I received your E-mail and am excited about the prospect of a joint Health research project for this year’s 10th grade class. I have been thinking long and hard about how students can approach the question “What does it mean to be healthy?” and how they can gain a good amount of general knowledge on a topic while meeting some of the 21st century learning standards.
I have come up with an idea where students will spend a week researching topics of their choosing and then create informative and eye-catching flyers that can be hung up in the hallway explaining how these topics relate to either an individual’s current or future health or the health of a community. I suggest that the students spend the first day of the week in your classroom learning about general health topics and then the rest of the week in the library media center where I will teach them the research process and the flyer software and we will oversee their progress.
I am thinking that at the beginning of that first class you can present them with an anticipatory activity, such as a clip from the Biggest Loser, though we can discuss specifics at a later date.
Throughout the process of this assignment, I feel that the students will gain not only knowledge related to their chosen topics, but a handful of valuable skills that coincide with a few 21st century learning standards, such as the ability to follow an inquiry-based research process and creating products that express new understandings.
Please think over my ideas and let me know if you want further information.
Objectives
After completing this assignment, students should have: · Chosen a health topic to focus on that relates to any aspect of being healthy, be it personal, preventative or community health · Conducted appropriate digital and non-digital research in the chosen health area in order to understand what leads to a healthy lifestyles · Built a strong base of knowledge in a chosen health area · Created an appealing and informational flyer using the supplied computer program to introduce classmates and other members of the school community to important health practices
Standards 21st Century
Standard 1 Inquire, think critically and gain knowledge · 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life
Standard 2 Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge · 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn
Standard 3 Share knowledge and participate ethically and productively as
members of our democratic society · 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
Anticipatory Set
Present students with a video clip from NBC’s The Biggest Loser in which extremely overweight contestants visit a doctor and find out how their weight is affecting their health including the possibility of stroke and actual body age.
Teaching: Input
The classroom teacher will introduce the unit by explaining how being healthy can apply to many different aspects of life and go on to break down the assignment.
The SLMS will spend one class period teaching students how to conduct research with different types of resources ethically and productively as well as the use of Noodlebib for citations. She will then explain the desired final product, demonstrate the computer program required and show product examples, both strong and weak.
Teaching: Modeling
See Product Example on Wiki
Teaching: Checking for Understanding
After explaining the research process, the SLMS will use the windshield analogy with students to determine the level of understanding where they would draw a windshield on individual whiteboards and show how clear the windshield is as a representation of their understanding. At the end of every class session, the SLMS will have students complete a ticket to leave that focuses on any struggles they are having, which she will read and attempt to assist with the following class period.
Guided Practice
During each step of the project, the SLMS will circulate the LMC and spend time with each student to determine that they are moving along smoothly through the research and knowledge creation process. She will spend extra time with students as needed.
Closure
At the end of the last day in the LMC, the students will fill out a ticket to leave that asks them what they learned about their topic that they did not know previously.
Independent Practice
At the end of the assignment, students must answer a question about how they can make their lives healthier.
Students will continue to use their newly acquired research skills in future projects throughout the semester that will continue to focus on the health topics they chose for this assignment.
Materials · Computer with a program for creating flyers, Noodlebib for citation assistance and Internet access for research · Computer color printer and paper for flyers · Health-related magazines · Books for health research
Duration
Four library days (1 learning how to research, 2 researching, 1 creating flyer), one week total.
Classroom Health Teacher-
I received your E-mail and am excited about the prospect of a joint Health research project for this year’s 10th grade class. I have been thinking long and hard about how students can approach the question “What does it mean to be healthy?” and how they can gain a good amount of general knowledge on a topic while meeting some of the 21st century learning standards.
I have come up with an idea where students will spend a week researching topics of their choosing and then create informative and eye-catching flyers that can be hung up in the hallway explaining how these topics relate to either an individual’s current or future health or the health of a community. I suggest that the students spend the first day of the week in your classroom learning about general health topics and then the rest of the week in the library media center where I will teach them the research process and the flyer software and we will oversee their progress.
I am thinking that at the beginning of that first class you can present them with an anticipatory activity, such as a clip from the Biggest Loser, though we can discuss specifics at a later date.
Throughout the process of this assignment, I feel that the students will gain not only knowledge related to their chosen topics, but a handful of valuable skills that coincide with a few 21st century learning standards, such as the ability to follow an inquiry-based research process and creating products that express new understandings.
Please think over my ideas and let me know if you want further information.
Thanks,
Elana Grayson
SLMS
SLMS: Elana Grayson
Grade: 10
Class: Health
Unit: Understanding Health
Objectives
After completing this assignment, students should have:
· Chosen a health topic to focus on that relates to any aspect of being healthy, be it personal, preventative or community health
· Conducted appropriate digital and non-digital research in the chosen health area in order to understand what leads to a healthy lifestyles
· Built a strong base of knowledge in a chosen health area
· Created an appealing and informational flyer using the supplied computer program to introduce classmates and other members of the school community to important health practices
Standards
21st Century
Standard 1 Inquire, think critically and gain knowledge
· 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life
Standard 2 Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge
· 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn
Standard 3 Share knowledge and participate ethically and productively as
members of our democratic society
· 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
Anticipatory Set
Present students with a video clip from NBC’s The Biggest Loser in which extremely overweight contestants visit a doctor and find out how their weight is affecting their health including the possibility of stroke and actual body age.
Teaching: Input
The classroom teacher will introduce the unit by explaining how being healthy can apply to many different aspects of life and go on to break down the assignment.
The SLMS will spend one class period teaching students how to conduct research with different types of resources ethically and productively as well as the use of Noodlebib for citations. She will then explain the desired final product, demonstrate the computer program required and show product examples, both strong and weak.
Teaching: Modeling
See Product Example on Wiki
Teaching: Checking for Understanding
After explaining the research process, the SLMS will use the windshield analogy with students to determine the level of understanding where they would draw a windshield on individual whiteboards and show how clear the windshield is as a representation of their understanding. At the end of every class session, the SLMS will have students complete a ticket to leave that focuses on any struggles they are having, which she will read and attempt to assist with the following class period.
Guided Practice
During each step of the project, the SLMS will circulate the LMC and spend time with each student to determine that they are moving along smoothly through the research and knowledge creation process. She will spend extra time with students as needed.
Closure
At the end of the last day in the LMC, the students will fill out a ticket to leave that asks them what they learned about their topic that they did not know previously.
Independent Practice
At the end of the assignment, students must answer a question about how they can make their lives healthier.
Students will continue to use their newly acquired research skills in future projects throughout the semester that will continue to focus on the health topics they chose for this assignment.
Materials
· Computer with a program for creating flyers, Noodlebib for citation assistance and Internet access for research
· Computer color printer and paper for flyers
· Health-related magazines
· Books for health research
Duration
Four library days (1 learning how to research, 2 researching, 1 creating flyer), one week total.