Quiz

Here is the link to the quiz.
http://www.quizglobal.com/ViewQuizByID.aspx?QuizID=3692

The quiz was created as a resource to assist students’ retention of the different concepts taught about the effects of poor dieting. The quiz will also facilitate retrieval of information which was not evaluated during the actual delivery of the lesson. Additionally, students will be able to participate in a fun and interesting method of self-evaluation which will also promote intrinsic motivation to study.

Della's Reflection

My group members and I agreed on the topic "Effects of Poor Dieting" to teach a grade three class. This final decision was taken after many discussions on what topic that would be best to highlight the importance of technology as a teaching tool. In order to execute the lesson effectively, a lesson plan was designed, then a storyboard for a video and a blog. After the first draft of the lesson plan, our lecturer and colleagues critiqued it and made suggestions based on what we presented. I personally do not like critiques and was feeling really bad but I realized that most times critiques are to help make things better. So we made the necessary changes and proceeded to create a storyboard to support the lesson plan.


My role was to contribute ideas only since I am not so computer inclined. In addition to the storyboard, a group member created a group blog to facilitate posting of our comments and information to each other. I found that it was quit easy to create the blog and I enjoyed posting my comments. My biggest challenge was to post pictures and videos. Despite of this, my group members were very cooperative and assisted me when I was encountering difficulties. Even right now as I'm typing my reflection. As we proceeded with the video shoot for the introduction, it began raining as soon as we reached the market. Although it rained, I had lots of fun and laughter. I never knew that preparing to teach using technology required so much planning. None the less, the whole experience was worthwhile because I can see the relevance of using technology for classroom instructions since I have learnt so much from it. Moreover, the resources that we created will definitely support the students' learning since it will allow authenticity, constant interaction with each other and also to help them develop collaborative learning as a group.


To conclude, I am just getting a feel of technology and to my dismay it is the end of the course. Finally thanks to a dedicated teacher, my collaborative group members and everyone else who contributed to making this creation a complete success.

A Brief Description of the Resource

The resource created is a video which is an authentic teaching aid. It addresses differentiated instruction by providing several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills that facilitate multisensory interactions. In addition to being fun and motivating, the video provides an experience that cannot be done by a teacher, textbook, or broadcast in the classroom. The use of the video allows students to: engage in authentic tasks, be actively thinking about information by using their prior knowledge and making predictions about the given topic, and making choices as to what foods they consume.


While the video is played, the integration of the language processes become vivid as the students view the video, listen to what is being discussed, read texts presented in the video, speak about the health conditions that they know and those that are presented in the video.


Furthermore, the video acts as a virtual field trip since it may be difficult and time consuming to take students to the market and supermarket to experience, identify and observe the types of food at these places. The use of the video helps students become more reflective as they discuss their understanding hence developing their, oral and listening skills as they share their different views on the topic.


The language register used during the video changes as information is given on various topics. For example some information was conveyed in a conversational tone so students would be better able to relate to that particular scene and the ideas. Students of the 21st century are exposed to media technology everywhere hence the choice of integration of the video into the designed learning experiences of students is a fantastic idea. This is supported by the idea of Kounin(1970). He brought forward the phrase "be with-it", hence teachers should try as much as possible to know what trends and technology move his/her students to incorporate those ideas in instruction to foster learning.


Although the video was planned to be used as a follow up lesson where students will view during instruction, this does not limit the way the video could be used. It can be used to introduce a lesson or as a culminating activity to sum up all that was discussed during the lesson and to enable students to better understand the concepts explored. The students may be given an in class activity to complete or a project in which they will be required to carry out in-depth research on one of the concepts learnt or even an evaluation exercise based on the information in the video.

Updated Lesson Plan

SUBJECT:                              Health and Family Life Education

TOPIC:                                   Nutrition

SUB TOPIC:                          Effects of  Poor Dieting

GRADE:                                Three

AGE GROUP:                        8 -9 years old

DURATION:                          1 hour

OBJECTIVES:                       Students should be able to:

1.)    Define the term “diet”.

2.)    View a video to identify four health conditions that are associated with poor dieting.

3.)    State ways of preventing the health conditions that result from poor dieting.

4.)    Differentiate between healthy foods and junk foods.

PREREQUISITES:                      Knowledge of food groups, Balanced Diet

CONTENT:

Diet is the kinds of food and drink that people consume. There are many health conditions associated with poor dieting, for example diabetes, heart disease, haemorrhoids and obesity.

INSTRUCTIONAL MATERIALS:

lap top computer, projector, transformer, Bristol board, markers, crayons, rulers

INSTRUCTIONAL ACTIVITIES:

INTRODUCTION

Students will be given the opportunity to describe what they had for breakfast. Students will be engaged in discussion on the term “diet” and the traditional misconceptions associated with the term. Students will be informed of the objectives for the lesson.

DEVELOPMENT

STEP ONE:

Teacher presents students with an anticipation guide in the form of a K.W.L template which will be drawn on the board.  Students will be involved in grand discussions to generate ideas under the “What You Know” about diet column. Students will be assisted by teacher in recording “What You Want to Learn”.

STEP TWO:

Teacher informs students that a video will be viewed to identify:

·         health conditions associated with poor dieting

·          good eating habits including balanced diets

·          Tips on how to maintain good health

·         Key words associated with dieting e.g. diet, nutrition, diabetes, obesity, amputation

STEP THREE:

Students will be engaged in discussion based on the objectives for viewing the video and the contents of balanced diets for various meals.

After viewing the video, students will record the key words into their learning logs and use the internet (Web Quest) to find key word meanings and get pictures to create a balanced diet.

CONCLUSION:

Students will share their oral views on the four types of health conditions, terms associated with diet and symptoms of poor dieting.  They will also state some ways of preventing the health conditions.  Students will share their ideas about what they have learnt about the lesson.  The teacher records the information in the appropriate column on the K.W.L chart.

EVALUATION:

Students will be placed in groups of four to create posters to showcase hea

Kinetus' Reflection

Technology in Education was an eye opener in providing us teachers with innovative and interactive methods in which technology can be in-cooperated into the teaching process. During this course an assignment was given to create a video to be used in instruction. I was very excited about this assignment as I had never created a video before. This assignment was to be done in groups so I anticipated creating great memories with my colleagues and also gain new knowledge which would allow me to become better equipped as a teacher.


The topic chosen for our video was ''Nutrition''. We chose this topic because it is necessary to educate children about the negative consequences possible if they do not pay attention to their diets. It is also part of the school curriculum.


A lesson plan was created to help in the formation of objectives, content and duration for the video. The first stage was creating a storyboard for our video. The storyboard allowed us to be better prepared as it gave us a sense of direction in the recording process.


The first shoot seemed to be impossible due to the weather, but my group members seemed determined to shoot, and patiently waited the storm out. The weather seemed to be monitoring us as every time we were ready to shoot another scene, the heavens opened up on us. We viewed it as showers of blessings and our spirits were not crushed.


The software used to create the video was a new experience and my colleagues were very instrumental in providing necessary support throughout the process.


A blog was created which facilitated daily interactions among group members and updated members on progress. The blog allowed members to provide suggestions for improvement and post content to be used in the video.


Using multimedia such as videos breaks away from traditional methods of teaching and caters to the needs of the 21st century learner.


In conclusion, this course assignment enabled me to gain a wealth of knowledge on how to incorporate technology in the 21st century classroom. Not just using it in the classroom but using it in a meaningful way to facilitate learning.

Story Board

Story board

Stephanie's Reflections

Since we are leaving in the 21st century, and the use of technology has become so widespread, it is essential that teachers use media technology as a tool for delivering instruction in the classroom. Therefore, to do so effectively, two of the resources that I learnt to create were a power point presentation and a video, using Camtasia.

In preparation of the video, my group members and I selected the topic, ‘Nutrition’ but more specifically, ‘The Effects of Poor Dieting’, for grade three students (8-9 years). After we had completed this step, we started our lesson plan and then presented it to the teacher and our colleagues, for constructive criticisms. Then, we made the necessary adjustments. I acquired a great deal of knowledge in doing this part of the video as I listened and evaluated the plans of the other students. In addition, I was selected as the narrator for my group. This role pushed me to do the necessary and extra research that was needed to ensure that the correct information is transferred to the students. 

After these steps, we had to prepare a corresponding story board which seemed senseless to me in the beginning; however, in executing the video I realized that the story board was the most important part of the video as it provided us with step by step procedures which made our workload lighter.
Furthermore, we achieved the first shooting of the video at the market, despite the fact that it was raining. I also composed voice clips and engaged in discussions on our classroom's and group's blog which we entitled ‘Food for Thought’. 

Overall, the process of this video was tremendous. My group members worked hard and tirelessly to see this resource become a success, although we were in the exam process.

Effects of Poor Dieting Video

Reflection by Usellta Augustin

In preparation for the video my group had to select a topic. In my opinion that was one of the hardest task because we were debating tirelessly on which topic to choose however it allowed me to develop a sense of respect of my colleague's opinion. We were asked to create a story board which I thought was a waste of time but to my surprise while shooting the video the storyboard made our task easier because we had a guide to refer to, to know what our next step should be. The storyboard allowed us to draw up our ideas, combine and filter them into a desired choice of the group and allowed us to visualize the video even before the actual shooting. While writing the lesson plan I became aware that I have used the video at school and not for once it occurred to me to add how the video will be used in my lesson plan and I realized this is essential. A blog was created and the three aforementioned items created were posted on there. I want to highlight that this activity fostered group dynamics.

When the video was being shot we encountered several difficulties especially with the weather however I realized that we did not have to hire a photographer to make the video and any device which allows one to record a video can be used. Phones and cameras were used which means that making a video for instruction is inexpensive and time efficient. The video was  then edited using Camtasia.

After the video was shot I recognized that a video is indeed a highly interactive, interesting and authentic teaching aid to introduce to the classrooms, especially with students of the 21^st century who are exposed to media technology all around them. The video would add more variety to our teaching styles and learning experiences designed for teaching and learning. I also learnt that planning is a very important aspect and has encouraged me to take my lesson planning more seriously as we used the story board as a plan which aided the smooth running of the video. I will definitely create my own videos to be used in my classroom or by other members of staff for more authentic teaching.

 

Precilllia's Reflection

Technology is undoubtedly one of the most ubiquitous inventions. Thus its integration in the classroom should be viewed with high priority and a way of enhancing the learning process for students and educators.  Fortunately, I was privileged to participate in a programme which broadened my knowledge on ways in which various types of technological tools could be used in the classroom. Our first project was based on the creation of a power-point presentation which would be used as a cognitive tool to enhance instruction in the classroom. My initial belief was that, this was an excellent tool; however the term excellence was insufficient to describe our second project – the creation of a video.

Our preparation process included the creation of a lesson plan and a storyboard. We decided to select the topic – Nutrition – to teach a grade three class since it is a requirement of the curriculum.

We were required to orally present the contents of our lesson plan to the class for critiques from the lecturer and colleagues.  This process proved successful since changes were made as a group. We uploaded our lesson plan on our blog entitled, “Food For Thought” – for comments. Our group members as well as our lecturer were invited to join in discussions on the blog. The idea of the blog was well-placed in the project because after reading the rubrics, I realized that grammatically correct sentences must be used. As an educator in training, I would definitely model the idea of using blogs in my classroom as I foresee increased students’ motivation to learn as well as improved writing.

Our introductory shooting was successfully accomplished though we were faced with the challenge of a rainy weather. Our second shoot also proved successful. I particularly enjoyed working with the members of my group. This experience was indeed testimony that group work is in fact an essential element of our programme.

First draft of Storyboard

Work in progress

Do’s of Healthy Eating for Story Board

1.     Help your parents to prepare cooked meals such as ground provisions, fish and vegetables at home.

2.     Eat healthy snacks for example :

·         Whole-grain crackers or bread sticks. 

·         Fresh and dried fruits.

·         Yogurt.

·         Sticks of carrot, celery, or other raw vegetables such as tomatoes with nutritious dips.

·         Plain popcorn.

·         Breakfast cereals.

·         Drink lots of fluids as needed for example; water, milk, and local fruit juices.

Healthy Eating Pics for Video

Obesity - 500lbs

This is a photo of the young 22 year old male who was turned down by planes, trains and even a cruise ship in his quest to return home from England to France — and his family says it's because he has been deemed too fat to travel. 

I'm suggesting that we include this pic in the video since we are covering obesity.

Click on the link below to learn more about how he returned home.

http://www.cbc.ca/news/world/kevin-chenais-500-pound-man-nears-end-of-2-week-travel-ordeal-1.2433822

Lesson Plan

SUBJECT:                              Health and Family Life Education

TOPIC:                                   Effects of Poor Dieting

GRADE:                                 Three

AGE GROUP:                        8-9 years old

DURATION:                          1 hour

OBJECTIVES:                       Students should be able to:

1.)    Define the term “diet”.

2.)    View a video to identify four health conditions that are associated with poor dieting.

3.)    State ways of preventing the health conditions that result from poor dieting.

4.)    Differentiate between healthy foods and junk foods.

PREQUISITES:                      Knowledge of food groups, Balanced Diet

 

 

CONTENT:

Diet is the kinds of food and drink that people consume. There are many health conditions associated with poor dieting, for example diabetes, heart disease, haemorrhoids and obesity.

INTRODUCTION

Students will be given the opportunity to describe what they had for breakfast. Students will be engaged in discussion on the term “diet” and the traditional misconceptions associated with the term. Students will be informed of the objectives for the lesson.

DEVELOPMENT

STEP ONE:

Teacher presents students with an anticipation guide in the form of a K.W.L template which will be drawn on the board. Teacher records students’ ideas under the “What You Know” column. Students will be assisted by teacher in recording “What You Want to Learn”.

 STEP TWO:

Teacher informs students that a video will be viewed to identify:

·         health conditions associated with poor dieting

·          good eating habits including balanced diets

·          Tips on how to maintain good health

·         Key words associated with dieting e.g. diet, nutrition, diabetes, obesity, amputation

STEP THREE:

Students will be engaged in discussion based on the objectives for viewing the video and the contents of balanced diets for various meals.

After viewing the video, students will record the key words into their learning logs and use the internet (Web Quest) to find key word meanings and get pictures to create a balanced diet.

CONCLUSION

Students will share their oral views on the four types of health conditions, terms associated with diet, symptoms of poor dieting and preventative measures.  They will also state some ways of preventing the health conditions.

EVALUATION

Students will be placed in groups of four to create posters to showcase healthy eating.