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Podcast Food

Jan 12, 2015

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Education

Blair E

PPT of Food Guide created into a Podcast Presentation
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GRAINS• Eat at least 3 oz everyday of:

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GRAINS• 1 oz. is about:

– 1 slice of bread– 2 cups of breakfast

cereal– ½ cup of cooked rice– ½ cup of cooked cereal– ½ cup of cooked pasta

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GRAINS• Make half of

your grains whole

• Eat 6 ozeveryday

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• Eat more dark-green veggies like:–Broccoli–Spinach–Any other dark

leafy greens

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• Eat more orangevegetables like:–Carrots

–Sweet potatoes

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• Eat more drybeans & peas like:–Pinto Beans–Kidney Beans–Lentils

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• Vary your veggies

• Eat 2 ½ Cups Everyday

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• Eat a varietyof fruit

• Go easy on fruit juices

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• Choose fruit between:–Fresh–Frozen–Canned–Dried

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• Focus on fruits

• Eat 2 cups every day

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• Know the limits on:–Fats–Sugars–Salt (Sodium)

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• Make most of your fat sources from:–Fish–Nuts–Vegetables oils

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• Limit solid fats like:–Butter–Stick margarine

–Shortening–Lard

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• Check the Nutrition Facts label to keep low:–Saturated Fats–Trans Fats–Sodium

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• Choose food & beverages lowin added sugars.–Added sugars

contribute calories with few, if any, nutrients.

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• Go low-fat or fat-free when you choose:–Milk–Yogurt–Any other

milk products

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• If you don’t or can’t consume milk, choose:– Lactose-free

products– Other calcium

sources• Fortified Foods• Fortified

Beverages

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• Get your calcium-rich foods

• Get 3 cups Everyday

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• Choose low-fat or lean cut: –Meats

–Poultry

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• Ways to prepare a healthy protein product:–Bake it–Broil it–Grill it

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• Vary your protein routine-chose more:– Fish– Beans– Peas– Nuts– Seeds

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• Go lean with protein.

• Eat 5 ½ oz. Everyday

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• Find your balance between–Food–Physical Activity

• Be sure to stay within your daily calorie needs

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• Children & Teenagers should be physically active for 60 minutes every day

• For losing weight, at least 60-90 minutes daily is required.

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Bibliography• Bulter, J.T. Principles of Health Education

and Health Promotions. California: Wadsworth Thomson Learning, 2001.

• “MyPyramid.”2006. USDA. 27 March 2006. << http://www.mypyramid.gov/>>

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MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman

Project Plan & Requirements – Name? (Complete Lesson-Plan, Technology Sample and Self Assessment)

1. Create Project, fill out lesson plan. You can use this document, self-assess, and

peer assess. 2. Bring both lesson plan, sample, and assess yourself 3. Make sure to submit your assignment as per the instructor’s requests.

Analyze Learners

Age, Grade Level, Learning Styles, Different-learning abilities (This section may be the mostly same for each project). Include the following about learners:

• Age of learners, Grade/learning level, learning styles and/or different learning abilities.

• Common student misconceptions about the content and/or process? • Things that the students generally do understand about the content or process.

This Podcast is designed for students ages 8-10, in a fourth grade health lesson on researching information on Food Guide Pyramid. This was created for linguistic, spatial, intrapersonal, and naturalist intelligences. In addition it was developed for visual, and tactile/ kinesthetic learning styles. However, it can be easily adapted to younger grades or be extended into older grades. This lesson could also be adapted to ESOL and learning support. Also, it can be used for any state. Some common student misconceptions about this process are: each food group should have the same/ equal intake value; physical activity isn’t involved within the food pyramid; knowing what is appropriate is organizing and creating a balanced diet; nutrient facts/ appropriate servings sizes; dietary guidelines for American (Food Guide Pyramid). The students should have prior knowledge of the food pyramid. They should also be familiar with using a computer and the internet. Students should also be familiar with organizing information. Students should also know the names and labeling of the sections of the different food groups.

Justification – Answer the following questions:

o Why bother using this technology? o How does it support how we know students learn (learning theories and/or

learning styles)? o How does it NOT support how students learn? (Because one-way of teaching

very rarely supports all kinds of learning!) The use of technology during this lesson serves mostly as a motivational tool. It allows each student to explore the subject matter in their own guided way. They should be able to connect the topic to a particular area of personal interest. Also at

Adapted from ASSURE) 1

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MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman

this age, students are still becoming familiar with the use of technology in the classroom and for assignments. Using Podcasting will further their development. In addition, it brings another spin on a common project. In changing delivery modes of instruction, having the students navigate their own learning, instead of the teacher discusses step by step procedures, it allowed us to reach other learning styles and preferences for each of our students. This helps the students to connect to real world applications of the topic. In developing a series of constructs, each step should lead to the next. This is a definite asset in connecting to a variety of learning styles and preferences. This should serve to assist with the long term retention of this material. Students might feel that they are engaged is something other than school work. This doesn’t support how students learn because having a lack basic computer skill will affect the students’ performance. In addition, the students who are auditor learners, musical, logical-mathematical, or interpersonal intelligences might have a harder time completing something that wasn’t designed for them.

State Objectives

Academic Standard or Goal (Broad) 10.1- Concepts of Health

• 10.1.3 C- Explain the role of the food guide pyramid in helping people eat a healthy diet. (food groups, number of servings, variety of foods, nutrients)

10.4 Physical Activity • 10.4.3 A- Identify & engage in physical activities that promote

physical fitness and health.

Objectives (specific) – Audience (individual or group), behavior, condition and degree.

The student will be able to create a podcast in Microsoft Power Point with Microphone Programming, to develop an appropriate food guide pyramid in helping peers eat a healthy diet, including food groups, number of servings, variety of foods, nutrients, as well as identify physical activities that promote physical fitness and health.

Time needed to complete:

Time to Complete Podcast 1. Identify and Record Information – 35-45 Minutes (1-2 Class Periods) 2. Plan Presentation – One Class Period to Plan; One to Two Class Periods

to Create; One Class Periods to Practice and Refine 3. Complete the Presentation - One to Two Class Periods

All Total – Roughly Five Class Periods (Block Scheduling)

Adapted from ASSURE) 2

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MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman

Select Methods, Media, and Materials URL resources used and website name

http://www.mypyramid.gov My Pyramid (2006) http://mcom510.wikispaces.com/Podcasting Podcasting MCOM510

Teacher resources/ student resources

Textbooks: • Bulter, J.T. Principles of Health Education and Health Promotions.

California: Wadsworth Thomson Learning, 2001. Handout/Worksheets:

• MyPyramid Worksheet- Check how you did yesterday & set a goal to aim for the next day.

• MyPyramid (For Kids)- Eat Right. Exercise. Have Fun. Technology Tools:

• Microsoft PowerPoint • Clip Art • Audacity- Voice/ Auditory Program

Utilize Media and Materials

How will it be used (Individual viewing or for the class) Podcast-. Students will work in groups to handle one section of the Food Guide Pyramid. PowerPoint and Internet will be used independently or in groups and the final project will be viewed for each student’s voice per section and presented for the whole classroom.

Required Learner Participation

Overview of the Lesson - Describe the lesson in detail. Include a description of the following:

o how the lesson will be introduced o what students will do o what the teacher will do o what are the final outcome is – i.e., do the students create a project, report

on something, etc. Introduction

• What is podcasting? • What is food guide pyramid? • Food Groups - Grains - Vegetables - Fruits - Milk - Meats & Beans

Adapted from ASSURE) 3

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MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman

- Physical Activity • Number of servings • Variety of foods • Nutrients

Student will • Conduct in discussion for completing work in the lab. • Work their way through their PowerPoint process within their groups. • Students will work in groups to handle one section of the Food Guide

Pyramid. Teacher will

• Be available to monitor progress and to answer any questions that may arise (ideally there will not be any questions).

Final Outcomes • The students will hand in the assignments as they are completed • The students will present their podcast to the class at the conclusion of

this assignment

Evaluation Note you should have a student evaluation on the excel project, powerpoint

project, web quest, and podcast. The student evaluation may be a formal test or rubric for projects. It could also be an informal “check for understanding” – a formative evaluation, but even if it an informal check, please list or describe what you expect the students to understand, question, and not understand. CATEGORY 4 3 2 1

Point of View - Awareness of Audience

Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.

Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.

Limited awareness of the needs and interests of the target audience.

Point of View - Purpose

Establishes a purpose early on and maintains a clear focus throughout.

Establishes a purpose early on and maintains focus for most of the presentation.

There are a few lapses in focus, but the purpose is fairly clear.

It is difficult to figure out the purpose of the presentation.

Grammar Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development.

Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story.

Grammar and usage were typically correct but errors detracted from story.

Repeated errors in grammar and usage distracted greatly from the story.

Adapted from ASSURE) 4

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MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman

Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.

Little or no attempt to use images to create an appropriate atmosphere

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Organization Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Originality Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas (giving them credit), but there is little evidence of original thinking.

Uses other people's ideas, but does not give them credit.

Requirements All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Workload The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content

Adapted from ASSURE) 5

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MCOM 510 Materials 11/18/2009 Created by Beth Rajan Sockman

Adapted from ASSURE) 6

Reflection & Transfer: If this is in the self assessment – on the rubric- that is OK.

1.) Explain what you learned that might not be in the rubric. This may include specific tools as well as processes, concepts, reflections about what you have learned, discuss how you might change what you've done, given the chance to evaluate and revise your project.

After completing the Podcast, rubric and lesson plan I have learned many more skills in using these different tools. A PowerPoint- Google and use online resource for alternative templates, Food Pyramid was a hard on to track down. Graphics could be a little more specific and the amount might be increased. Also, I found a number of educational songs, poems and quotes that discussed the Food Pyramid, so I could include that in the podcast next time. This PowerPoint was very interesting for me to develop because I am current not teaching. However my topic is a health subject and that is out of my normal domain. I am an elementary and special education teacher, not health and physical education. It was a lot of fun to develop something outside of my area because it gave me a chance to learn new information as well as develop future lessons for integration of units on collaborating with other teachers that my students could have. Rubric- developing an appropriate grading tool & information on topic. Podcasting is a lot to record as an assessment because they are so many concepts including in making a podcast. I think that in the future I would demonstrate and model each step of the rubric with my students because it is a lot of information to just pick up. However, the utube video did help me out a lot it might help my students it might not. There would have to be enough information presented to reach the needs of all of my students to achieving the same goal. Lesson Plan- I have noticed that everyone has their own format of what they think a lesson plan should contain. It is just a matter of completing it in the correct format that meets the needs of the students using the lesson plan.

2.) Transfer: How could your idea be used in other settings? What else could you do with it if you played, or were creative about it? OR, how could the student use the knowledge gained in other settings?

This lesson is great for other settings. Students may use these strategies within a language arts, graphic design, health, science class. Language arts because they are conducting research, to read, collect, analyze and to write out information that is appropriate for their audience. Graphic design class/ computer class because the students would be using these tools to great a podcast. This could be use in a science class only to introduce the topic of the human body. Finally this is used in a health class because the students are researching facts about the food pyramid and good nutrient and health care for students their age. These students could also create this podcast to introduce or teach younger students on the topic of good nutrient and physical activity. This topic is something that all individuals of any age must be made aware of. Being aware of these facts and taking care of your body is something that everyone must understand in order to continue living a healthy, long life.

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• GRAINS 

• Eat at least 3 oz everyday of: 

– Whole grain cereals 

– Breads 

– Crackers 

– Rice 

– Pasta 

– Oatmeal 

– Low fat Popcorn 

• GRAINS 

• 1 oz. is about: 

– About 1 slice of bread 

– About 2 cup of breakfast cereal 

– ½ cup of cooked rice 

– ½ cup of cooked cereal 

– ½ cup of cooked pasta 

– GRAINS 

• Make half of your grains whole 

• Eat 6 oz every day 

• Eat more dark‐green veggies like: 

– Broccoli 

– Spinach 

– Any other dark leafy greens 

– Eat more orange vegetables like: 

– Carrots 

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– Sweet potatoes 

• Eat more dry beans & peas like: 

– Pinto Beans 

– Kidney Beans 

– Lentils 

• Vary your veggies 

• Eat 2 ½ Cups Every Day 

• Eat a variety of fruit 

• Go easy on fruit juices  

• Choose fruit between:  

– Fresh 

– Frozen 

– Canned 

– Dried 

• Focus on Fruits 

• Eat 2 cups Every Day 

• Know the limits on: 

– Fats 

– Sugars 

– Salt (Sodium) 

• Make most of your fat sources from: 

– Fish 

– Nuts 

– Vegetables oils 

• Limit solid fats like: 

Page 45: Podcast Food

– Butter 

– Stick margarine 

– Shortening 

– Lard 

• Check the Nutrition Facts label to keep low: 

– Saturated Fats 

– Trans Fats 

– Sodium 

• Choose food & beverages low in added sugars. 

– Added sugars contribute calories with few, if any, nutrients. 

• Go low‐fat or fat‐free when you choose: 

– Milk 

– Yogurt 

– Any other milk products 

• If you don’t or can’t consume milk, choose: 

– Lactose‐free products 

– Other calcium sources 

• Fortified Foods 

• Fortified Beverages 

• Get your calcium‐ rich foods 

• Get 3 cups Every Day 

• Choose low‐fat or lean cut:  

– Meats 

– Poultry 

• Ways to prepare a healthy protein product: 

Page 46: Podcast Food

– Bake it 

– Broil it 

– Grill it 

• Vary your protein routine‐ chose more: 

– Fish 

– Beans 

– Peas 

– Nuts 

– Seeds 

• Go lean with protein. 

• Eat 5 ½ oz. Every day 

• Find your balance between 

– Food 

– Physical Activity 

– Be sure to stay within your daily calorie needs 

– Children & Teenagers should be physically active for 60 minutes every day 

• For losing weight, at least 60‐90 minutes daily is required. 

• Bibliography 

• Bulter, J.T. Principles of Health Education   and Health Promotions. California:   Wadsworth Thomson Learning, 2001.  

• “MyPyramid.”2006. USDA. 27 March   2006. << http://www.mypyramid.gov/>>  

 

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Summary 1. Standard/Outcome: I.A.2 2. Demonstrate Mastery: (1) This podcast was a designed media that projected visual

aids, audio, and video during Microsoft PowerPoint, Windows Movie Maker and Audacity. (2) This is also an example of using government/current information in an interactive way, using the Internet resources and networks; it could be used as a distance learning technology. (3) Software was used for instruction.

3. Artifact Benefit: By creating a podcast, students have visual aids and audio. This podcast will benefit the classroom students, as well as their parents/guardians. By integrating language arts, media and health students are finding that concepts can be studied in a variety of ways.

Reflection After completing the Podcast, rubric and lesson plan I have learned many more skills in using these different tools. A PowerPoint- Google and use online resource for alternative templates, Food Pyramid was a hard on to track down. Graphics could be a little more specific and the amount might be increased. Also, I found a number of educational songs, poems and quotes that discussed the Food Pyramid, so I could include that in the podcast next time. This PowerPoint was very interesting for me to develop because I am current not teaching. However my topic is a health subject and that is out of my normal domain. I am an elementary and special education teacher, not health and physical education. It was a lot of fun to develop something outside of my area because it gave me a chance to learn new information as well as develop future lessons for integration of units on collaborating with other teachers that my students could have. Rubric- developing an appropriate grading tool & information on topic. Podcasting is a lot to record as an assessment because they are so many concepts including in making a podcast. I think that in the future I would demonstrate and model each step of the rubric with my students because it is a lot of information to just pick up. However, the utube video did help me out a lot it might help my students it might not. There would have to be enough information presented to reach the needs of all of my students to achieving the same goal. Lesson Plan- I have noticed that everyone has their own format of what they think a lesson plan should contain. It is just a matter of completing it in the correct format that meets the needs of the students using the lesson plan. This lesson is great for other settings. Students may use these strategies within a language arts, graphic design, health, science class. Language arts because they are conducting research, to read, collect, analyze and to write out information that is appropriate for their audience. Graphic design class/ computer class because the students would be using these tools to great a podcast. This could be use in a science class only to introduce the topic of the human body. Finally this is used in a health class because the students are researching facts about the food pyramid and good nutrient and health care for students their age. These students could also create this podcast to introduce or teach younger students on the topic of good nutrient and physical activity. This topic is something that all individuals of any age must be made aware of. Being aware of these facts and taking care of your body is something that everyone must understand in order to continue living a healthy, long life.