Thematic+Unit

EDU 366/EDUG 482 Name-Patricia Wagner

Big Idea/s-"Living a Healthy Life"

Welcome to my healthy thematic unit. A healthy lifestyle will carry people into the future, which increases opportunities for laughter, life, and happiness. The sensation of feeling good comes from within. The thematic unit that Kathy and I developed was based around life-long learning of the basic food groups, key vocabulary, and hands-on activities that correspond to a life of choosing the best foods. We started with a video called, Brainpop, which highlighted the basic food groups, plus it introduced the food pyramid to the students. The 2 minute video quickly covers the important aspects of the topics. In addition, the instructor has the option of selecting Spanish or English with close caption. Furthermore, the lesson concludes with interactive activities, and assessments. Another resource that we used was to contact, Ag in the Classroom. The group is willing to share their expertise with the students. They provide hands-on activities, as well as literature about the food products that are grown in Illinois. To illustrate, the students learned about the availability of corn. This resource is extremely versatile. For example, there is pop corn, corn on the cob, and corn chips. However, the product is also in packaging. An interesting experiment to perform with the packaging corn is lick the pieces and they will stick together, which allowed the students to build structures. Finally, this topic of interest is as important as math, reading, and science. It is a subject that needs to emphasize because the body and mind go hand in hand.


 * **4.A.2a,** || **4.A.2b,** ||
 * 4.B.2b, writing-health and safety, reading-personal experience, information gathering- ||

· Preview ideas, concepts, and strategies in a non-verbal, physical, or pictorial manner. · Paraphrase · Use think aloud · Reinforce contextual definitions · Practice academic oral language in target language. · Use highly comprehensible yet cognitively challenging activities. || **Content Objectives:** Students will identify the parts of the food pyramid. Students will hypothesize about the key vocabulary. Students will create a three day food diary. - Strategy- Paraphrase, think aloud, provide correct pronunciation, reinforce contextual definitions, think and speak. - Student grouping-small heterogeneous groups of 3 - Differentiation –text is at grade level, provide graphic organizers, video, text on tape,
 * Stage of Lesson Cycle ||  ||
 * Preview Stage-
 * Language Objectives**
 * L1 *Students will be able to define the terms-//dairy group, fruit group, meat group, vegetable group, nutritionist, nutrients.//

L2 *Students will be able to define the terms-//dairy, meat, carbohydrates, fats, proteins, and grains.// tudents will practice “Squeepers”, “Clic, Clac, Muu, Vacas escritoras,” by Doreen Cronin. · Why do we need food? · Where does the food supply come from? · What are the four food groups? · How can we make better food choices? Description: Day 1- As a visual and interactive activity, the students will watch, Brainpop about the food pyramid, the 3 minute video will play in Spanish with English subtitles. *Introduce the key vocabulary words (diary, meat, proteins, fats, carbohydrates, and grains). *Students will record their daily food intake for the next three days. Teacher will model and example and students will practice writing the diary. Day 1- *In groups of three the students will talk about the quiz questions from the Brainpop video. · Readings available at grade levels in the target language. · Continue practice of oral academic, as well as literacy. · Use graphic organizers with text. · Guided reading or writing activities. || **Content Objectives:** //Students will be able to identify the 5 food groups.// //Students will be able to categorize food into the 5 food groups.// - Strategy- Paraphrase, think aloud, provide correct pronunciation, reinforce contextual definitions, think and speak. - Student grouping-small heterogeneous groups of 3 - Differentiation –text is at grade level, provide graphic organizers, video, text on tape,
 * Students will be able to confirm their responses to text questions with a peer.
 * Students will be able to write their daily diaries.
 * Students will be able to confirm their responses to text questions with a peer.
 * Students will be able to write their daily diaries.
 * Prior Knowledge: S**
 * Assessments:**
 * Daily diary which will include the student’s food intake.
 * Students, volunteers, will match the word with the illustration. The word and pictures will be posted on the whiteboard, then the students will match the photo with the word (pretest). ||
 * **Focused Learning Stage
 * · Introduce literacy.
 * Language Objectives**
 * L1 Students will read and talk about their food diaries.

Students will write their food choices into the food groups. Students will write vocabulary words in sentences. L2 Students will read and talk about their food diaries. Students will write their food choices into the food groups. Students will write vocabulary words in sentences Day 2-* In groups of 3, the students will exchange and read each other’s diaries. Then they will discuss the differences and similarities between the written works. Next, students will receive a copy of the food pyramid, and they will categorize their food onto the illustration of the pyramid. Students will practice vocabulary meaning through cloze sentences. Categorizing food into the correct food groups. Cloze sentences. || · Focus on independent use of skills and demonstrate of understanding of big idea/lesson focus. · Provide differentiated activities for linguistically and academically heterogeneous groups. || **Content Objectives:** Students will identify the vocabulary words. - Strategy- Paraphrase, think aloud, provide correct pronunciation, reinforce contextual definitions, think and speak. - Student grouping-small heterogeneous groups of 3 - Differentiation –text is at grade level, provide graphic organizers, video, text on tape,
 * Description:**
 * Assessments:**
 * · **Application Stage –**
 * Language Objectives**
 * //L1//

Students will listen to the information from the Ag in the Classroom.//L2// Students will listen to the information from the Ag in the Classroom.**Description:** Day three-Students who are in need of support with the vocabulary words will identify the words through a word search. Other students will write the words in a crossword puzzle. -Students will welcome Ag in the Classroom. Word search and cross word puzzle. Students will specify key vitamins and minerals and their functions. Students will determine the relation between food intake and activity. - Strategy- Paraphrase, think aloud, provide correct pronunciation, reinforce contextual definitions, think and speak. - Student grouping-small heterogeneous groups of 3 - Differentiation –text is at grade level, provide graphic organizers, video, text on tape
 * Assessments:**
 * Content Objectives:**
 * Language Objectives**
 * //L1//

Students recognize the importance of exercise and making healthy food choices.//L2// Students recognize the importance of exercise and making healthy food choices.**Description:** the students will play a game from Ag in the Classroom- “My Pyramid Expedition Game” Eat right. Exercise. Have fun. Students will recognize the importance of exercise and making healthy food choices as they journey on an expedition to Healthy Peak. They will be required to identify various foods within the food groups, explain differences in the color bands on the new My Pyramid and more. Ag in the Classroom) My Pyramid Expedition Game.
 * Day 4**
 * Assessments:**
 * Content Objectives:**
 * Culminating Activity-Our culminating activity will take place on the last day of the unit of study. We have asked the children to invite their friends and family to join us in our classroom to celebrate our learning. The teachers and the students want their families to experience their learning and understand that healthy eating creates healthy minds. Our family and friends will be invited to experience a gallery walk in the classroom and hallways to view the projects and student created materials. Our authentic books will be available for viewing and sharing and we will also have music playing as well as photographs displayed of our learning in action. Fruits, vegetables, and other tasty, healthy treats will be available. Family members and friends will be encouraged to eat, ask questions, and enjoy our student displays** ||

Self-Reflection*

Vocabulary is always the main concern for ma and the lessons that I present. I state that because of the diversity within the language. However, I learned from my students teaching experience that the students achieve greater status if they see the picture with the word-after all a picture is worth a thousand words. The students were to continue with vocabulary through he first four lesson because they need the consistency. The activities that worked well were the use of the food pyramid because they were able to apply their real food habits to the established healthy guidelines. In addition, the students were engaged with learning as there were several books on display throughout the week. The literacy collection include: //The Basic Five Food Groups-Food for Good Health, How to Eat and Win, Nutrients Superstars, Delicious Hulabaloo, Jitomates Risuenos, and Clic, Clac, Muu.// I have learned to slow down my speech, I have learned to write the objectives on the whiteboard, and I have learned that technology is my best friend. For example, the use of the BrainPop video was a great way to introduce the thematic unit. Moreover, the segment is ideal for the students because the audio is brief, yet entertaining, and there is closed captioned in Spanish. Plus, the quiz is multiple choice, and fun for the students to participate with the assessment. Ag in the Classroom is a wonderful presentation. The students listened to a well planned lecture about the importance of living a healthy life. The presenter planned hands on activities, which is great for the L1 and L2 students. Furthermore, the game, My Pyramid Expedition,” was a fun reminder of what they learned from the week. The students learning improves as the lessons are engaging, which allows them to speak, and socialize with their peers. I believe that if students are themselves, which includes their true personality, then they have a tendency to do better with the lesson.