Online Educational Game Rubric

Old-math Popper Game Rubric

"THE ASSURE MODEL, A POTENTIAL HERO FOR THOSE LOST IN LESSON PLANNING"

As a Special Education major it is crucial that I equip myself with the right tools to help teach my students to learn in the best way possible. One of the most essential tools for any educator of any grade or subject is a “lesson plan”. For my lesson plan, “Meeting Our Nutritional Needs”, I used the Assure Lesson plan format to help organize my lesson plan activities, strategies, objectives etc. I have worked with the ASSURE lesson plan model before in my elementary reading methods course, but to be very honest I never knew how to write it correctly. I was never told that the ASSURE lesson plan had to be detailed, ready and comprehensible just in case a substitute teacher may need to follow it. Although, with a great explanation and direction from Dr. Cyrus about the ASSURE lesson plan model, I no longer felt like a chicken with no head. I do understand that every lesson plan should be comprehensible, but for many of the lesson plans I wrote in the past I was always scolded for being too detailed. I was always told to be “simple” and “to the point” and now that I think about it, I was usually bothered by those demands only because certain aspects of a lesson plan need to be detailed. Especially if your lesson plan is geared towards integrating technology into the classroom. If I were absent and required my substitute to carry out my lesson plan on teaching students how to read food nutrition labels and tie it into using spread sheets, I can imagine a substitute with no prior knowledge in spread sheets to be utterly confused. With that being said, I enjoyed creating an ASSURE lesson plan and utilizing Microsoft Excel. I have learned so much in the few hours of creating this type of lesson plan than I ever did in making lesson plans for my other classes.

In any lesson plan whether it is the ASSURE model or not, one of the most significant items are the content standards listed under the school system you are working for. For my lesson plan I had to research for GDOE’s 3^rd grade Health Education Standards. Another set of standards I considered was the NETS*T standards (National Educational Technology Standards for Teachers). From these set of standards, I was aiming to fulfill Standard 1A: “demonstrate introductory knowledge, skills, and understanding of concepts related to technology” . In my lesson plan I am introducing the application Microsoft Excel, and in doing so I absolutely must be well acquainted with this software. Not only do I want my students to be able to utilize this type of technology, but I would also like them to be able to share and investigate their findings through excel.

I learned a great deal about writing lesson plan activities with the ASSURE model because it made me focus on creating step by step instructions which allowed me to see the pros and cons of my lesson plan. It was also quite reliable for integrating technology into my lesson plan. If I were to simplify my lesson plan I believe there would have been many flaws that could affect the learning of my students. For instance, if I were to just write in my lesson plan “Have students create a spreadsheet displaying their data about three canned meat products” it would leave others including myself clueless because I did not give detailed directions on how to teach students the steps of using Excel to create spread sheets. By creating the steps for activities in my lesson plan I not only learned the possibilities of writing the activities, but I feel quite confident in teaching my future students MS Excel because of how well I had to break down each activity.

Obviously, to complete my lesson plan assignment Microsoft Excel was the most prominent type of technology used. I will admit that I never really used Microsoft Excel for my Education Courses and I actually forgot how to use this software after learning how to in my “Intro to Computer” class. It was quite an exploration when playing with the different charts, inputting different data and discovering the different possibilities this type of technology had to offer. I feel that my students may gain a better understanding by seeing their data inputted into the spread sheets and come to life as it transforms into a bar graph or other various graphs MS Excel has to offer.

I honestly do not have any dislike for the ASSURE lesson plan model, but I do feel that in reality I do not think I will be able to make detailed lesson plans for every school day. Only because if I become an expert in some type of lesson activity I believe instructions and delivery may become natural. However, the one thing I love most about this assignment in using the ASSURE lesson plan model is that it would be an excellent tool to guide me through new lessons I have never taught, lesson plans involving new and updated technology, and creating lesson plans for a substitute that will need a guide for the day I am absent.

Overall, this assignment was a wonderful experience that has definitely changed the face of my future career. I had a confused and missing piece of myself as a future teacher and I found it by learning how to create an ASSURE LESSON PLAN. What I find most shocking is that I learned how to write a lesson plan with more confidence in my “Audio Visual Education” class than I did in my elementary methods courses which involves heavy reliance on lesson plans. I am really glad this assignment was given to me; it was an antidote for my confusion of writing lesson plans.

References

International Society for Technology in Education. (2008). NETS for Teacher 2008. Standard 1A. Retrieved February 18, 2010. From International Society for Technology in Education. Website: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

OIT Information Technology. (2003). Assure Learning Through the Use of the ASSURE Model. Retrieved February 18, 2010, from http://www.valenciacc.edu/oit/articles/articles_detail.cfm? ID=45

Meeting Our Nutritional Needs

Meeting Our Nutritional Needs

Magdalen Uson

ED- 451 Audio Visual

Grade level: 5^th Grade

Content Area: Health Education

Lesson Length: 45-60 minutes.

GDOE 3^rd Grade Health Education Standards:

6.3.15 Examine and read a food label to assess where the various information about the food products can be found.

6.3.16 Use food labels to compare the food value differences of similar foods which are canned or frozen.

6.3.17 Analyze a food label and appraise its information value to the consumer.

Analyze Learners

Student demographics:

This lesson plan is appropriate for 25 3^rd grade students in the general age range of learning capacities.

12 -Chamorros

7 - Filipinos

4- Chuukese

2- Palauan

5- English as a second language (ESL)

(3) Students with Learning Difficulties (LD)

Learning Styles:

Kinesthetic - 60%

Visual- 30%

Audio- 10%

State objectives

Students will be able to:

• Read the nutritional labels on canned food items such as Spam, Corned Beef and Vienna sausage.
• Compare the calories, sodium, and fat of Spam, Corned Beef and Vienna sausage.
• Create a spreadsheet on the computer using the three nutritional facts about the canned meat they compared.
• Discuss and explain the findings of their research.

Select Media, Materials, and Methods:

Media:

• Computer with Microsoft Excel spreadsheet

Materials:

• Pencils
• Data Sheets
• Calculator
• 5 cans of Spam
• 5 cans of Corned Beef
• 5 cans of Vienna Sausage

Nutritional Label Facts:

SPAM

CORNED BEEF

VIENNA SAUSAGE

Methods:

• Small Group Learning

Utilize Media, Materials, and Methods

1. Computer with Microsoft Excel- the students will use MS Excel to organize their data of comparing the three nutrition facts of the three canned meat products .

2. Spam, Corned Beef and Vienna sausage cans- Students will record and compare the calories, sodium and fat in the canned meat.

3. Calculator- Students will compute the difference between their predictions of how much calories, sodium and fat are in the canned meat to their actual findings.

Require Learner Participation

Introduction/Pre Assessment

• Students will be placed into 5 groups of 5.
• Review the class on the previous lesson learned, on how much calories, sodium and fat intake is in the average daily diet. Ask the following questions, “What is the normal calorie intake?”, “How much sodium (salt) are we supposed to have in our daily diet?”, “Is fat healthy for our diet?” “What kind of fat is the most unhealthy?”
• Explain to the class that they will be doing research on the three popular canned meats on Guam; Spam, Corned Beef and Vienna sausage.
• Have the students guess how much calories, sodium, and total fat is in each serving of Spam, Corned Beef and Vienna sausage and record it on their data sheets to compare with their actual findings.

Exploration

• Each group will have one computer with MS Excel.
• Students will compare their predictions of calories, sodium and total fat to the actual amount.
• Each group will assign one leader to input the student’s predicted Calories, Sodium and Total Fat of the three canned meat products into their group data sheets.
• Have each group work together in recording the actual three nutritional facts in Spam, Corned Beef and Vienna sausage.
• Students will compute using their calculator to figure out the difference of their predictions and actual findings of the three-canned meat.

o Ex. Prediction of Spam Calories- 50 calories in one serving

Actual Spam Calories- 180 calories per serving.

"180 – 50 = 130 calories difference between prediction and actual finding."

• Students will input the actual calories, sodium and total fat into their data sheets ans spread sheets.
• Instruct the students on how to use Microsoft Excel:

1. Have students click on Microsoft Excel.

2. Students will type in “Meeting Our Nutritional Needs” into the header.

3. Students will begin with row 1, column B:

- Have students label B, C, and D. A- Blank, B-Calories, C- Sodium and D-Total Fat.

a. It should look like this:

4. Students will label the rows on Column A. Have students begin and type on row 2- Spam, row 3- Corned Beef, and row 4-Vienna Sausage.

- It should look like this:

5. Students will input the actual Calories, Sodium, and Total Fat into their respective places.

- It should look like this:

Generalization

• Ask students the following questions to find out their understanding of the nutrition labels of Spam, Corned Beef and Vienna Sausage:

- Was there a big difference between your predictions and the actual nutrition facts of the three-canned meat?

- Which canned meat had the most calories?

- Which one had the most sodium?

- Which one had the most total fat?

- Why do you think Vienna sausage has the most out of all the canned meat?

- Are these canned meat good for our diet? Why or why not?

Application assessment

1. After students input their findings, they will generate a bar graph of their research by clicking on “Charts”.

It should look something like this:

2. Lastly, students will present their bar graphs to the teacher and explain their predictions and actual findings of Spam, Corned beef and Vienna sausage.

Evaluate and Revise

Student Performance:

Students will be evaluated on:

• Group participation
• How well they inputted the nutritional facts of Spam, Corned Beef and Vienna sausage into their data sheets.
• Their ability to compare and contrast their predictions and actual findings by computing the difference using a calculator.
• How well they utilized Microsoft Excel to organize the actual nutritional findings of Spam, Corned Beef and Vienna Sausage .

At the end of this activity, students will be able to:

• Identify the Calories, Sodium and Total fat on food nutrition labels.
• Distinguish what are healthy food choices for their diet.
• Compare and contrast their results by developing a bar graph.

The following rating will be used to evaluate students’ knowledge and performance of the assigned lesson. (Total possible points: 100 pts.)

Criteria	Possible Points	Received Points
1. Students recording their data of predictions and actual nutrition label findings	20
2. Students’ sorting of their data of the three-canned meat products using a digital spreadsheet.	25
3. Students’ ability to explain and present their bar graphs	30
4. Students’ completion of their bar graph	25
TOTAL Possible Points:	100	/100

Media Effectiveness:

• The student’s ability to use the digital spreadsheet to compute the nutritional facts of calories, sodium and total fat in Spam, Corned Beef and Vienna sausage.

Instructor Performance:

§ Was the lesson well planned?

§ Did the lesson run smoothly?

§ Were the lesson plan objectives achieved?

§ What are the possible ways this lesson could be improved for the future?

Practice for ED 451

Hello, my name is Magdalen Uson, but please call me "Maggie". I am a senior and Special Education major. I am attending a class at the University of Guam named "Audio Visual," and I am learning how to integrate technology into the educational environment. One of the organizations that help me with my major is CEC- Council for Exceptional Children.

CEC

http://cec.sped.org