NUTRITIONAL VALUE UNIT INTEGRATED WITH MICROSOFT WORKS

Author(s):
Stacey Rishel – W401 – 18286
Linda Dickey – W401 – 18286
Original By Gretchen Parrish
Lesson Plan found at LearningNC.org URL: http://www.learnnc.org/lp/pages/3023

Grade Level:
4 or 5

Timeframe:
3 or 4 – 60 minutes class periods

Lesson Description or Explanation:
This lesson is an integrated unit on nutrition. Students will use Microsoft works to compare and contrast nutrition facts among food. They will take the nutritional values provided from food labels and use Microsoft Works to analyze the data. The students will create a database and enter the information. They will then manipulate the database by using sorting and filtering methods. Next they will create a graph with the database information. Finally, the students will use the nutritional facts information that they have gathered to create a report summarizing their findings.

Indiana Curricular Standards:
Health and Wellness:
4.3.1 Recognize characteristics of valid health information and services.
4.5.5 Determine a healthy alternative when making a decision.
Math:
5.3.7 Use information taken from a graph or equation to answer questions about a problem situation.
5.6.1 Explain which types of display are appropriate for various sets of data.

ISTE Standards:
National Education Technology Standards:
2. Communicate and Collaboration
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
3. Research and Information Fluency
d. Research data and report results

Assessments:

Formative assessment: I would use a rubric as a formative assessment. (see attached). This rubric would outline how well they transferred their data to their program, how well they filtered and sorted information, they mechanics of their reports and their whole class publication. The rubric will assess each finished piece which includes; completed database, completed spreadsheet, completed graph, competed questions from database manipulation and word processed report summarizing graph analysis.

Summative assessment: I would conduct a summative assessment in which the students would “publish” their reports and make a whole class nutritional book. This book would outline what their data found to be the healthiest foods and the unhealthiest foods. We would share this book with parents and school administration for added comments.

Prior Knowledge:
The students would have prior knowledge with reading food labels. Students have previously been introduced and have had frequent assess to Microsoft Works, however, if needed you can teach Microsoft Works during this integrated lesson.

A pre-assessment would be to have students find someone in the class that has a comparable item nutritionally; calories, fats, sodium, protein, vitamins. After they have found a partner make a written chart with a sheet of paper folded in half with the name of the food item and the nutritional information compared side by side. This will allow the student to get a closer look at nutritional labels and be able to compare them.

Technology:

Internet Resources:
http://www.fda.gov/food/default.htm
Hardware: At least one computer in classroom or computer lab

Software:
Microsoft Works

Other Materials/Resources:
A food pantry of nonperishable items
Create a Database handout
Create a Spreadsheet handout
Tips for Sorting and Filtering handout
Manipulating the Database handout

Procedure:
Day 1:
Bring in Food Items: Have students bring in nonperishable food items. You can use canned fruit, canned vegetables, canned soup, spaghetti sauce, cereal, and junk food. Do the pre-assessment activity. The database can contain information about one food group or one type of food or can be a combination of foods. By using filtering techniques with the database, you can use a combination of foods and isolate only the food at which you want to look.

Create a Database: Show students how to create a database. Discuss the restrictions for naming fields and how to go back and make corrections. Students need to know how to edit a database. Give students the How To Create A Database Handout. I have included very detailed instructions in my handouts. You may want to edit and condense these depending on what your students already know.

Day 2: Start Entering Information in the Database: Each student can enter information from the product that he/she contributed. You can also have a “Database Master” who is responsible for data input. You can have students build the database in your classroom and then have copies of the database available for everyone to use in a computer lab to manipulate and analyze the data as a class if you have a computer lab available. If you do not have access to a computer lab, allow students to work individually or in groups at the computer in your classroom to complete the assignment.

Continue Entering Database and manipulating and analyzing data if needed.
Next, have students answer questions about the database: Depending on the database you build, you will need to create a set of questions for students to answer. You may also opt to have students design the questions themselves. I encourage you to use questions that build higher order thinking skills. You can also integrate math skills into this unit by having students sort the database to find range, median, and mode. I have included a sample list of questions to get you started.

Day 3: Finish prior days create a Spreadsheet and Graphs: Show students how to create and edit graphs using a spreadsheet. Give students the How to Create a Spreadsheet Handout. Students will copy data from the database to the spreadsheet and then create their own graphs.

Analyze the Graphs: Students can use the word processor in Microsoft Works to write a report summarizing their findings as a result of having graphed the nutritional information. Students can copy and paste the graphs from the spreadsheet into their word processed documents and print them as a final product for assessment.

Differentiated Instruction:

ESL:
Depending on their level may be paired with other students to help and observe how they are gathering and entering data. Also, could have them bring in items in the language if available and have the ESL coach help with explaining the assignment.

Challenge/Extend:
To challenge some student or extend the lesson, students could also either have a field trip to the grocery store or the next time they go with their families they could obtain pricing information for your database.
This activity can also result in a community service project. Collect the food and then donate it to your local soup kitchen or Salvation Army.
If you do a database about spaghetti sauce, for example, you could have a class lunch. Recruit a few parents to help and invite them to eat with you. You can also use this opportunity to show parents all the neat graphs, databases, and reports that students have created using the computer.


Special Needs:
Depending on the needs of the student, this lesson can be adjusted in many ways. It is great to be able to compare and sort household items and use of the computer can be adapted in many different ways.