Grade Level: Grade 2 (Easily adapted for Grade 3)
Subjects: Health, Art, Math,Technology
Learner Outcomes: Student will create graphic designs showing the importance of adequate Vitamin D intake and share these with local community; list problems associated with Vitamin D deficiency; make healthy choices when preparing snacks; choose to participate in outdoor activity regularly; use technology and operations of addition & subtraction to solve real life problem.
Duration of Lesson: Two 40 minute sessions, plus one afternoon for field trip and follow up activity
Materials: Poster board, crayons, markers, calculators to check (or perform) addition and subtraction
Technology Tools: Internet access, lcd projector (or classroom TV with "video in" jack to connect to computer) for PowerPoint, digital camera, computer lab (with Internet) to accommodate all students
Teacher Notes:
Day One
1. Present PowerPoint
slide show (Information covered includes: Many children are at risk
of being Vitamin D deficient due to changing habits, namely not getting
adequate exposure to sunlight, and a reduction in intake of healthy foods).
Allow for discussion.
2. (Whole group) Brainstorm
themes for posters using white board. Posters will center around the need
for 10 to 15 minutes (but not so much to cause "pinking") of daily sun
exposure. Model proper poster layout, including spacing, good color
choice for optimal visual effect, and avoiding cluttering.
3. Students create posters
using poster board, crayons, and markers. Have students list results of
Vitamin D deficiency on back of posters.
4. Go to Powerful
Bones on classroom computer (connect to classroom TV if possible) to
access interactive activities that students will be using tomorrow during
"Computers." Demonstrate activities (go to "Fun and Games" option).
Day Two
1. (Whole group) Students
design a menu that includes a "three a day" minimum dairy product requirement
after teacher modeling on white board.
2. Students calculate
the Vitamin D content of teacher created menu (which includes servings
of milk, pudding prepared with fortified milk, scrambled egg, toast
with margarine, and fruit) and compare this to the recommended minimum
400 IUs (1000 IUs optimal), using table found in National
Institute of Health (NIH) web site. All students will log on at computer
lab and follow teacher instructions (guidance). Students should discover
that it is necessary to supplement their diets with sunshine as a good
source of Vitamin D.
3. Students will log
on to Powerful Bones
web site or other interactive site from References (below). Students
explore this site for approximately 15 minutes.
Field Trip/Follow Up
Students visit a local farm
and witness cows being milked. (Explain to students that Vitamin D is added
to milk because it is difficult to obtain through food sources. Explain
that milk is rich in calcium and that Vitamin D helps the body absorb calcium,
which is essential for building strong bones). Students spend at least
15 minutes exposed to sunlight during this visit. Take pictures on
digital camera to bring back to classroom, edit, and send to local newspaper
along with a shared writing about the experience via e-mail. Involve
students in these activities, through modeling and active participation.
Some of the student posters from Day 1 could be distributed to local businesses,
post office, etc. on the way to the farm. Others can be displayed in the
halls of the school.
Modifications
In advance, make necessary accommodations
for wheelchair accessibility to vehicle and farm environs. Print
out in advance the table from
NIH site (see Day 2, above) for students who have difficulty transferring
information from computer screen to paper. Also, provide one inch
graph paper for students to perform column addition and subtraction if
they struggle with keeping places lined up. Other modifications as
required.
Enrichment Activities
Encourage interested students
to further explore Internet sites and prepare reports on related topic.
Enrichment art activity could include creation of a brochure meant to educate
school community about the risks of Vitamin D deficiency. Math activity
may involving graphing (through technology or otherwise) results of a survey
that tracks amount of time spent outdoors over a weekend; use same survey
results to teach how to calculate averages.
Evaluation/Assessment
Art (poster) activity will be evaluated
holistically using rubric
with 1 to 4 range. These are to be evaluated on neatness, effectiveness
of message, and creative elements. For health concepts, student menus
will include a minimum of three Vitamin D rich foods to be considered mastered;
poster will include reference to sunshine and outdoor activity. Math
and technology related objectives will be assessed informally through checklist/observation.
State
Standards
Health HE2.2.1-identify
sources of health information (e.g., pamphlets, internet, magazine, television,
newspaper)
HE2.3.1-describe behaviors and habits that may be dangerous at home, on
the playground, or in the community
HE2.4.2-recognize the ways news media, technology and other sources (e.g.,
music, magazine stories, classes) provide information about health
HE2.6.2-record eating and exercise habits and discuss positive and negative
health behaviors
HE2.7.2-discuss family free time activities and how they promote fitness
and healthy behaviors
Visual Arts VA2.2.2-use
variations in line(s) and create art using line as a means of expression
VA2.2.6-create art using foreground and background to communicate spatial
ideas
VA2.2.8-create art using organic or geometric shapes in a two-dimensional
artwork
Math MA2.1.13-solve
grade level appropriate story problems that require one or two-step solutions
using multiple strategies
MA2.1.11-add and subtract 2- and 3-digit numbers without regrouping (using
calculator if necessary)
Technology TEC2.5.1-begin
to locate information in a variety of developmentally appropriate technology
resources (interactive books, educational software and elementary multimedia
encyclopedias)
TEC2.5.2-discuss, as a group, how the Internet and email are tools to gather
and locate information
National
Standards
Health-6.Understands
essential concepts about nutrition and diet
Visual Arts-2.II.3.Uses visual structures
and functions of art to communicate ideas; 3.II.2.Knows how subject
matter, symbols, and ideas are used to communicate meaning
Math-3.I.2Solves real-world problems
involving addition and subtraction of whole numbers
Technology-6.Understands the
nature and uses of different forms of technology
References
Internet sites:
National
Institute of Health web site
News Story
Concerning Risk
Diagnose
Me
Harvard School of Public Health
Report
Deficiency Testing
Lesson
plans using food pyramid
Student Resources
Dole
virtual classroom
Powerful Bones
Activities
Nutrition games
Food Pyramid games
Just For Kids news
and fun
Author: Linda
Pugh
lmpugh@access.k12.wv.us
Diana Elementary, Webster County
Technology Standards for Teachers (Phase 9)
June 25, 2004
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| Choose Your Chews-Use Your Shoes | Over the Lips... | What Is BMI? | Vitamin D and Me | Groovy Food Scooting Boogie | Fitness For Life |
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