health powerpoint webquest
DESCRIPTION
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 10th – 12th Grade Nutrition and Wellness
Designed by
Sheri [email protected]
Based on a template from The WebQuest Page
Health, Nutrition and Fitness Challenge
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] IntroductionWelcome to The Fit & Fun Gym! You have just been hired as the Fit & Fun Gym’s new personal trainer! I am your new boss and I will be introducing your new clients that you are expected to work with. You will meet and review each one’s information. You will be using each client’s information in the process. The general reasons your clients are choosing to work with are you to:
-Learn about fitness and nutritional levels,- Learn about strategies I can do to improve my fitness and nutrition ,- Learn about strategies that can improve my bad habits into positive, lifelong changes.
The goal of this WebQuest is to guide you through resources that inform you about the body’s health, fitness and wellness. Your end product will be a personalized fitness and nutrition plan.
Student Page
Introduction
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[Teacher Page]
Title
The TaskIndividually, you will create a Personalized Fitness/Nutrition Plan Project. Now, meet your new clients! Client 1: My name is Samantha and I am a 16 year old sophomore. The reasons I’m visiting you is to learn about and determine my body measurements. I am 5’4” and 155 pounds. Client 2: Hi there! My name is Jason and I am 17 years old. I’ve recently been eating almost all my meals away from home mostly at fast food restaurants. I consume over 3,000 calories per day. Client 3: I’m Mary and I just turned 16! and I am interested to learn about activities I can participate in to become more active. Just because I don’t participate in sports doesn’t mean I don’t enjoy playing them. I want to get involved in activities that benefits my whole body and that I enjoy. Can you help? Client 4: I’m Rob and the only reason I’m here is because my mom made me come! I’m 16 and I do not see any reason why exercising or changing my habits is important! I’m young, I can do anything, and nothing will harm me! There’s no reason to plan for the future while I’m young and livin’ it up! Now that you have met and reviewed each client’s health challenge, your task is to take a journey through health related websites and design an individualized fitness/nutrition plan for each client.
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[Teacher Page] The ProcessYou will work individually and be graded individually. The INFORMATION REQUIRED is what you need to put on your project under the correct client. Following are your clients’ nutrition/fitness challenges. For each client, you are expected to complete their section of the Personalized Nutrition/Fitness Plan Project. In order to do this, research their topics with the designated websites. Note: You will need to refer to Your Task for specific body measurements of each client. You may need to navigate around the websites before you find the answer. When you have to do this, take notice of what else the website has to offer users. Good luck! Client 1: Body Measurements
Samantha, your first client, said she wants to learn what a body measurement is, what her measurements are, and what they should be at. INFORMATION REQUIRED: first define and determine Jessica’s Body Mass Index (BMI), Basal Metabolic Rate (BMR), and Target Heart Rate using the following websites. Then determine what Jessica’s body measurements should be in order to be healthy.http://www.healthatoz.com/healthatoz/Atoz/clients/haz/general/custom/default.jsphttp://health.discovery.com/
Personalized Nutrition/Fitness Plan Project
Client 2: Nutritional Level Client 2, Jason, reports that he currently is consuming over 3,000 calories per day. INFORMATION REQUIRED: using the following websites, determine how many calories Jason should be consuming on a daily basis. Next, determine how many servings of each food group he should get his calories from (ex: amount of serving of grains, vegetables, dairy, etc.).http://www.lifeclinic.com/focus/nutrition/food-pyramid.asphttp://www.health.gov/DIETARYGUIDELINES/dga2005/document/html/chapter2.htm
Personalized Nutrition/Fitness Plan Project Process Part II
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[Teacher Page] The Process
Client 3: Improvement of FitnessYour 3rd client, Mary, told you that just because she isn’t involved in sports doesn’t mean she wouldn’t enjoy playing them. INFORMATION REQUIRED: first, using the websites below, pick at least five activities Mary can participate in that you think she would most enjoy. Second, define the importance of each activity (ex: calories burned, benefits to body/mind, etc).http://kidshealth.org/teen/your_body/take_care/exercise_wise.htmlhttp://www.nutristrategy.com/activitylist.htmhttp://www.cdc.gov/nccdphp/sgr/ataglan.htm
Personalized Nutrition/Fitness Plan Project
Client 4: Life Changing HabitsYour 4th client, Rob, made it clear to you that he was uninterested in changing any of his bad habits. INFORMATION REQUIRED: using the following websites, discuss why Rob needs to consider the long road rather than believing anything he does today will not affect him in 10 years. Discuss the positive benefits exercise and a nutritionally balanced diet will provide Rob for life. http://www.americanheart.org/presenter.jhtml?identifier=4563http://www.mypyramid.gov/http://www.health.gov/paguidelines/factSheetAdults.aspx Personalized Nutrition/Fitness Plan Project
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[Teacher Page] Evaluation
Total Points: 40 (4*10=40)
CATEGORY 10 8 6 4 and below
Amount of Information
All topics are addressed and all questions answered with at least 2 sentences about each.
All topics are addressed and most questions answered with at least 2 sentences about each.
All topics are addressed, and most questions answered with 1 sentence about each.
One or more topics were not addressed.
Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.
Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.
Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.
Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Mechanics No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
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[Teacher Page] Conclusion Terrific job! You’ve made it to the end of your first day on the job! You have accomplished applying nutritional and fitness components to four clients with different needs. You should now be more aware of body measurements, calorie intake, activities to participate in, and the importance of healthy life long decisions. You have demonstrated the ability to apply healthy nutrition and fitness levels, strategies to improve poor nutrition or fitness practices, and why it is important to transform bad behaviors into healthy, life long ones. I would like you to take a moment to reflect on the following questions
-Did the given scenarios make your learning more fun?-What websites did you find most helpful? Interesting? User friendly?-Do you feel confident enough to take given information and apply it to a case study?
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Thank you to all the websites that made this lesson possible! http://www.healthatoz.com/healthatoz/Atoz/clients/haz/general/custom/default.jsphttp://health.discovery.com/http://www.lifeclinic.com/focus/nutrition/food-pyramid.asphttp://www.health.gov/DIETARYGUIDELINES/dga2005/document/html/chapter2.htmhttp://kidshealth.org/teen/your_body/take_care/exercise_wise.htmlhttp://www.nutristrategy.com/activitylist.htmhttp://www.cdc.gov/nccdphp/sgr/ataglan.htmhttp://www.americanheart.org/presenter.jhtml?identifier=4563http://www.mypyramid.gov/http://www.health.gov/paguidelines/factSheetAdults.aspx
Images: Microsoft Clip Art
The WebQuest Page
The WebQuest Slideshare Group
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 10th – 12th Grade Nutrition and Wellness
Designed by
Sheri [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Health, Nutrition and Fitness Challenge
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was developed as part of the Nutrition and Wellness component of FACS CORE curriculum. The lesson is designed to allow students to explore several components of health, fitness or wellness. In addition, the lesson requires students to apply their knowledge to individual health, fitness or wellness challenges
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Introduction (Teacher)
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The lesson is designed for a Nutrition and Wellness course intended for grades 10th through 12th. Prior to beginning this lesson, students will need to understand factors that influence nutrition and wellness practices across the life span and be able to analyze information pertaining to individual wellness. Because the students are applying knowledge, they should be aware these factors and how they contribute to health, fitness and wellness choices/practices. The students will need to have basic computer skills and internet familiarity.
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Learners (Teacher)
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Family and Consumer Sciences Standards Addressed: Colorado:
-Integrate knowledge, skills, and practices of exercise and fitness required for lifelong wellness
-Identify various types of exercise of physical activity -Investigate factors to consider when choosing fitness activities -Research and develop a personal fitness program that promotes
wellness Modifications/Adaptations:
Students who need modifications could have the option of choosing one case study, rather than all four, and complete that portion of the assignment. In addition, they could partner up and work a buddy for extra help and assistance. Students who need adoptions could choose their own website to explore and report what that website has to offer to users and how it relates to the lesson. Thinking Skills Encouraged by Lesson:
Blooms Taxonomy:—>Knowledge—>Comprehension—>Application
Types of Learners:—>Visual—>Kinesthetic
Evaluation
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Curriculum Standards (Teacher)
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“student” process slide
Students will work individually and be graded individually. The lesson can be easily modified to have students work in groups though (ex: Assign four groups in the class. Each group will pick one case study.) Students are expected to complete their section of the Personalized Nutrition/Fitness Plan Project. In order to do this, students will research their topics with the designated websites. Students will need to refer back to Your Task for specific body measurements of each client. Students may need to navigate around the websites before finding the answer. Students are encouraged to take notice of what else the website has to offer users. (Case Studies follow here in Student “Process”) The lesson is organized so students explore components related to health, fitness and wellness. Most likely students will be able to finish their Personalized Nutrition/Fitness Plan Project by the end of a 90 minutes class period. It will be taught in one period per day. It will most likely take one day for students to complete. It is single disciplinary. In order to successfully conduct this lesson, teachers are expected to give thorough directions and explanations to students prior to beginning the quest. Allow for enough time to explain what the students will be doing, what they will be graded on and what their end product is expected to contain. Take this time to ask for any questions. This time is crucial because students need to understand what they’re doing so they don’t need guidance throughout the activity. It will eliminate the teacher walking around to each student and answering the same question twenty-five times. It requires teachers to have computer lab experience with students. I would recommend not leaving this assignment to a substitute because of the importance of the final outcome and process of getting there. It is highly recommended that each student has a computer for this assignment, rather than doing a class demonstration. One of the goals of this assignment is to get students more familiar with important sites.
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The Process (Teacher)
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Resources needed to implement lesson: · Class set of computers (Computer Lab access)· Printer (if allowed to have each student print their project)
OR· Student e-mail account One teacher could easily handle this WebQuest. As noted before, though, it is important to explain the expectations of the WebQuest before allowing the students to get in front of a computer and begin the project. This will eliminate having to run around the room and help each individual student. If additional help was provided, it may be useful to have several adults walking around the room assisting students but one teacher would be adequate.
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Resources (Teacher)
[Student Page]
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You will know this assignment turned out well by determining if the students were able to successfully navigate their way around the designated web sites and complete their project plan on time and with details that support the questions. The project is designed to allow students to interpret information and analyze the information. This assignment is set up so students apply their learning to actual case studies. After completing the assignment, students should have knowledge on how to integrate health, fitness and wellness into daily life. They should be able to identify various types of physical activities and learn how to research and develop a personal fitness program that promotes wellness. It is my hope that they can use the given websites for as resources for their own lives. They will be evaluated on four categories: amount of information, quality of information, internet use, and mechanics. This assignment is worth 20 points but of course could be easily adjusted to be worth
more or less. Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
CATEGORY 10 8 6 4 and below
Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each.
All topics are addressed and most questions answered with at least 2 sentences about each.
All topics are addressed, and most questions answered with 1 sentence about each.
One or more topics were not addressed.
Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.
Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.
Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.
Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Mechanics No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
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Teacher Page
The point of this activity is to allow students to navigate their way through the internet on their own. Thus, teachers should give a thorough introduction explaining their expectations but allow students to research mostly on their own. What To Say: Introduction:Students, today you will be participating in a WebQuest designed to allow you to explore, navigate and research topics that are related to nutrition, fitness and wellness. You will be given four case studies that provide all the information you will need in order to complete the task asked. Read The Process well! It will explain exactly what you need to do. While you are researching and navigating your way through the activity, you will be completing a Personalized Fitness/Nutrition Plan Project worksheet. This link is directly on the WebQuest so you do not need to do any writing. Fill in the project as you go along your quest. After you have finished your personalized fitness plan, [teacher choice:] print your project [or e-mail it teacher e-mail address here]. Be sure that you read the Introduction, Task and Process very carefully. You will be graded on the following categories: amount of information, quality of information, internet use, and mechanics. This assignment is worth 40 points. For exact details as to what I’m lookin for, refer to the Evaluation page. I will be walking around if you have any questions but the Process will answer any questions as to what you need to be engaging in. Activity:No need to say anything. Walk around and help students. Closing:Okay students, now that you have completed your personalized fitness project, you should understand how to integrate knowledge, skills, and practices of exercise and fitness required for lifelong wellness, identify various types of exercise of physical activity, be aware how to investigate factors to consider when choosing fitness activities, and know how to research and develop a personal fitness program that promotes wellness.
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Teacher Script (Teacher)
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This lesson is a great contributor to the Nutrition and Wellness curriculum because it allow students to research, comprehend, apply, and integrate information. It is a creative, unique way to teach a lesson about personal fitness. It also provides numerous resources for students to access on their own-such as health websites. The WebQuest’s lesson is of importance to understand because it meets Colorado standards regarding integration, knowledge and application of a researched skill.
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Conclusion (Teacher)
[Student Page]
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Thank you to all the websites that made this lesson possible! http://www.healthatoz.com/healthatoz/Atoz/clients/haz/general/custom/default.jsphttp://health.discovery.com/http://www.lifeclinic.com/focus/nutrition/food-pyramid.asphttp://www.health.gov/DIETARYGUIDELINES/dga2005/document/html/chapter2.htmhttp://kidshealth.org/teen/your_body/take_care/exercise_wise.htmlhttp://www.nutristrategy.com/activitylist.htmhttp://www.cdc.gov/nccdphp/sgr/ataglan.htmhttp://www.americanheart.org/presenter.jhtml?identifier=4563http://www.mypyramid.gov/http://www.health.gov/paguidelines/factSheetAdults.aspx Images: Microsoft Clip Art
The WebQuest Page
The WebQuest Slideshare Group
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)