Step+by+Step+Instructional+Strategies

=Step-By-Step Instructional Strategies=

Goals & Objectives
__Third Grade Objectives__ exploring the food groups collecting data on balanced diets creating a family meal on a budget creating a persuasive commercial

__High School Objectives__ Analyze and guide the research of younger peers n the 3rd grade classes utilizing Twiducate. Assist 3rd grade students in creating their commercials through suggestion and questioning. Synthesize data and research into a compelling news story packet. Analyze bias in presentation and determine the best way to report selected topic within the healthy eating and balanced diet theme. Create a news broadcast focused on educating viewers on the importance of eating healthy, meal planning, food groups and the effects on overall health to incorporate persuasive commercials of the third grade classes.

Essential Question(s)
//Healthy eating and balanced diets are essential to continued growth and development. How can we promote and sustain healthy eating habits in our families?//

Students will engage this question from a variety of viewpoints. The elementary students will research overall healthy eating habits, the food pyramid and meal planning to encourage viewers in Public Service Announcement (PSA) commercials to enhance and sustain good habits. The high school groups will guide the younger students through their practice by engaging in dialogue of their learning and presenting them with suggestions and questions to further their knowledge. The high school students will engage this question to raise awareness and present the effects of a balanced diet and the alternative and its effects in a news broadcast focused on good healthy eating habits.

Classroom's Collaboration
Students in all classes will engage in dialogue through a closed system called Twiducate. Students will be able to "tweet" their findings and ideas for their projects with students of the other classes. The elementary students will be sharing their ideas and the high school students will be playing the role of guide when engaging and providing feedback, encouragement and questioning. To culminate, the elementary students will create commercials that will be sent over to the high school students to incorporate into their news program as PSA's that will be embedded. At the close of production, the high school students will provide a direct link, via Vimeo, of the entire news broadcast with the PSA's created by the elementary students. All work will be student produced through creativity, collaboration, critical thinking and effective communication.

Equipment
iPad's for research and production Camera's Television Studio Setup (High School) Internet links (pre-determined by teacher for research) Internet connectivity for file sharing Twiducate teacher accounts and access for students Linoit teacher account and access for students

3rd Grade - Introduction

 * Utilizing the KWHL model K( What I Know), W(What I want to Learn), H( How I Learned), and L (What did I Learn) the students will activate their prior knowledge. Using the website Linoit, the students will use iPads to post electronic sticky notes to answer what they Know and Want to learn about how to be healthy.
 * Introduce project to the students (Problem: Adolescences are not making proper food choices thus causing obesity to be a rising problem. The students will research how food choices effect a person’s health today, tomorrow and in the future.
 * Discuss rubrics and expectations
 * Divide students into their groups
 * Each group will receive a variety of pretend play foods and sticky notes. Ask the students to categorize the foods any way that they like, but they must label each category with a sticky note. Using the iPad the students will take a picture of the how they categorized the groups. The picture will be used later during the week.
 * Now give the students an empty plate that is divided into 5 groups. Each section of the plate will represent one of the five food groups. Using designated search engines and websites the students will label the plate with the different food groups and identify items associated with the different food groups.
 * Finally, introduce the USDA Food Plate /Pyramid to the students and have them compare their categories with the USDA.

High School Introduction
1. Students will go over the project requirements and discuss the overall interaction that is expected in the dialogue with the 3rd grade classes. (Must check with the "tweets" of their assigned group members each day in class and reply to their questions, give suggestions, encouragement, ask clarifying questions or ask guiding questions similar to those of the AFI film critique process (activating prior knowledge) 2. Students must activate their Twiducate accounts utilizing the correct pass code provided by the teacher. (FORMATIVE ASSESSMENT) 3. Students will review the requirements of the 3rd grade project so they understand the scope of the project for which they will be assisting their group at a distance.

3rd Grade - Research Lessons

 * The students will be given about 10 minutes to add any new information to Linoit.
 * The teacher will start the lesson by modeling how to input information into an excel spreadsheet. (One student will use an iPad to record the teacher modeling the steps. Students will have access to the video if they forget the steps). Explain to the students that after completing research, they will create 5 survey questions to ask their peers in another class.
 * Using the designated websites students should answer the following questions in their groups:
 * 1) What does a balanced diet consist of?
 * 2) How can you use your food pyramid to help you plan meals?
 * 3) Why is a food pyramid important?
 * Using the information collected from the three questions. The students should begin to think about five questions that deal with eating habits to put on their survey.
 * Send student to the other third grade classes to complete their survey.
 * The students will bring the data back to their group members and begin organizing and a creating graph to display the results.
 * Students will use Microsoft Excel to record their data and construct the graphs if they choose.
 * Finally, in their groups the students should discuss how the data will be incorporated into their commercial.

High School Students
1. Students will choose a healthy habit topic to research and begin research on the topic to create a compelling story. They will have 3 days of research time to create their outline and submit their plan to the instructor and the Executive Producer (class lead) for approval for shooting. Their story should include at least two primary sources of information and at least footage from two outside locations. (FORMATIVE ASSESSMENT) 2. Students will need to make sure they are engaging with their 3rd grade counterparts and that their topic is loosely related to that of their elementary counterparts.

3rd Grade - Film Commercial Lessons

 * Start the lesson by showing the students a persuasive TV ads. After watching the ads have the students to determine the producer’s point of view.
 * The following questions can be used to prompt for responses:
 * 1. Did the producer state a clear main idea or make his/her purpose clear?
 * . What specific reasons sis the producer use to defend his/her position?
 * 3. Was the producer speaking directly to the viewer(s)?
 * Based on the conversation with the students the teacher will model how to use a persuasive graphic organizer.
 * The students will now get in their groups and take the data that they have collected and determine how to they are going to film their persuasive commercial.
 * They will start to record their thoughts on the persuasive graphic organizer.
 * The commercial must be at least 3 minutes long, describe what a balanced diet consists of and how you can use the food pyramid to help you plan meals.
 * Students will each have jobs throughout the filming of this commercial. There must be a videographer, two actors, and a producer in every group.
 * <span style="font-family: 'Times New Roman','serif';">The producer will help the actors put the group’s plan into place on film.
 * <span style="font-family: 'Times New Roman','serif';">The students will film the commercial and watch it to ensure they are satisfied with it before submitting it to the teacher. (SUMMATIVE ASSESSMENT)

High School Students (1 weeks time)
1. Once the story packet proposal has the signatures of both the teacher and the Executive Producer, students will begin composing their story and editing their news packet for the show together. The Executive Producer will work with the Technical Team to align the show and make sure that all groups have the order and the PSA's are delivered and loaded for show day. (SUMMATIVE ASSESSMENT - SEGMENT PRODUCTION TEAMS) 2. The students will film their segments and return them to the Executive Producer. The EP will align the show with the PSA's and the overall anchor script will be developed. Once ready, the show will be taped and the edits will be placed to make a cohesive final product. (SUMMATIVE ASSESSMENT - TECH TEAM/EP)

3rd Grade - Final Culminating Activity
1. The students will share the commercial with the other groups. 2. Each student will complete a rubric on each persuasive commercial.

High School Students (1 day)
1. The Executive Producer will share the show out utilizing either the school web server or a host like Vimeo or YouTube (To Be Determined based on feasibility and show length). 2. High School Students will engage with their 3rd Grade peers one last time to share out the link and thank them for working together.

Formative Assessment Strategies
3rd Grade - Each student should return to Linoit after each lesson and add an electronic sticky note to the W column indicating what they learned from the lesson and to the H colunm indicating how the information was obtained. The message board will be monitored by the teacher.

High School Discussion Boards on Twiducate will be monitored for proper engagement protocol, participation, misconceptions of project and overall engagement of 3rd grade counterparts. The story proposal packet that will be turned in to the Executive Producer and the instructor will be evaluated for idea and story structure prior to filming the news packet.

Summative Assessment Strategies
The final assessment will be based on the news show itself with the embedded PSA's. Both groups of students will have worked together to create one final product that can be assessed using the rubrics specific to their part of the project. These rubrics can be found in the Assessment & Rubric page on this wiki.