Style:
• 45% auditory learners
• 30% visual learners
• 25% Kinesthetic learners/hands on learners
Select Objectives
• Each group will be able to list the steps of the experiment.
• Each group will be able to write the results of their findings.
• Each group will be able to explain what happen to each plant.
• Each group will be able to use a digital camera to take pictures of each plant on day one and the last day of the experiment.
• Each group will transfer their data into graph into Microsoft excel.
• Each group will prepare a digital story telling presentation.
Select Materials
• 3 plants
• 4 index cards
• Graph paper
• Computer
• Digital Camera
Utilize Materials
• The material student in the group will collect the materials need for the activity.
• The leader of the group will read the direction and make sure that the steps are being followed.
• The record in the group will record a day-by-day data of the three plants.
• The other member or members of the group will create a day-by-day chart (recording the height, color and firmness).
• The group will transfer the created graph into Microsoft Excel.
• Each student in the group will write a report and create digital story telling presentation about their findings.
• Follow the procedures. (See Part A at the end)
• Question and Answer. (See Part B at the end)
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
• Which light helps plants grow healthy?
• Why?
Evaluate Learners
• Reflection about the effectiveness of the activity.
• Ask each group to retell the steps of the direction.
• Read each group’s report.
• Collect the explanation report of each group and their day-by-day picture of each plant.
• Have the group leader send you a graph chart of the data collected.
• Have each group present their presentation.
Part A
Procedures:
➢ Divide the class into groups of 4 to 5 students.
➢ Ask each group to choose a leader, spokes person, recorder, and a material person.
➢ Ask each group to place their three plants into different place. (One plant inside a box with no light, a second plant in the closet with a light bulb, and plant number three outside the classroom under the sun.)
➢ Ask the Material person to pick up the three plants.
➢ Read the direction with the class.
➢ Ask the class if they understand what they are going to do.
➢ On the sixth day of the experiment have each groups to report their group findings. (Go to part B segment 1)
➢ Have each group draw their graph on the board. (Go to part B segment 2)
➢ Now I want you to create a graph in the computer and a digital story telling presentation.
Part B
Question and Answer:
Segment 1
➢ Which group would like to go first?
(Ask the following question for each group.)
➢ Group__ what happen to plant one that had no light? Three outside the classroom under the sun?)
➢ Why?
➢ What happen to plant two in the closet with the light bulb?
➢ Why?
➢ What happen plant to three outside the classroom under the sun?
➢ Why?
➢ What can you do to make it healthy?
Segment 2
➢ Looking at each group findings about the plants, what dose a plant need to be healthy?
➢ Why?
Wednesday, April 22, 2009
Eight Wonder Multimedia Tools
Delicious List
What is a Delicious list? Well a delicious list is a multimedia tool that I enjoy using since I was first exposed to this tool. This multimedia tool is a great way of storing important URL address or website that you can reach from a push of a button, not only can your store addresses of website, you can also keep them organized. You can bundle them according to the type of information or type of reference that they contain. You can also share your delicious list with other people and vise versa. Truly this one must have multimedia tool. This multimedia tool is a five star.
FireFox
Before I got into Dr. J Cyrus class I was use the Explore as my main web surfing browsers, but after learning about different types of browsers I find that I like using Firefox as my main browsers. Firefox might be a little slower than the explore, but it gives me a much better protection in the Internet. Firefox may not have the eye getter like other browsers, but it is fast but also somewhat safe in accessing website then other browsers. It deletes or should I say filters the website you are entering and that to me is great. The rating for this tool is 4 and ½ stars.
Moodle
I really do not know much about moodle, only that it is a course management system that helps educators develop or create an effective online course. It is just like the one used by the ED451 and Ed481 Course. It can be access through the Internet, so that you can see the schedule of up coming class projects, assignments, and what will be the topic of the lesson for that day.
Google ApplicationGoogle application is a multimedia tool that messaging and collaboration to help business in moving everything smoothly and accordingly. Google application helps employees through easy access through gmail that an employee can get information from documents, google video, or google site. Not only can you keep in touch with your employee or your employer, you can also store documents in this Internet tool. This multimedia tool is 4 stars.
Slide Share
Every since I was introduce to Power Point tool I thought that this tool was the bomb, but being exposed to the Slide Share tool every thing has changed. This multimedia tool is one outstanding tool the Internet has to offer. Depending on your creativity skill, you can prepare a presentation that is very extravagant to a presentation that meets the audience expectation. Your presentation can be use for entertainment or use to inform the audience. I di
ve this multimedia tool a 5 star rating.Open Office
Micro Soft Office and Open Office are almost or so what a like type of multimedia tools. They both offer micro soft word, excel, power point, and micro soft documents. Open Office offers more option than micro soft office, option like text documents, formula, and drawing, not only does open office offer more option they can be access through the Internet. This option makes it a lot easier create documents and this tool is free. This tool is defiantly a 5 out 5 stars.
Tok Box
One of my favorite multimedia tools is Tok Box. This multimedia tool is a very useful tool for everyone including teachers. The option or the program you can use it for is almost unlimited. You can use this tool to create a special card for that special someone, you can also use it to give a audio and visual presentation, and if you’re a teacher you can create a lesson to act as a one to one teaching for a special need student.
Not only can you use this multimedia tool to create activities, you can also send it through the Internet without going through mail just select the option and click and send.
I rate this a strong 5 stars.
Text-To-Speech
My opinion is that Text-To-Speech is geared more for teachers and students. This multimedia tool can help teachers create and activity to help reinforce or improve a student grammar skills. This multimedia tool can act as a one to one aid for a student who is having problems or difficulty pronouncing a word or reading a sentence. All the students have to do is to click and listen to the word or listen to the sentence. Being a teacher this tool is defiantly a 5 star.
Multimedia Lesson
Which light helps plants grow healthy?
Frank Fejeran
4th Grade
Subject: Science
Analyze Learners
General Characteristic
• 19 students
• 11 males
• 8 females
• Average age 9 – 10 years old
• LOTE – 3 FSM, 1 Asian, 3 Philippine
• 8 Chamorro
• 7 Philippine
Mental, Social and Physical notes
• 1 Learning disability (The student needs extra time to complete task, need to repeat direction more than once, and needs guidance.)
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
• The students are familiar with the germination of seed. They have been working with how do seeds grow into plants.
Learners Attitudes/Learning Style Attitudes:
• 45 percent of the students in the class are auditory learners: This will make it easy for the students record the results of the experiment. 30 percent of the students are visual learners: These students can create a graph chart of the data collected. 25 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel and a digital camera take pictures of each plant.
Learning Style:
• 45% auditory learners
• 30% visual learners
• 25% Kinesthetic learners/hands on learners
Select Objectives
• Each group will be able to list the steps of the experiment.
• Each group will be able to write the results of their findings.
• Each group will be able to explain what happen to each plant.
• Each group will be able to use a digital camera to take pictures of each plant on day one and the last day of the experiment.
• Each group will transfer their data into graph into Microsoft excel.
• Each group will prepare a digital story telling presentation.
Select Materials
• 3 plants
• 4 index cards
• Graph paper
• Computer
• Digital Camera
Utilize Materials
• The material student in the group will collect the materials need for the activity.
• The leader of the group will read the direction and make sure that the steps are being followed.
• The record in the group will record a day-by-day data of the three plants.
• The other member or members of the group will create a day-by-day chart (recording the height, color and firmness).
• The group will transfer the created graph into Microsoft Excel.
• Each student in the group will write a report and create digital story telling presentation about their findings.
• Follow the procedures. (See Part A at the end)
• Question and Answer. (See Part B at the end)
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
• Which light helps plants grow healthy?
• Why?
Evaluate Learners
• Reflection about the effectiveness of the activity.
• Ask each group to retell the steps of the direction.
• Read each group’s report.
• Collect the explanation report of each group and their day-by-day picture of each plant.
• Have the group leader send you a graph chart of the data collected.
• Have each group present their presentation.
Part A
Procedures:
➢ Divide the class into groups of 4 to 5 students.
➢ Ask each group to choose a leader, spokes person, recorder, and a material person.
➢ Ask each group to place their three plants into different place. (One plant inside a box with no light, a second plant in the closet with a light bulb, and plant number three outside the classroom under the sun.)
➢ Ask the Material person to pick up the three plants.
➢ Read the direction with the class.
➢ Ask the class if they understand what they are going to do.
➢ On the sixth day of the experiment have each groups to report their group findings. (Go to part B segment 1)
➢ Have each group draw their graph on the board. (Go to part B segment 2)
➢ Now I want you to create a graph in the computer and a digital story telling presentation.
Part B
Question and Answer:
Segment 1
➢ Which group would like to go first?
(Ask the following question for each group.)
➢ Group__ what happen to plant one that had no light? Three outside the classroom under the sun?)
➢ Why?
➢ What happen to plant two in the closet with the light bulb?
➢ Why?
➢ What happen plant to three outside the classroom under the sun?
➢ Why?
➢ What can you do to make it healthy?
Segment 2
➢ Looking at each group findings about the plants, what dose a plant need to be healthy?
➢ Why?
Frank Fejeran
4th Grade
Subject: Science
Analyze Learners
General Characteristic
• 19 students
• 11 males
• 8 females
• Average age 9 – 10 years old
• LOTE – 3 FSM, 1 Asian, 3 Philippine
• 8 Chamorro
• 7 Philippine
Mental, Social and Physical notes
• 1 Learning disability (The student needs extra time to complete task, need to repeat direction more than once, and needs guidance.)
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
• The students are familiar with the germination of seed. They have been working with how do seeds grow into plants.
Learners Attitudes/Learning Style Attitudes:
• 45 percent of the students in the class are auditory learners: This will make it easy for the students record the results of the experiment. 30 percent of the students are visual learners: These students can create a graph chart of the data collected. 25 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel and a digital camera take pictures of each plant.
Learning Style:
• 45% auditory learners
• 30% visual learners
• 25% Kinesthetic learners/hands on learners
Select Objectives
• Each group will be able to list the steps of the experiment.
• Each group will be able to write the results of their findings.
• Each group will be able to explain what happen to each plant.
• Each group will be able to use a digital camera to take pictures of each plant on day one and the last day of the experiment.
• Each group will transfer their data into graph into Microsoft excel.
• Each group will prepare a digital story telling presentation.
Select Materials
• 3 plants
• 4 index cards
• Graph paper
• Computer
• Digital Camera
Utilize Materials
• The material student in the group will collect the materials need for the activity.
• The leader of the group will read the direction and make sure that the steps are being followed.
• The record in the group will record a day-by-day data of the three plants.
• The other member or members of the group will create a day-by-day chart (recording the height, color and firmness).
• The group will transfer the created graph into Microsoft Excel.
• Each student in the group will write a report and create digital story telling presentation about their findings.
• Follow the procedures. (See Part A at the end)
• Question and Answer. (See Part B at the end)
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
• Which light helps plants grow healthy?
• Why?
Evaluate Learners
• Reflection about the effectiveness of the activity.
• Ask each group to retell the steps of the direction.
• Read each group’s report.
• Collect the explanation report of each group and their day-by-day picture of each plant.
• Have the group leader send you a graph chart of the data collected.
• Have each group present their presentation.
Part A
Procedures:
➢ Divide the class into groups of 4 to 5 students.
➢ Ask each group to choose a leader, spokes person, recorder, and a material person.
➢ Ask each group to place their three plants into different place. (One plant inside a box with no light, a second plant in the closet with a light bulb, and plant number three outside the classroom under the sun.)
➢ Ask the Material person to pick up the three plants.
➢ Read the direction with the class.
➢ Ask the class if they understand what they are going to do.
➢ On the sixth day of the experiment have each groups to report their group findings. (Go to part B segment 1)
➢ Have each group draw their graph on the board. (Go to part B segment 2)
➢ Now I want you to create a graph in the computer and a digital story telling presentation.
Part B
Question and Answer:
Segment 1
➢ Which group would like to go first?
(Ask the following question for each group.)
➢ Group__ what happen to plant one that had no light? Three outside the classroom under the sun?)
➢ Why?
➢ What happen to plant two in the closet with the light bulb?
➢ Why?
➢ What happen plant to three outside the classroom under the sun?
➢ Why?
➢ What can you do to make it healthy?
Segment 2
➢ Looking at each group findings about the plants, what dose a plant need to be healthy?
➢ Why?
Wednesday, April 1, 2009
Taking The Time
Implementing technology into our lesson can be somewhat difficult but if we take the time to explore the technology world we can overcome this difficulties. Not only is it difficulty to implement technology in the classroom for normal students but in can be hair pulling, mind crushing and somewhat confusing to implement technology for students with special needs.
Making the modification for students with special needs is not really that difficult if you if you follow these steps. 1) Find out what is the child’s disability, whether it is a Learning Disability, ADHD, Autism, or MR (Mentally Retarded or Mentally Challenge). These are just a few disabilities a child may have. 2) Do research on the child’s disabilities so that you can be familiar with what the child can and cannot do. 3) Explore of look for different types of technology that can help assist the child’s needs. 4) Choose or create a lesson that both regular students and children with a disabilities can accomplish. 5) Look for resources that can make it simple for the students to accomplish the goals. By following these steps you can make a lesson a lot more simple for both your special needs students and your regular students.
Making the modification for students with special needs is not really that difficult if you if you follow these steps. 1) Find out what is the child’s disability, whether it is a Learning Disability, ADHD, Autism, or MR (Mentally Retarded or Mentally Challenge). These are just a few disabilities a child may have. 2) Do research on the child’s disabilities so that you can be familiar with what the child can and cannot do. 3) Explore of look for different types of technology that can help assist the child’s needs. 4) Choose or create a lesson that both regular students and children with a disabilities can accomplish. 5) Look for resources that can make it simple for the students to accomplish the goals. By following these steps you can make a lesson a lot more simple for both your special needs students and your regular students.
Sunday, March 29, 2009
“Understand Before You Create”
A couple of teachers are guilty of creating a lesson plan that does not include students with a disability. Is it because they do not see the child’s disabilities, or is it because they do not how you create a lesson plan that includes the special impaired students, or they prepared their lesson not knowing the kind of students they are preparing the lesson plan for.
Here are some advise from a special education teacher. The first thing you have to do is to understand what type of disability the child has. By understanding the type of disability you can develop objectives that are suitable for them. Another tip is to always give the students with the disability extra time to complete the activity. The next step is to assign the student a task he or she is able to accomplish. A good example is if he or she is in a group they can be the “material” person.
By following these simple advise the lesson will provide for our disability students.
Here are some advise from a special education teacher. The first thing you have to do is to understand what type of disability the child has. By understanding the type of disability you can develop objectives that are suitable for them. Another tip is to always give the students with the disability extra time to complete the activity. The next step is to assign the student a task he or she is able to accomplish. A good example is if he or she is in a group they can be the “material” person.
By following these simple advise the lesson will provide for our disability students.
Friday, March 13, 2009
ASSURE My Choice Of Lesson Plan
Running head: Assure Lesson Plan
ASSURE My Choice Of Lesson Plan
In ED451
Francisco B. Fejeran
University Of Guam
ASSURE My Choice Of Lesson Plan
In ED451
Francisco B. Fejeran
University Of Guam
Being so use to writing the traditional lesson plan format for over eighteen years it was very difficult getting use to the ASSURE lesson format, but after a while it became easy to write. The ASSURE lesson plan format is one of the most effective format I have used in the past year or so. Being expose to the format in one of my methods courses, I have been convinced that this format has several advantages in the beneficiary of both the teacher and students. The only problem I am having with the ASSURE format is how to implement the technology and NETS (National Educational Technology Standards).
One good advantage is the analytical part of the ASSURE format by Heinich, Molenda, Russell, Smaldino, which makes the teacher aware of the different types of learns in his or her class before creating an activity. By creating activities for all types of learners, the students will become more involve and motivated to participate in the activity. They tend to enjoy several activities and retain the information easily.
Another advantage is that after the lesson is completed the teacher can evaluate the whether the activity was effective or not, which is at the end of the ASSURE format. The teacher can ask his or herself what problems occurred during the activity, procedures, question and answer segment, or the which objectives was not completed. From this information a teacher can make adjustment to the lesson plan and make proper correction if needed.
The only problem I am having on the ASSURE lesson plan format is trying to plug in technology. Trying to create different types technology activities that is related to the lesson at hand is very difficult because I am not knowledgeable in the jargon and high tech computer industry.
The only other difficulty is trying to align the lesson plan with the NETS (National Educational Technology Standards). Here again I feel that I am in a new world. I guess that I have to spend some tine trying to understand the NETS standards, so that I can align these technology standards to the lesson.
Other than the technology part the ASSURE is the most effective lesson plan form I have implement into my teaching.
The ASSURE Model (1999) Retrieved February 20, 2009, from
Instructional Media and Technologies for learning: http://www.unca.edu/education/edtech/techcourse/assure.htm
NETS FOR TEACHERS (2008) Retrieved February 21, 2009, from ISTE http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Sunday, March 8, 2009
Lesson on health
Analyze Learners
General Characteristic
· 22 students
· 8 males
· 14 females
· Average age 10 – 11 years old
· LOTE – 5 FSM, 1 Asian, 2 Philippine
· 7 Chamorro
· 7 Philippine
Mental, Social and Physical notes
· 1 Learning disability
Current knowledge, Prerequisites, and Notes and Learning Attitudes:
· The students are familiar with the basic nutrition facts. They have been working with calories, fat, cholesterols, sodium, potassium, carbohydrates, and protein. Majority of the students are able to locate and read the nutrition fact in any product.
Learners Attitudes/Learning Style Attitudes:
· 50 percent of the students in the class are auditory learners: This will make it easy for the students record the nutritional facts. 35 percent of the students are visual learners: These students can create a graph chart of the nutritional fact. 15 percent are auditor and kinesthetic learners: These students can demonstrate how to create a graph chart in the computer in Microsoft Excel.
Learning Style:
· 50% auditory learners
· 35% visual learners
· 15% Kinesthetic learners/hands on learners
Select Objectives
· Students will be able to select three different types of cereals.
· Students will be able to locate and discuss the nutritional facts of each cereal contents.
· Students will be able to record the information about the cholesterols of each cereal.
· Students will be able to create a cholesterols graph of the three cereals.
· Students will transfer their graph into Microsoft excel.
· Students will practice responsible use of technology system, information, and software. (NETS II. Social, Ethical, and Human Issue. B.)
· Students will compare the percentage of each cholesterols from the three different cereals.
· Students will be able to write a report of their findings.
· Students will use technology to locate, evaluate, and collect information from a variety of sources. (NETS V. Technology Research Tools. A.)
Select Materials
· Different type s of cereal
· Graph paper
· Computer
Utilize Materials
· The material student in the group will collect the materials need for the activity.
· The leader of the group will locate and lead the discussion of each nutritional fact.
· The record in the group will record all the nutritional facts of each cereal.
· The other member or members of the group will create a nutrition graph for the three cereal.
· The group will transfer the created graph into Microsoft Excel.
· Each student in the group will write a report about their findings.
Required Learner’s Response
A) After the activity, the students will be able to answer the questions.
· What cereal is the most nutritional?
· Why?
Evaluate Learners
· Reflection about the effectiveness of the activity.
Part A
Presentation:
Ø Divide the class into groups of 4 to 5 students.
Ø Ask each group to choose a leader, spokes person, recorder, and a material person.
Ø Ask each group to choose a nutritional fact. (Calorie, fat, cholesterols, sodium, potassium, carbohydrates, or protein)
Ø Ask the Material person to pick up the three cereals, graph paper and the direction paper.
Ø Read the direction with the class.
Ø Ask the class if they understand what they are going to do.
Ø Allow the group 10 to 15 minutes to record and discuss the part.
Ø When all the groups are done have them to report their group findings. (Go to part B segment 1)
Ø Have each group draw their graph on the board. (Go to part B segment 2)
Ø Now I want you to create a graph in the computer.
Ø Assignment: The students are to choose three types of food and select a nutritional fact from the Internet and create a graph of their own.
Part B
Question and Answer:
Segment 1
Ø Which group would like to go first?
(Ask the following question for each group.)
Ø Group__ what is your nutritional fact?
Ø What is your group finding in Corn Flacks?
Ø What is your group finding in Pops?
Ø What is your group finding in Fruit Loops?
Ø Which cereal is most nutritional?
Ø Why? (Go back to presentation in the 2nd to the last part)
Segment 2
Ø Looking at each group findings which cereal form the three is the most nutritional?
Ø Why?
Tuesday, February 17, 2009
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