Teacher Work Sample You Are What You Eat: Natasha Hamilton

HamiltonNatasha Work Sample
TEACHER WORK SAMPLE

You Are What You Eat
Natasha Hamilton
Yolanda Elementary
Fifth Grade
Health
November, 9th, 2009
Missouri State University
Springfield, Missouri
1
Contextual Factors (1)
Community, School System, School Factors
Geographic Location
Rural or Urban - Urban
List unique features of community – The unemployment rate for this community as of
September, 2009 is 11.5%. This community is located down in a valley and it rains
approximately eight months out of the year. There is no sales tax throughout the entire
state. Members of this community and surrounding communities are very
environmentally aware; recycling is a major responsibility of each community member.
List contributions of community to school – The school has a very active PTO, they
contribute to field trips, classroom supplies, classroom parties, and school functions.
Some of the surrounding business (Albertsons, Safeway, Office Depot, Wal-Mart, and
Target) donate a portion of their sales to the school. This usually equals about 1% of
their budget. Seniors in the community donate their time to tutor students free of charge
and parent involvement is very high.
School System
Name of school system – Springfield Public Schools K-12
Number of students in school system - As of September, 2009 10,410
Number of students in school system on free or reduced lunch – As of September,

2009 6,411 (62%)
School
Name of school – Yolanda Elementary School
Grades served in school –K-5
Student enrollment - 356
Paragraph: How Community, School System, School Factors Affect the
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Teaching/Learning Process
Community, School System, and School Factors affect the teaching and learning
process at Yolanda elementary greatly. One of the biggest factors for this area is the
fact that there is no sales tax. In other states that have sales tax a portion of that money
goes to the school, here that doesn’t happen. The school district is very poor, this year
they were cut 15 million dollars from their budget. Each year the district normally hires
around 75-80 staff per year, this year only 7 (for the entire district). Budget cuts have
caused many teaching positions to be eliminated. Class sizes are soaring. My class
started with 36 students on the first day of school. P.E teachers, Art teachers, Music
Teachers, and Computer teachers have all been cut from the district. Classroom
teachers are responsible for teaching all of these subjects to their students. This can be
very challenging and teachers are working very hard all day without breaks.
Classroom Characteristics:
Students
Grade level – Fifth
Boys/girls ratio – 18 boys/16 girls
Age range – 10 and 11
Ethnicity – 27 (82%) Caucasian students, 3 (27%) Hispanic, 1 (3%) Asian, and 2 (6%)
Unspecified
Socio-economic Profile – The schools Free and Reduced lunch rate is 42%
Reading Achievement – The classroom is ability grouped for reading. There are three
teachers each has one group. Some students may leave the classroom and go to
another for reading. There are three groups: Intensive, Strategic, and Benchmark.
Intensive students are the lowest, they are all are below grade level. Strategic is the
middle group, these students are approaching grade level. They may know most of the
concepts but not all. Benchmark students are at grade level or above. There are 8
(24%) intensive, 13 (39%) strategic, and 13 (39%) benchmark. Five of the intensive
students are in pull a pull out reading group. Three have IEPs for reading and the other
two are way below grade level.
Mathematics Achievement - Math groups are also ability grouped with the same
groups as reading. (Intensive, Strategic, and Benchmark) There are 12 (36%) intensive,
9 (27%) strategic, and 13 (39%) benchmark. Four of the intensive attend a pull out
class.
Classroom Organization
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Type – In this classroom there is a very structured environment. Daily Routines are
posted for all students to see. Students are aware of classroom procedures and always
informed of changes. Students know what to expect on a daily basis. The school has
started to follow the community model in all classrooms. All students are integrated and
attend as few pull out classes as possible. There is not one completely self contained
student in the entire school.
Resources – Technology is very limited in this school. There is a small classroom

library, an overhead projector, one chalk board, the teacher has a computer, there are
20 laptops for 6 classrooms to share, there is a TV/VCR for 6 classrooms to share, and
the 6 classrooms also have a closet with various math, science, and reading
manipulatives. There are no SMART boards in the school and a couple of teachers
have digital projectors (not mine). Due to budget cuts we do not have any instructional
aids in the classroom (Only a two in the while school). There are a few retired teachers
that come in and volunteer. They help with timed readings, grading, and filing..
Parental Involvement – Parent involvement in this classroom is very high. Many

parents donate supplies and various items for parties and events. Parents also come in
to help tutor students.
Website (class and/or school) – school website: www.blog.sps.lane.edu/yolanda/
Paragraph: How Classroom Characteristic Factors Affect the Teaching/Learning

Process
Classroom characteristics are factor and greatly affect the teaching and learning
process in this classroom. This classroom is very organized and structured. Students
are always given choices. Students get opportunities to work in independent, partner
and small group settings. Routines are very important in this classroom and keep things
running smoothly. Students know what to expect and are comfortable in their
environment. Budget constraints have also affected the modernization of technology in
the classrooms. Classrooms have very limited computer/internet access making it hard
for students to explore interactive websites or learn computer skills Students do not get
opportunities to explore other technologies either. There are also copy cut backs on the
amount of copies teacher are allowed to make. They may only make 500 copies per
trimester (almost 5 months). This drastically limits the amount of resources in giving
students visual aids or any type of hand out. With 34 students that’s only abut 6 class
copies of something. These things all have major affects on student learning and
teaching.
Individual Differences
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Number of students attending pull-out or supplementary programs - There are

three students on IEP that attend pull out programs for math, reading, and writing. One
IEP student attends a pull out program for Reading only. There is one non-IEP but very
low functioning student on pull out programs for math, reading, and writing.. One
student attends a supplementary program for ESL. There are four students that attend
speech. Six students are identified at TAG (gifted) they do not attend a pull out class but
are given more challenging work within the classroom.
Language proficiency numbers by type – Two students speak Spanish as their first
language. One is completely fluent in reading and writing English and the other attends
a supplemental program for English learners.
Number of students with Individual Education Plans - 5
Number of non-IEP students who are behaviorally or academically challenged - 4
Number of developmentally delayed, emotionally or behaviorally disordered;

learning disabled; physically disabled – One student in the class has bells palsy, she
does not have a 504 plan. There are 3 developmentally delayed students. There are
five learning disabled students in the classroom.
Other – In this classroom there is one student who has an extreme inability to focus.
Students will line up and he will still be just sitting at his desk, he’s the only student still
sitting and doesn’t realize it. He rarely ever completes work on time and frequently sits
at his desk drawing pictures on his assignments. We also have a student with anxiety.
His anxiety affects his learning; he has a hard time paying attention and has had to miss
a few days of school as a result. Also, there is a student that has not been diagnosed
but shows all signs of aspergers syndrome. Academically he performs at an 8th grade
level but socially he is very behind. He says a lot inappropriate things and makes
inappropriate noises all the time.
Paragraph: How Individual Difference Factors Affect the Teaching/Learning

Process
Since this is such a big classroom and they have adopted the community model
individual difference factors affect teaching and student learning tremendously. There
are three autistic students in the classroom with out an aid due to budget constraints.
This is very hard because it is still your obligation to meet their needs while meeting the
rest of the class. These students function at such a low level there always has to be
some sort of modified/alternate activity. While on the other end of the spectrum we have
one student that works at an 8th grade or above level. He completed most of the 5th
grade curriculum as a 4th grader. He always needs alternate/challenging assignments.
Without technology this becomes difficult to meet his needs. He also has a lot of
behavior issues. It is hard to work one on one with them. To help students get the most
from each subject they have started ability grouping for math and reading. Student
switch classes depending on which group they are in. This has helped raise their
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scores. Students get to work with peers at their level and feel comfortable. By doing this
teachers and students feel like their needs are getting met.
Topics and Learning Goals (2)
TOPIC – You Are What You Eat
TOPIC PARAGRAPH
In today’s society it is very important for students to be aware of what they are
putting into their body. Obesity and malnutrition are always rising in the United States.
Students need to be aware that they can make healthful choices that will positively
impact their lives today and for their future.
LG1 - The student will know that there are 6 food groups and that healthful
eating habits can lead to wellness.
Oregon State Standard: HE.05.HE.01 Explain how healthful eating habits can lead to
wellness.
Goal Explanation Paragraph

This goal is significant because it is important for students to know what kind of
food they are eating and what makes up their food, healthy or unhealthy. This goal will
provide students with activities that are open-ended and will lead to higher thinking
strategies. Students will have opportunities to use different strategies throughout each
of the lessons. This goal is listed as a state standard for 5th grades and is age
appropriate.
Measurable Objective 1 - Using a blank food guide pyramids students will label
food groups and recommended servings each day.
Measurable Objective 2 - Students will be able to list the nutrients found in each
food group.
Measurable Objective 3 - Students will define the nutrients found in each food
group.
LG2 - The student will know that there is importance in variety and
moderation in food selection and consumption.
Oregon State Standard: HE.05.HE.02 Describe how media, cultural and family
influences encourage healthy eating practices.
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Goal Explanation Paragraph

This learning goal is significant because students need to have skills where they
can choose food that is healthy for them in moderation. Students will compare and
contrast a variety of food so they can learn to make healthy choices. This learning goal
will make a lot of real word connections for students.
Measurable Objective 1 - Students will prepare and choose healthy snacks
Measurable Objective 2 - Students will compare and contrast a variety of food

to select healthful choices.
Measurable Objective 3 - Students will compare and contrast a variety of food

to select healthful choices.
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Assessments (3)
Assessment Organizer for Learning Goal 1
Assessment Organizer
Performance Accommodations/
Learning Goals Assessments Scoring
Criteria Modifications
Directions for all
assignments including
Learning Goal 1 test will be read aloud
before students begin.
The student will 11-15 pts Any questions will be
know that there Pre-Test—Questions (If majority of clarified before students
are 6 food groups will be multiple choice, students perform begin assignments. Only
at this level, omit one IEP student during
and that healthful True/False, and short 15 points
this learning goal health, some work may
answer based around
eating habits can or modify to be shortened for this
the three objectives. student but will be on an
lead to wellness. increase its
as needed basis. Real
challenge)
world connections will be
made to help make
student connections to
the content.
Q & A—N/A
Formative
Independent
Assessment---
warm up
Oral question and quizzes- 10
answer; points,
Partner and +
Independent warm-up
quizzes partner, and group
group activities.; activities-
N/A
+/-
Post-Test--- Questions
will be multiple choice,
True/False, and short 15 points 11-15 pts
answer based around
the three objectives.
Self-Assessment---
Food Logs
Discuss and compare +/- +
answers with partners
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Assessments (3)
Pre-test
Assess Prior Knowledge
You are what you Eat

Name_________________________
LG 1 LG2
Directions: Read the question and circle the correct answer.

1. What does the food guide pyramid tell you?
a. what to eat and what not to eat
b. types of physical activity and nutrients food contain.
c. food groups and how to be physically active.
d. how much of each nutrient is found in a food group.
2. Fats, vitamin, protein, and carbohydrates are called
a. nutrients
b. minerals
c. nutritional guidelines
d. food groups
3. How often should a person exercise?
a. 2 hours a week
b. 1 hour a month
c. 30-60 minutes each day
d. 15-20 minutes each day
4. Which of the following lunch menus is the healthiest?
a. chicken, apple, carrots and milk
b. chicken, Twinkies, chocolate bar, and milk
c. ham sandwich, potato chips, carrots, and soda
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d. ham sandwich, granola bar, carrots, and milk
Directions: Read the following statement and circle whether or not the
statement is True or False
5. True or False: Apple juice is a better for you than a raw apple.
6. True or False: Adults and Teenagers should consume the same amount of food each day.
7. True or False: Fats and Oils are a food group.
Directions: The following questions are short answer. Read the questions
and write you answer in the space provided.
8. Describe what a nutrient is.
9. List 2 nutrients that the body needs to stay healthy.
10. How many servings of Grains should you have each day? ___________
11. How many servings of Fruit should you have each day? __________
12. List two healthy snacks.
1.
2.
13. Directions: Match the following terms with their definition. Write the number of the correct
term by the definition.
1. Carbohydrates 2. Proteins 3. Vitamins
4. Minerals 5. Water 6. Fats
_____ Maintain and repair the cells of the body
_____ Serve and your body’s main source of energy
_____ Give your body energy and help the body absorb certain vitamins
_____ The most important nutrient. It is also needed to maintain your body temperature
_____ Needed by the body to grow and function well.
_____ The body only needs in very small amounts to control body processes and build new
cells
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Assessments (3)
Pre-test
Criteria for Scoring

Name__Answer Key__________
LG 1 LG2
c. food groups and how to be physically active.
a. nutrients
b. minerals
d. food groups
a. 2 hours a week
b. 1 hour a month
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Directions: Read the following statement and circle whether or not the statement is True
or False
Directions: The following questions are short answer. Read the questions and write you
answer in the space provided.
8. Describe what a nutrient is. Nutrients are found in food. They help our body grow and
function. Nutrients help our body to repair old cells. They maintain the body. They are a source
of fuel to the body.
9. List 2 nutrients that the body needs to stay healthy. Carboydrates, Water, Protein, Vitamins,
Minerals, and Fats
10. How many servings of Grains should you have each day? _5-6_ounces_______
11. How many servings of Fruit should you have each day? __1 ½ cups________
12. List two healthy snacks. (answers will vary; fruit, vegetables, juice, ect)
1. Carbohydrates 2. Proteins 3. Vitamins
4. Minerals 5. Water 6. Fats
___2__ Maintain and repair the cells of the body
___1__ Serve and your body’s main source of energy
__6___ Give your body energy and help the body absorb certain vitamins
___5__ The most important nutrient. It is also needed to maintain your body temperature
__3___ Needed by the body to grow and function well.
___4__ The body only needs in very small amounts to control body processes and build new
cells
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The test will be worth 20 points. Questions that require more than one answer
will be worth more (#12; 2 points and #13; 6 points). The number they got right will be
divided by the number possible to determine their percentage. Letter grades will be
based on the standard scale 90-100: A, 89-80: B, 79-70: C, 69-60: D, and 59 and
below: F. Performance criteria will be based on Advanced (85% and up), Proficient
(85%-75%), Basic (75%-60%), Below Basic (59% and below). If 85% or more of
students score in the advanced group objective will be modified.
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mber of Students Assessments (3)

Whole Class Results
Table and Graph of Whole Class Pre-Test Results

Pre-test Results LG 1 LG 2
Advanced 0
85% and up 12
Proficient 0
75-85% 14
Basic 6
60-75% 4
Below Basic 24
Below 60% 0
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20 Advanced85%
andup
15 Proficient 75-85%
10 Basic60-75%
5 BelowBasic
Below60%
0
LG 1 LG 2
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Assessments (3)
Analyze Pre-Test Results
Pre-Test Analysis Most students scored very low on the pre-test. I was not expecting
them to score as low as they did, 21 out of 30 students failed the test (both learning
goals combined). Their knowledge in this subject based on test results is very low. A big
majority of the students are not able to list any nutrients or describe what any of them
are. Based off of the test results the lessons I have planed should be appropriate.
Student will learn what nutrients are and be able to list and describe them when the unit
is over. There were a few individuals passing the test. The highest score was an 80%,
two students received this score. The two students scoring the highest also happen to
be a couple of the higher ranked students.
Summary of Pre-test Results by LG

a) All students did much better on Learning Goal two than Learning Goal one. For
learning goal there were no students were in the advanced or proficient category, 6
were in basic, and 24 were below basic. Learning Goal two was much better, 12 in the
advanced category, 14 in proficient, 4 in basic, and 0 in the below basic category.
b) Based on results I do not think I will need to make any changes to learning goals. I
am going to make sure that all lessons are well prepared and give students opportunity
to learn new material.
c) Based on results no changes will need to be made to objectives. From the test I can
clearly tell that students have not fully mastered any of my objectives. I do not believe
that these are too hard for students to learn. It does not appear that students have been
exposed to the material yet.
d) After analyzing results from the pre-test there will be changes made to the post test. I
will go back and revise the wording of some questions so that they don’t appear to be
tricky or difficult to understand. I will also make sure that students understand how to
answer a true/false question. There were a few students who skipped those, I think it
was because they didn’t know what to do.
e) After scoring the pre-test and analyzing the results I have went back through all my
lessons and made sure that all objectives are taught in an appropriate way. Some
lessons had to be modified because I thought that students had more prior knowledge.
All objectives for LG 1 will be taught very thoroughly and modifications have been made
to make LG 2 more challenging since almost half were advanced. My Goal for LG 2 is to
have 95% of students make 100% and LG 1 85% of students at 100%.
f) Modifications will be made for individuals as needed. I have tried to gear all lessons
with some sort of real world connection. I am going to let students experience hands-on
activities and group projects. One student in class has an IEP for reading so he will be
partner with a buddy if reading material is too complicated.
Note: Four students are not included in pre-test or results. They are in IEP pull out
classes during health and will not be participating in the unit.
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Assessments (3)
Post-test

Name_________________________
LG 1 LG2

c. food groups and to be physically active.
a. nutrients
b. minerals
d. food groups
a. 2 hours a week
b. 1 hour a month
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8. Describe what a nutrient is
9. List 2 nutrients that the body needs to stay healthy.
10. How many servings of Grains should you have each day? ___________
11. How many servings of Fruit should you have each day? __________
12. List two healthy snacks.
1.
2.
1. Fats 2. Minerals 3. Protein
4. Carbohydrates 5. Water 6. Vitamins
_____ This nutrient serves as our bodies main source of energy.
_____ This nutrient maintains and repairs the cells of the body
_____ These nutrients are needed by the body to grow and function well. They are found in
nearly all foods and most come from plants.
_____ These nutrients are only needed in very small amounts to control body processes and
build new cells. They also help us have strong bones.
_____ This nutrient is the most important of all and helps to regulate body tempature.
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_____ This nutrient helps the body absorb certain vitamins. It gives energy buy only needed in
very small amounts.
Extra Credit (2 points) You must answer both parts to receive full credit!
14. Explain how and why the Food Guide Pyramid changed in 2005.
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Assessments (3)
Post-test
Criteria for Scoring

Name___Answer Key_____________
LG 1 LG2

c. food groups and to be physically active.
a. nutrients
b. minerals
d. food groups
a. 2 hours a week
b. 1 hour a month
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8. Describe what a nutrient is. Nutrients are found in food. They help our body grown and
function. Nutrients help our body repair old cells. Nutrients are our body’s fuel; they give us
energy, and keep us healthy.
9. List 2 nutrients that the body needs to stay healthy. (Fats, Protein, Carbohydrates, Vitamins,
Minerals, Water)
10. How many servings of Grains should you have each day? __5-6 ounces___
11. How many servings of Fruit should you have each day? __1 ½ cups____
12. List two healthy snacks. (specific fruits, vegetables, nuts, yogurt, ect)
1. Fats 2. Minerals 3. Protein
4. Carbohydrates 5. Water 6. Vitamins
__4___ This nutrient serves as our bodies main source of energy.
__3___ This nutrient maintains and repairs the cells of the body
__6___ These nutrients are needed by the body to grow and function well. They are found in
nearly all foods and most come from plants.
__2___ These nutrients are only needed in very small amounts to control body processes and
build new cells. They also help us have strong bones.
__5___ This nutrient is the most important of all and helps to regulate body tempature.
__1___ This nutrient helps the body absorb certain vitamins. It gives energy buy only needed in
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very small amounts.
Extra Credit (2 points) You must answer both parts to receive full credit!
14. Explain how and why the Food Guide Pyramid changed in 2005.
(How) In 2005 the food pyramid changed its appearance. Instead of the food
groups being on there horizontally they are know vertically. The amount of
recommended servings are not placed on there any more. On the side of the food
pyramid there are now steps that remind us to be physically active.
(Why) The Food Pyramid changed because people realized that not every
person needs the same amount of food. Some people need to eat more or less of one
group that another based on certain factors (age, gender, weight, medical history). Each
individual recommended servings may be a little bit different.
The test will be worth 20 points. Questions that require more than one answer
will be worth more (#12; 2 points and #13; 6 points). The number they got right will be
divided by the number possible to determine their percentage. Letter grades will be
based on the standard scale 90-100: A, 89-80: B, 79-70: C, 69-60: D, and 59 and
below: F. Performance criteria will be based on Advanced (85% and up), Proficient
(85%-75%), Basic (75%-60%), Below Basic (59% and below). Students who score at
70% or above will have met all learning goals.
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Design for Instruction (4)

Lesson Plans
Lesson Plan 1
“You are what you Eat”
Lesson one: Health Unit
• Learning goal and objectives
Learning Goal: LG1; The student will know that there are 6 food groups and
that healthful eating habits can lead to wellness
Objective: LG1; 1 Using a blank food guide pyramids students will label food
groups and recommended servings each day
LG1; 3 Students will define the nutrients found in each food group.
• Teacher Content Knowledge
Teacher will know all food groups, recommended servings, nutrients found in
food and their definitions.
• Introduction/ Anticipatory Set/ Engage activities.
1. Students will be given “The Great Body Shop” student handout.
2. We will read the front page out loud to get their minds thinking about
nutrition.
3. Students will discuss the reading. (Teacher will ask questions; Who do you
think is eating the healthiest foods, What foods are they lacking, What kind of
suggestions could we make to help them eat healthier, ect.)
4. Check students’ prior knowledge of the food groups by asking what they
are.
5. Have the students open up to page two and read aloud. Discuss ways the
family could eat healthier.
6. Begin the PowerPoint presentation.
7. Students will start by writing some definitions. Explain to students that

these are definitions we will be working with during the entire unit and I want them
to be familiar with the words before we use them.
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8. Ask students “Why should we eat health” then discus answers that
students give.
9. Go over the food guide pyramid. Show a picture of the old food guide
pyramid (this is probably the one they are familiar with). Explain that in 2005 the
government made a new pyramid to meet each person’s individual needs.
10. Next, discuss each food group and how many servings 9 to 13 year old
should have each day. Have students write this down in their notes.
11. Ask if there are any questions.
12. Let students know that tomorrow we will discuss each food group in more
detail, focusing on the nutrients found in .
13. After students have finished the blank food guide pyramid pass our their
Eating Journal.
14. Explain to students that everyday this week they are going to keep track
of everything eat and the amount of exercise they get.
15. Ask if students have any questions.
16. Pass out the blank food guide pyramid and have students fill it out. (Do
not let them use their notes this will be to see which ones they know and don’t
know. The same things will be given again on the last day.
• Learning activities
Students will have the opportunity to process the information in today’s

lessons in a variety of ways. Students will be able to hear the information read
aloud, read it themselves, and write it down in notes. Students will all be given the
proper amount of time to write down information. If a student has any questions or
needs help they will be allowed to ask the teacher or a neighbor.
• Assessments/Closure
During the note taking period assessment will be formative. Teacher will walk
around to observe that all students are writing down terms and definitions. When
students are filling in their food guide pyramid the assessment will be done by the
students. After all students have finished we will correct it in class. Students will
keep these for future reference.
• Materials/technology
“You Are What You Eat” hand out

Food Journals
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Blank Food guide pyramid

Teacher laptop w/ PowerPoint
Digital Projector
• Context---Accommodations/ modifications
Directions for assignments will be read out loud and students will have an
opportunity to ask any questions before they begin. Students will be allowed to
copy material from the board to ensure correct spelling. Definitions will be
explained orally. Students will have an opportunity to ask for help at anytime.
Definitions will be simplified for any student needing it. Real world connections will
be made.
• Reflection
Today’s lesson went well. I found from my pre-test that the students do not
know as much as I expected them to about Nutrients or the Food Guide pyramid.
We took some time to write down the definitions for words that I found they did not
know. As we wrote them down I explained a little about what each one was. I let the
students know that we are going to be using these words throughout the entire
week and I wanted to make sure that they were a little familiar with the words first.
I let students keep their Food Guide Pyramids to study with.
The students were really excited because I used the digital projector. They do
not have one in their classroom, I had to borrow one. Usually the teacher writes
stuff on the overhead projector. They liked the PowerPoint presentation.
Lesson Plan 2:

Lesson Two: Health Unit
• Learning goal and objective
Learning Goal: LG1; The student will explain the food groups and how
healthful eating habits can lead to wellness.
Objective: LG1; 2: Students will be able to list the nutrients found in each
food group. LG1; 3: Students will define the nutrients found in each food group.
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Teacher will know the 6 nutrients, their definition, which foods they are found
in, and how they benefit us.
1. When students come in they will sit down and make sure their Food Log
has been filled out for yesterday and today so far.
2. We will take a few minutes to discuss what each student ate the day
before. We will talk about which food groups they had or didn’t have. We will also
discuss their exercise.
3. After going over the Food Logs we will review from yesterday.
4. I will ask the students if they remember what the food groups are and their
recommended serving size.
5. Next I will ask if they can remember any of the nutrients and what they
are. We will take some time to review over the nutrients.
6. I will tell the students that we are going to now talk about each nutrient in
more detail. The PowerPoint presentation will begin.
7. Go over each Nutrient going into detail with students about definition,
health benefit, and foods their found in.
8. Ask students if they have any questions after each nutrient.
9. Let students give examples of different foods that have the nutrients in
them.
10. After going over the nutrients give students a list of food. They will get
with a partner and write down the food groups they are from and which nutrients
they have in them.
11 Give students about seven minutes to do this. Go over them in class.
12. Check for understanding and allow students to ask questions.
14. Have students clear their desk for lunch. On their way out they will tell
their face partner their favorite food; which food groups it’s from and nutrients it
contains
Students will be given the opportunity to share verbally with the class what
they remember from yesterday. They will be allowed to work with a partner during a
hands-on activity. Students will be able to read the slides and hear the information
aloud.
.
Assessment: All assessment will be formative. Teacher will listen to answers
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giving verbally and walk around to hear student discussions.

Closure Students will think of their favorite food and tell their face partner
which group it is from and which nutrients it contains before going to lunch.
Food Journals
Digital Projector
Pencil/Paper
Any student that does not understand will have the opportunity to ask either
the teacher or another student for help. If students do not understand they will be
partnered with other students who do understand to help get another perspective.
All information can be modified or simplified for any student. Real world connections
for students.
• Reflection
My lesson today went well. Students were engaged in learning activities and
participated through out the lesson. However, I think the lesson was too long. There
was a lot of information given today. If I were to teach this again I would break it up
into two days. There were no management issues. This was surprising to me since
the lesson lasted over an hour. Students are really interesting in learning about the
different nutrients and how to eat healthy. This is surprising to me considering their
age. I thought they would not be as excited to learn about nutrition.
.
Lesson Plan 3:

Lesson three: Health Unit
Learning Goal: LG 2; The student will know the importance in variety and
moderation in food selection and consumption. LG 1; The student will know that
there are 6 food groups and that healthful eating habits can lead to wellness.
26
Objective: LG2; 3 Students will compare and contrast food consumption

differences related to age, gender, and physical activity. LG1; 2 Students will be
able to list the nutrients found in each food group.
Teacher will need to know nutrients and definitions. Teacher will also need to
know reasons why food consumptions is different for all people based on their age,
gender, physical activity, and medical needs. Teacher will also need to be able to
give examples of differences.
1. Students will come in from music and read the board. On the board will be
a short quiz over nutrients. Give students 10 minutes to complete quiz.
2. Go over quiz with students. Have them pass in their papers forward.
3. Review from previous days. Ask questions about food pyramid, servings,
and nutrients.
4. Next, review food logs. Discuss with students the different food they ate
and which nutrients are in those foods.
5. Pull up slide that asks: “True or False: Adults and teenagers should
consume the same amount of food” Take a vote on who thinks it’s true and who
thinks it’s false. Tell them we are going to find out the answer.
6. Have students get out “You Are What You Eat” handout. Have them turn to
page 3.
7. Tell students to get with their reading partner and buddy read page 3.
When they finish reading they need to discuss with each other if anyone in their
family matches up with the characters eating habits and why that might be.
8. Have students come back to their desk and discuss the reading.
9. Ask what factors might affect what they choose to eat or how much they
choose to eat.
10. Discuss different factors; age, gender, medical needs, physical activity,
media, ect.
11. Let students share ideas with class and each other.
12. Ask students what the media promotes about nutrition. What kind of
commercials do they see? What kinds of things do people eat on the shows they
27
watch? Discuss how this might influence our food choice. Give students time to
share comments with class and each other.
13 Next, Pass out white blank paper for student to draw their own food
pyramid.
14. Explain that this is for their homework assignment. For homework they
watch TV, surf the web, or look in a magazine and keep track of the food they see
advertised or eaten by people on shows. Students will make tally marks in the
different food groups and write a short summary of what they noticed.
15. Students will write the assignment in their homework log before lunch.
Students will have an opportunity to work independently on their warm up

quiz. Students will have a chance to analyze their own eating habits and determine
if they need to make changes. Students will work in small groups while they buddy
read and discuss. There will also be whole class discussions.
.
Assessment: Teacher will collect the quiz after students have graded their
own to analyze student progress on objectives. Assessment during reading and
class discussion will be formative. Teacher will talk around while students are buddy
reading to observe and listen to student conversations. Homework will be discussed
the next day in class.
Closure: Students will write on their homework sheet the food pyramid
assignment. Any questions about the assignment will be asked at this time. Then
students will like up for lunch.
“You Are What You Eat” hand out

Food Journals
Blank paper for homework
Digital Projector
Students will be allowed to buddy read with reading partners. This will be
28
helpful for students who are not able to comprehend at the reading level of the
hand out. All slide projected on the board will be read aloud and orally discussed so
that all students understand the information. Any student that does not understand
will be allowed time to ask the teacher or a classmate. Real world conncections.
• Reflection
I was surprised to see that most all students only missed one or two on the
quiz today. The lesson was shorter than yesterday. Students spent more time being
actively engaged. I had them buddy read so that all students were doing something.
Class discussions went well
Lesson Plan 4:

Lesson four: Health Unit
Learning Goal: LG1; The student will know that there are 6 food groups and
that healthful eating habits can lead to wellness. LG2; The student will know the
importance in variety and moderation in food selection and consumption
Objective: LG1; 3: Students will define the nutrients found in each food
group. LG2; 2: Students will prepare and choose healthy snacks.
Teacher will know the recipe for the two snacks and will have all the
ingredients prepared.
29
1. Students will come in and take the quiz on the board over nutrients.
2. After students’ are done taking the quiz grade as a class. Discuss any
questions students may have. (Quiz is a review of material from previous days)
Have students share their food logs with their shoulder partner. Take this time to go
over the homework assignment. Discuss with students which type of food they
notice (which nutrients they have, which food group, and did it have any impact on
what they wanted to eat.)
3. Have students clear their desk, clean with a sanitize wipe, and wash their
hands.
4. Discuss what some examples of healthy and unhealthy snacks are. Talk
about why it is important to eat a healthy snack.
5. Explain to students that we are going to make healthy snacks today in
class. Ask them why would this be something we would do in class? Have them tell
their neighbor their answer.
6. Let a few students share their ideas. Then discuss with class that you want
to give them ideas of fast simple snacks they could make at home that are healthy.
7. Display the recipe on the board have students read aloud. Teacher will
wear gloves while making the food. Ask students why someone would want to wear
gloves while handling food.
8. Begin making first recipe “No Bake Apple Sauce”.
9. Students will watch the teacher make this one because it involves a
blender. While making the apple sauce talk about all the ingredients used to make
it. Ask students which food group they belong to and which nutrients they have in
them. (Recipe calls for apple juice. I am using 100% ask the students why I would
want to buy 100%.)
10. After the first recipe is finished start the next one: “Pineapple-Carrot
Salad”.
11. Bring up the recipe and allow students to read it aloud.
12. Teacher will show all ingredients and students will discuss which food
groups and nutrients are in them. (This recipe calls for canned pineapple but I am
making it with fresh pineapple. Ask students why I would choose to change the
recipe and use fresh instead of canned.)
13. Make one as an example showing students the proper way to make the
snack. Allow students to ask any questions before they begin.
14. Have students make two lines, one at each snack. While students are
enjoying their snack ask them to think about if the taste is what they expected.
(better or worse).
15. When students are done eating and have their area cleaned up allow
them to copy the recipe’s down from the board to take home.
30
16. Have students line up for lunch
. Students will have hands-on activities and independent activities
Assessment: Assessment will be informal. Why the teacher is preparing the

ingredients, students will answer questions about nutrients and food groups.
Closure: Students will write down the recipes to take home and line up for
lunch.
Food Journals
Digital Projector
Materials for making snacks
Students will be shown an example of how to prepare the snack. This

one will be placed by the other ingredients for students to refer to while preparing
their snack. Students will be allowed to ask questions for any direction they do not
understand. Real world connections will be made.
• Reflection
This lesson was a lot of fun. Students really enjoyed getting to prepare
the snack on their own. This lesson was a lot more unstructured than most of the
previous lessons. I was expecting students to get a little rowdy but they did great.
There were no management issues with this lesson. Students are showing great
progress on Learning Goal 1.
Lesson Plan 5:
31
Lesson five: Health Unit

Learning Goal: LG 2; The student will know that the is importance in variety and
moderation in food selection and consumption
Objective: LG 2; 2 Students will compare and contrast a variety of food to select
healthful choices. LG2; 3: Students will compare and contrast food consumption differences
related to age
Teacher will know the website for students to use. Teacher will also need to
be familiar with different ingredients found in the foods students are looking up.
1. When students come in from music they will take their seats and read to
board for directions.
2. Students will be directed to go through their food log and make sure the
servings and food groups for each day are added up and that their minutes of
exercise are added.
3. Teacher will assign students into 6 groups of four and one group of 5.
4. Students will discuss their over all eating habits for the five previous days.
They will discuss how they did on a daily basis and as a whole.
5. Once each student has discussed within their group their food log students
will return to their desk.
6. Teacher will ask students to share a summary of how they felt one of the
students in their group did. They will state how they did on a daily basis and how
they did overall.
7. When Food Log discussion is done students will pass their Food Logs to the
front of the room to be collected.
8. After Food Logs are all collected the teacher will hand out the food
comparison check off sheet.
9. Teacher will give students directions for the activity. Once directions are
given ask if there are any questions.
10. Students will be paired into groups. They can choose a partner of the
opposite gender. One person from each pair will go to the center and get a student
laptop.
32
11. Students will go to www.nutritiondata.com. Using their food comparison

sheet, they will look up the foods listed and find the nutritional value and
ingredients.
13. Students will discuss with their findings with their partner comparing and
contrasting the different food and their nutritional value.
14. When students are done they will put their laptops up and take their seat.
15. Ask students if they were surprised about any of their findings. Ask what
some of the ingredients they found were. Discuss what they are.
16. When discussion is over have students take their laptops back out to the
center. Before students line up for lunch have then share the most interesting thing
they found.
17. Have students line up for lunch.
Students will be involved in group and hands-on activities.
Assessment: Assessment will be informal. While students are looking items

up on the computer teacher will walk around and observe student engagement.
During discussions teacher will also walk around and listen for student
understanding.
Closure: Students will tell their face partner the most interesting thing they
found before they line up for lunch.
Food Journals
Student laptops
Food comparison work sheet
Pencil
Students will be allowed to work with partners to compare answers. All

directions will be given orally with a chance for students to ask questions for
clarification. Any student needing help will be able to ask the teacher or another
student.
33
• Reflection
Students were very surprised to see the ingredients in some of their favorite
foods. Students were very excited to use the computers. Students were engaged
during the lesson and participated throughout.
Lesson Plan 6:

Lesson 6: (“Hot Seat”) Health Unit
Learning Goal: LG 1; The student will know that there are 6 food groups and
that healthful eating habits can lead to wellness. LG 2; The student will know the
importance in variety and moderation in food selection and consumption.
Objective: LG1; 2: Students will be able to list the nutrients found in each
food group. LG1; 3: Students will define the nutrients found in each food group. LG
2; 2: Students will compare and contrast a variety of food to select healthful
choices. 3: Students will compare and contrast food consumption differences
related to age, gender, and physical activity.
The teacher will need to know the answers for the quiz and the rules for “Hot
Seat”.
1. When students come into the classroom they will complete the warm-up
quiz
2. When students finish their quiz they will turn it upside down and get a
study guide from the front.
3. Students will use their notes to complete the study guide. Answer
questions students may have. After all students have finished their quiz grade the
quiz and go over food logs. Lets students discuss with a partner what they ate
yesterday and a summary of the food groups they ate from.
4. When all students are finished the class will be divided up into teams to
play “Hot Seat” (Students have played this game in other subjects and know all the
rules)
5. Have a brief review of rules. Allow students to ask questions if there are
any.
34
6. Play the game until all students have a turn. During the game if a student
gets any question wrong discuss the correct answer. (Game is designed as a review
for all material learned so far).
7. Once the game is over double check to make sure all students have their
study guided filled out. If they don’t, it’s homework.
8. Before lining up for lunch students will choose one thing from their study
guide to quiz their face partner on.
Students will be involved in independent and group activities. The game will
give students a chance to show what they have learned in a team atmosphere.
Assessments: Students will grade their own quiz and keep it so they know
what they still need to study. During the game assessment will be informal.
Closure: After the game students will look at their study guide and ask
questions if they have any. Then they will quiz their face partner by asking them
one question from the study guide.
Food Logs
Study Guides
Digital Projector
pencil/ paper
Students will be doing a hands-on activity and will be allowed to choose

classmates to give them clues for the answer. This will give all students an
opportunity for a turn. Students will also have a chance for independents work
during the quiz. Students will be given notes to use during the game as another
chance for all to be involved. Modifications will also be made for four IEP students
that are not usually part of our class. Three of the students will explore an
interactive health website for primary grade and the other student will play the
game with a partner to help him when it is his turn.
35
• Reflection
I taught students this game during week one. We have played it a few times
since then. Students enjoy the game. The last time we played my supervisor was
here. He gave me some tips to make the game go a little faster. Today I made a few
modifications according to his advice and the game went faster. This is a great way
to review material.
Also, today four of the IEP students that are usually pulled out during health
were in class. Their teacher was absent and there was no substitute. I knew that
these students would be at a big disadvantage because they have not been here for
any of the lessons. I found a website for primary grade (this was at their level) that
had interactive health games. I let them choose to either play "Hot Seat" with
modifications (they could have a partner go up with them when it was their turn) or
play the games on the website. Three of them chose to play the interactive games
and one actually wanted to play the game. When it was his turn he brought his
partner up and she helped him to figure out the answer, it worked out great. The
other three enjoyed doing something that was at their level on the computer.
Lesson Plan 7:

Lesson seven: (Food Guide Pyramid Relays) Health Unit
Learning Goal: LG 1; The student will know that there are 6 food groups and that
healthful eating habits can lead to wellness. LG 2; The student will know that the is importance
in variety and moderation in food selection and consumption.
Objectives: LG 1; 2: Students will be able to list the nutrients found in each food
group. LG 1; 3: Students will define the nutrients found in each food group. LG 2; 2: Students
will compare and contrast a variety of food to select healthful choices. LG 2; 3: Students will
compare and contrast food consumption differences related to age.
Teacher will need to know the directions for the game.
36
1. Have students get out their homework sheet and write down for
assignment two to study for 20 minutes for tomorrows health test. They should use
their study guide from "Hot Seat" and any notes they took. Ask if there are any
questions about the test.
2.. Teacher will walk around the classroom with a basket for students to
choose a piece of paper from. The paper will have two numbers on it. The first
number will tell which group they are going to be in and the second number will tell
which food group they are.
3. Teacher will tell students that they are going to go outside and play a
game. The game is called "Food Guide Pyramid Relays". The paper they just chose
will specify which team they are on and which food group they represent.
4. Teacher will explain the rules for the game. Student will be placed on
teams with a person to represent each food group. Teams will line up, on the first
players turn they will run down to and area of cones, choose a cone and lift it up.
Under it will be a picture of a food or name of a nutrient they will show this to their
teammates. If that food or nutrient is found in the group they are in they will run it
over to their teams’ food pyramid and then tag the hand of the next player. If it is
not in their food group they will place it back down and go tag the next players’
hand (Similar to memory games). Randomly some cones will have trivia questions
that pertain to the unit. When a student gets a trivia everyone must freeze while the
question is asked. If the player gets the question wrong all players on the floor must
forfeit their turn. If the player gets the question right, all players on the floor get two
turns. First team to get all the food and nutrients in the right place wins.
5. Ask if there are any questions. If so, then clarify for all students.
6. Take students outside and divide into teams.
7. Allow students to play the game.
8. When the game is over gather students’ check and make sure all the foods
and nutrients were place in the right groups. If any are wrong discuss why and were
they should be.
9. Have students help pick up all game materials and head back to class for
lunch. Remind students again about the test tomorrow.
37
Students will be involved in group and hands-on activities.
.
Assessment: During the game teacher will walk around and observe students
to make sure they are playing correctly. At the end of the game teacher will assess
student knowledge from the correct or incorrect placement of foods and nutrients
on the Food Pyramid chart. The teacher will also asses student knowledge during
the trivia portion of the game.
Homework assignment sheet

Materials for game: (cones, food pyramid charts, game pieces)
Teacher whistle
All students will be working on a team. They will be able to ask team
members for help. Students will also be able to ask the teacher for help if needed.
No physical accommodations for the game are necessary in this class all students
are able to run and be physically active. .
• Reflection
Students had an okay time playing this game. There was not enough time. It
took students longer than I had anticipated for them to understand all the rules. The
game started off a little rocky. Once everyone understood they had a lot of fun but
time was up too fast.
If I were to play this game again I definitely would schedule it for more than
one day so that the second time students could have more time to enjoy the game
and not just focus on the rules. I would also spend more time on directions and give
examples of the rules so students would understand better. If the resources would
have been available it would have been nice to print off a rule sheet paper for
students to look at themselves.
38
39
mber of Students
Analysis of Student Learning (5)
Analyze and Profile Student Learning of Whole Class
Table and Graph of Whole Class Results
Pre LG 1 Post LG1 Pre LG2 Post LG2
Advanced
0 26 12 28
85% and up
Proficient
0 1 14 1
75-85%
Basic
6 2 4 0
60-75%
Below Basic
24 0 0 0
Below 60%
30
Advanced 85%and
25
up
20 Proficient 75-85%
15
Basic 60-75%
10
5 Below Basic Below
60%
0
Pre LG Post Pre LG2 Post
1 LG1 LG2
40
41
Summary Paragraph of Whole Class Results

a) 27 students met my goal of 70% or higher on individual learning goals. All students
met the goal of 70% or higher over all.
b) Two students did not meet goal of 70% on LG 1; they had 67%.
c) Every student (29) met more learning goals than on the pre-test.
d) For LG 1 on the pre-test the average score was 29% on the post test it was 95% so
improvement was 66%. LG 2 the average score on the pre-test was 86% and the post
test was 105%(there was an extra credit question.) Improvement was 9%.
e) Zero, all students progressed. There were 21 students scoring a perfect score overall
(100%)!!
Note: One student moved during the unit so there are 29 students that took the post
test compared to 30 that took the pre-test
42
of Boys and Girls

Analyze and Profile Student Learning of Two Sub-groups
Name of Sub-Group One – Gender
Brief Justification of Choice – It is important to see how big a role gender plays in
student achievement so that lessons can be modified to encourage both boys and girls.
Table and Graph of Sub-group One (Gender) Results

Girls Boys
Learning Goal 1 G/Pre LG G/Post B/Post
B/Pre LG1
1 LG1 LG1
Advanced
0 14 0 12
85% and up
Proficient
0 1 0 0
75-85%
Basic
2 0 3 2
60-75%
Below Basic
14 0 11 0
Below 60%
14
12
10
8 Advanced 85%andup
6 Proficient 75-85%
4 Basic60-75%
BelowBasicBelow60%
2
0
G/Pre LG G/Post B/Pre B/Post
1 LG1 LG1 LG1
43
er of Boys and Girls
Learning Goal 2 G/Pre LG G/Post B/Post

B/Pre LG2
2 LG2 LG2
Advanced
7 15 6 13
85% and up
Proficient
9 0 4 1
75-85%
Basic
0 0 1 0
60-75%
Below Basic
0 0 3 0
Below 60%
16
14
12
10 Advanced 85%and up
8 Proficient 75-85%
6 Basic 60-75%
4 Below Basic Below 60%
2
0
G/Pre LG 2 G/Post LG2 B/Pre LG2 B/Post LG2
44
Summary Paragraph of Sub Group One (Gender) Results

All student were in one of the Gender Sub Groups
a) 27 students met the goal of 70% or higher for individual learning goals. All student
met the goal of 70% or higher over all
b) Two student did not meet goal of 70% on LG 1; they had 67%.
c) Every student (29) met more learning goals than on the pre-test.
d) For LG 1 on the pre-test the average score was 29% on the post test it was 95% so
improvement was 66%. LG 2 the average score on the pre-test was 86% and the post
test was 105%(there was an extra credit question.) Improvement was 9%.
e) Zero, all students progressed. There were 21 students scoring a perfect score
(100%)!!
f)Overall girls scored higher on the pre-test and post test. LG1 Boys were higher on the
pre-test and girls were higher on the post test. LG2 Girls scored higher on both pre and
post tests
g) From analyzing this sub group I am lead to believe that girls may overall do better in
the subject of health than boys. Another factor could be that my lessons engaged
female students more than male.
45
Name of Sub-Group Two – TAG Students (Gifted)

of TAG Students
Brief Justification of Choice - I am curious to see if the students identified as gifted

scored higher on the pre-test compared to the rest of the class.
Table and Graph of Sub-group Two TAG Student Results
Advanced
0 6 5 6
85% and up
Proficient
0 0 1 0
75-85%
Basic
3 0 o 0
60-75%
Below Basic
3 0 0 0
Below 60%
5 Advanced 85%and
up
4
Proficient 75-85%
3
Basic60-75%
2
1 BelowBasicBelow
60%
0
46
47
mber of non-TAG students
Table and Graph of Sub-group Two (TAG Students) Remainder of Class Results
Advanced
0 20 7 22
85% and up
Proficient
0 1 13 1
75-85%
Basic
4 2 0 0
60-75%
Below Basic
21 0 0
Below 60%
25
20 Advanced 85%and
up
15
Proficient 75-85%
10
Basic60-75%
5
Below BasicBelow
0 60%
Pre LG 1 Post Pre LG2 Post
LG1 LG2
48
Summary Paragraph of Sub Group Two TAG Results

a) In the post- test all 6 met all LGs.
b) All TAG students met all LGs in post- test
c) For LG1 all 6 met more LG on post-test than on pre-test. For LG2 1 student met more
LGs on post-test than on pre-test
d) For LG1 there was a 58% improvement and for LG2 there was a 4% improvement.
e) For LG2 5 of the students had not change in LGs
f) This sub group performed well when compared to the rest of the class. On the pre-
test overall only 6 students scored in the basic and 50% of those were TAG students.
On the LG2 pretest 41% of the advanced group was TAG students.
g) From analyzing the data I have realized that the TAG students make up a big portion
of the advanced group. When faced with a new topic they tend to still score higher on
the pre-test
49
udent A % correct

Analyze and Profile Student Learning of Two Individuals
*LG2 had an extra credit question.

Table and Graph of Individual One: Pre/Post Test Results
Student #1 LG1 LG2

Pre-Test 73 100
Post-Test 100 120
120
100
80
60 Pre-Test
Post-Test
40
20
0
LG1 LG2
Summary Paragraph of Individual One Results

a.) Student A has met all LG’s .
b.) Student A had a 27% improvement on LG1
c.) Student A did stay the same for LG2 and 100%. There was a challenge question
worth extra credit that student A chose to answer and got correct.
Sample Products for Individual One

See attached documents 1-4
50
B’s percent correct
Table and Graph of Individual Two: Pre/Post Test Results
Student #2 LG1 LG2

Pre-Test 27 80
Post-Test 67 80
80
70
60
50
40 Pre-Test
30 Post-Test
20
10
0
LG1 LG2
Summary Paragraph of Individual Two Results

a.) Student B did not meet all LG’s. Student B only scored 67% on LG1 on the post-test.
Student B did meet all of LG2
b.) Student B made a 40% improvement on LG1
c.)Student B stayed the same on LG2 (80%)
Sample Products for Individual Two

See attached documents 5-8
51
Reflection and Self-Evaluation (6)
Interpretation of Student Learning

I believe that my performance has resulted a in positive learning experience for
students. Students all improved tremendously from their pre-test to post-test. Students
were engaged in activities and asked questions for clarification when they were unsure.
Students improved most on LG1. The data from their tests reinforce this. In student
work samples the overall improvement from pre-test to post-test was 66% for learning
goal one. The lowest improvement was from student B. On his work sample it is
noticeable that some of the same questions were missed on both pre and post-tests.
The same question from LG 2 was missed on both tests. Student mastered most
objectives on LG1 but the ones not mastered were some of the same ones missed on
pre-test. I think that there are many circumstances/conditions to consider when noting
poor achievement. Attendance could be a fact. In the case of student B he missed one
class day. This was the day we discussed the LG2 objective he was gone even though
we reviewed the next day this could contribute to non mastery. Reading levels should
also be taken into consideration in achievement. If a student does not have good
comprehension it may be difficult for them to answer questions. Learning and behavior
disabilities are also a factor in achievement as well. If a student has a hard time
focusing it can become very difficult for them to concentrate on a paper/pencil
assignment. This is the case for student B. When creating lessons it is vital to take all
student needs into consideration.
Insights on Effective Instruction and Assessment

In my unit students were involved in various activities. On the first two days
students were introduced to the material. We took some notes, had class discussion
and completed short partner activities. I wanted students to have the foundation of all
the information for future reinforcement activities. This was especially good for students
who learn from auditory and visual instructions. On the following days students were
involved in hands-on activities to reinforce objectives and learn a few new ones. These
activities were designed to help students who learn kinestically. I believe that I met the
needs of many diverse learners leading them to success. In the pre-test 24 out of 30
students failed and on the post-test 26 received A’s with 21 at 100%. The results lead
me to believe that overall I had a positive impact on student learning. Looking back I
believe that some activities could have been more successful if directions would have
been clarified better and more time would have been allotted. I played a game with
students that did not receive as much positive feed back as I expected. They had never
played the game before and there were many steps in the rules. We should have played
the game more than one time so that students could enjoy it more and a sheet with
rules clearly stated would have been nice. I have thought of modifications to make the
game go more smoothly in the future. I would really have liked to integrate a lot more
technology through out my unit if it would have been available.
52
Implications for Future Teaching

In the future when planning lessons if I am in a school with very limited
technology I would like to make extra effort in finding more activities that are unique and
out-side of the box for students. I will also take time to specifically think of ways to target
students that have a hard time concentrating. From my experience I have realized that I
need to take more time explaining directions in a way that all students understand. I
have also realized that I need to work on time management. I ran out of time during
each lesson. I realized can let students share more with each other so that all students
get a chance to speak. This will help me save some time. Usually I spend too much time
letting students respond to answers. Toward the end of my unit I decided to only let
three students comment on each question or statement and would just choose different
students each time. This really helped me save some time. The next time I create an
assessment I am going to make sure that the questions are not difficult to understand
and that all students understand all directions before they begin. On my pre-test I had
some questions that were vague and needed to be revised. On the post-test I read all
directions out loud before they started and make sure students understood what they
were suppose to do.
Implications for Personal Professional Improvement

After reviewing the lessons and test data for this unit I can see that there are
some areas I will be able to improve on. One of my biggest areas of improvement will
be time management. On some lessons I had a hard time making it through all the
material. I need to look at lessons and objectives to find if there is a way to combine
some things and still get across the message. I also think it is critical to find a way to
break the barrier for students who have a hard time focusing. I would like to take time
and do some research in books or on the internet to different strategies that will help me
get through to these students. I have already started asking some current teachers on
ways to help improve time management skills and will continue to do so. When I begin
teaching I plan to attend Professional Developmental workshops so that my skills will
continue to grow.
Resources
Morris, N., & Morris, T. (1994). No-Cook Cooking (Sticky Fingers). United States:
Franklin Watts.
MyPyramid.gov - United States Department of Agriculture - For Kids. (n.d.).

MyPyramid.gov - United States Department of Agriculture - Home . Retrieved
November 7, 2009, from http://www.mypyramid.gov/k
Nutrition facts, calories in food, labels, nutritional information and analysis –

NutritionData.com . (n.d.). Nutrition facts, calories in food, labels, nutritional
information and analysis – NutritionData.com. Retrieved October 23, 2009,
from http://www.nutritiondata.com
(2008). The Grat Body Shape/You Are What you Eat (Handout). Wilton: The Children
Health Market.
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Teacher Work Sample You Are What You Eat: Natasha Hamilton

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TEACHER WORK SAMPLE

Contextual Factors (1)

Community, School System, School Factors

Rural or Urban - Urban

Name of school system – Springfield Public Schools K-12

Number of students in school system - As of September, 2009 10,410

Number of students in school system on free or reduced lunch – As of September,

Name of school – Yolanda Elementary School

Grades served in school –K-5

Student enrollment - 356

Paragraph: How Community, School System, School Factors Affect the

Grade level – Fifth

Boys/girls ratio – 18 boys/16 girls

Age range – 10 and 11

Resources – Technology is very limited in this school. There is a small classroom

Parental Involvement – Parent involvement in this classroom is very high. Many

Website (class and/or school) – school website: www.blog.sps.lane.edu/yolanda/

Paragraph: How Classroom Characteristic Factors Affect the Teaching/Learning

Number of students attending pull-out or supplementary programs - There are

Number of students with Individual Education Plans - 5

Number of non-IEP students who are behaviorally or academically challenged - 4

Number of developmentally delayed, emotionally or behaviorally disordered;

Paragraph: How Individual Difference Factors Affect the Teaching/Learning

Topics and Learning Goals (2)

TOPIC – You Are What You Eat

Goal Explanation Paragraph

Goal Explanation Paragraph

Measurable Objective 1 - Students will prepare and choose healthy snacks

Measurable Objective 2 - Students will compare and contrast a variety of food

Measurable Objective 3 - Students will compare and contrast a variety of food

You are what you Eat

Directions: Read the question and circle the correct answer.

a. what to eat and what not to eat

b. types of physical activity and nutrients food contain.

c. food groups and how to be physically active.

d. how much of each nutrient is found in a food group.

2. Fats, vitamin, protein, and carbohydrates are called

3. How often should a person exercise?

c. 30-60 minutes each day

d. 15-20 minutes each day

4. Which of the following lunch menus is the healthiest?

a. chicken, apple, carrots and milk

b. chicken, Twinkies, chocolate bar, and milk

c. ham sandwich, potato chips, carrots, and soda

d. ham sandwich, granola bar, carrots, and milk

7. True or False: Fats and Oils are a food group.

9. List 2 nutrients that the body needs to stay healthy.

12. List two healthy snacks.

1. Carbohydrates 2. Proteins 3. Vitamins

4. Minerals 5. Water 6. Fats

_____ Maintain and repair the cells of the body

_____ Serve and your body’s main source of energy

_____ Needed by the body to grow and function well.

You are what you Eat

Directions: Read the question and circle the correct answer.

1. What does the food guide pyramid tell you?

a. what to eat and what not to eat

b. types of physical activity and nutrients food contain.

c. food groups and how to be physically active.

d. how much of each nutrient is found in a food group.

2. Fats, vitamin, protein, and carbohydrates are called

_2 Maintain and repair the cells of the body

_1 Serve and your body’s main source of energy

3_ Needed by the body to grow and function well.

4_ This nutrient serves as our bodies main source of energy.