This document is meant to prepare you to develop your lesson and unit plans. It contains three sections: 1.

Section I: Interviews with experts form 2. Section II: Project One Overview 3. Section III: Bloom / Gardner grid All three sections are due during the 5th week of class. Work on Section I during weeks one and two, work on Section II during weeks one and two, and work on Section III during weeks three and four. The comments in this document are intended to assist you in completing the assignment. After filling in the appropriate items please delete the comment bubbles and this page and save the document with the proper format: lastname.ProjectOne.EDUC522.date

Section I: Meetings with experts - people you know who display traits of each MI. Please use this table to document reflections from your meetings with people you have chosen to help you in completing each MI row of the grid below. Please note: you will need to create a list of questions to ask each person. Examples include (a) what do you enjoy doing?, (b) how do you learn best?, (c) where do you like to study?, (c) if you could learn something new this month, what would it be and how would you learn it? (d) other guiding questions to get to know your interviewee. Name of expert Ste e Verbal/ Linguistic Reflection why I chose this person Ste e is a family friend that is ery loud! outgoing and "LW"#S has something to say$ What I learned about this Strength Ste e learns best by seeing things% In the classroom I will ma&e different charts! use photos and multimedia outlets%

'immy Interpersonal

'immy is my cousin and is also I learned that communicating with ery outgoing! flamboyant and 'immy is best through acti ities! lo es acting% ideos! facetime and face to face interactions% 'immy lo es any &ind of interaction with others$ Sean is a student I wor& with in Li&es to wor& with others and Special +ducation% I chose to discuss his homewor& and inter iew him because he is a classwor& with others% 'al&ing football and trac& star at the about his homewor& and high school we wor& with% classwor& allows him to remember it better$ I chose to inter iew +mily 'hese students are ery dri en because she is ery moti ated and need little moti ation% Rather and intelligent girl% positi e reinforcement! praise and some boo&s will suffice$

Sean (odily) *inesthetic

+mily Intrapersonal

Wayne Naturalist

I chose to inter iew Wayne Naturalist learn different ways! because he is a close friend and but to help naturalists learn in the our gardener% ,e is ery in classroom you can often compare touch with his surroundings and things to nature! if teaching lo es to hi&e and explore addition! collect roc&s! flowers etc nature% to show students how to add! etc% I chose to inter iew my mother .ower points! pictures! diagrams! because she is a ery isual ideos! youtube clips! pu//les! learner% I definitely got that trait ma/es! etc are all great ways to from her because I am a ery help isual)spatial students learn isual learner as well% in a classroom$ 0y brother Robbie is ery musically gifted% ,e can pic& up an instrument and play 1ust about any song he &nows without reading music notes% 'eaching 0usical Rhythmic students will be a challenge for myself% (ut ha ing students create rhymes! songs and any music to help remember or learn something% .utting math e2uations to a beat can help musical students memori/ing things as well%

-aren Visual) Spatial

Rob 0usical Rhythmic

3on Logical 0athematical

I chose to inter iew 3on "cti ities that will help are4 because he is a mathematician strategic games! interpreting data! that I wor& with% ,e says he has out)loud problems! outlining! lo ed math and has always design and conduct experiments! thought about things in a reasoning and problem sol ing% mathematical way%

Section II: Project One Overview

Teacher name: Lindsay Connolly Unit Title: Making Right Choices! Unit Objectives: Students will learn and be able to make right choices when it comes to food, exercise and a healthy standard of living.

Common Core Standards Addressed you can find the Common Core standards on the California Department of Education Website (http://www.cde.ca.gov/re/cc/) 5.1. Use a decision-making process to identify healthy foods for meals and snacks. 5.2. Use a decision-making process to determine activities that increase physical fitness 6.1. Monitor personal progress toward a nutritional goal. 8.1. Encourage and promote healthy eating and increased physical activity opportunities at school and in the community

Technology Standards Addressed you can find the technology standards on the International Society for Technology in Education (ISTE) Website (http://www.iste.org)

Communication and Collaboration:

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a.understand and use technology systems. b.select and use applications effectively and productively. c.troubleshoot systems and applications. d.transfer current knowledge to learning of new technologies.

Why this subject? Child obesity is growing at a rapid rate in the United States; and children are not receiving enough information on how to live a healthy lifestyle along with how to make right decisions regarding food and exercise. My goal is to provide students with

information on how to life a healthy life and promote healthy choices in order reduce obesity in the near future!

Unit Summary: Throughout this unit, students will be given the tools in order to make healthy choices in order to live in a healthy lifestyle. Students will read, analyze, discuss, compare and contrast different articles, videos and interviews. Students will also utilize technology by creating charts, menus, videos and using other social media outlets in order to spread the word and provide others with healthy decisions as well. Students will work both individually and in groups, inside and outside and take mini field trips in order to get the best exposue to health and nutriton as possible.

Section III: Bloom / Gardner Grid: add activities for different MIs along the Blooms continuum. Incorporate technology in ways that enhance learning. Please color-code this grid. Put Blooms taxonomy terms in green, technology terms in red, and MIs in purple. (loom Remember 6nderstand "pply "naly/e + aluate -reate 5ardner Verbal/ Linguistic
Students will Students will Construct a read an online type their list on excel article, understanding that shows Healthy Brain of the article your daily for Life by along with any food intake Philippa questions they and write a Norman M.D., want to have summary M.P.H at explained by the about your www.healthyb teacher, while healthy rainforlife.com expressing their lifestyle. /articles/schoo opinions to a l-health-and- classmate. nutrition while identifying words that they are not familiar with. Students will Students will Students will analyze their now organize create a daily food intake a table on weekly food and critique any google docs schedule minor changes and discuss they plan to they can make the foods stick to. to improve their they are Tweet a link health. Email adding and to someone your teacher taking out of and read it to and discuss the their daily two ways you can diet. Present classmates. improve your to the class eating habits. at least three foods youre adding or cutting from your daily diet.

Interpersonal Students will Students will

Students will Analyze dinner Record a Students will listen to the summarize what organize menus and short video create a nutritionist they learned information discuss with a and explain weekly food videos on from the on health partner how to why you schedule YouTube and YouTube videos and create a make better decided to they plan to discuss with a on a Word breakfast choices while make the stick to. partner what document. item. Share ordering. Use a choices you Tweet a link they Share with a with the calculator to made to someone discovered classmate. class using a count calories in regarding and read it to interesting. PowerPoint your meal. your food two slide. choices. classmates. Write a summary on your overall opinion of the assignment.

(odily) *inesthetic

Students will demonstrate different physical activities to their peers. Students will list three activities they can perform and research them on Google.

Students will Students will create posters make a about different brochure on physical Word to activities. persuade Students will other people walk around and to perform describe to their the exercise teacher their they choose favorite activity. to discuss. Students will Students will then email three post people brochures describing the around the activity they school! prefer.

Students will act Students will Students will out the proper go on a field create a way to do their trip to the mock activity of choice Olympic commercial in front of Training on Google classmates. This Center and Hangouts will be recorded take notes on and illustrate by a classmate different to their but each student physical listeners why has to upload exercises their activity their video to being can be YouTube and performed. beneficial to type a Tweet their the viewer. description favorite comparing it to athlete an other activities. exercise you find useful.

Intrapersonal

Students will Students will watch a video evaluate their on, Making healthy choices Right they will made Choices, and after watching reflect on the the video and choices they email their make. Type a teacher a paragraph on summary their reflection explaining why and state they chose the questions/con choices they cerns. chose. Students will Students will go make a out and collect spreadsheet different fruits on Excel and and vegetables list 10 food in order to item prepare a side alternatives dish. Student they can will describe choose to why they chose help improve the items they eating habits. chose, and Items must be email their listed in teacher the alphabetical recipe for their order. dish.

Students will Independently Students will Design a reflect on all students will then brochure to the wrong calculate their formulate a persuade health average daily bar graph other choices that calories intake using students why can be made and use Excel to PowerPoint healthy and illustrate make a comparing habits are a non-health spreadsheet of their old important food item on their food, calorie intake and post Paint using calories and to their new about it on the servings. eating goals. Facebook. classroom computers. Students will Students will choose three research to find different out if different types of countries eat meat and different research animals, meats what is in the and vegetables. meat, where Students will the meat create a map comes from online and if it is a demonstrating healthy food where animals option. are eaten in Students will which regions. make a PowerPoint illustrating what they learned. Students will Students will graph using write a Word the prediction as approximate to how they calorie intake think their they ate eating habits yesterday, will be after the graph will this 4 week be continued lesson. once a weed Email this for the next prediction to six weeks. one person Describe how along with you yourself. calculated effectively.

Naturalist

Visual) Spatial

Students will Students will Students will observe five restate what work with a health videos they learned in partner and on YouTube their five videos, create a while writing a draw pictures of physical short three activities activity that paragraph that can help most people summarizing get your heart can do while your thoughts. pumping, and illustrating it tweet your by recording pictures to all a two minute twitter followers video using three explaining hashtags. and showing how to perform the activity.

Students will Students will Create a take ten evaluate their collage using minutes and current life magazines imagine what and create a of what you their ideal health one paper envisioned comprises of. collage using your life to Analyze how pictures they be like in ten different you have or can years. Find would have to find from pictures on live your life, Google. Type the internet would you have a one and print to sacrifice paragraph them for your anything? Using summary collage as the class iPads, describing well. Discuss type your why you this collage reflection and chose the with a email it to pictures you partner in yourself to look chose. class. back at it in the future.

0usical Rhythmic

Students will After you listen Students will Students will Students will Students will share their to both your find the create a song of listen to create a favorite song song and your notes to their their own, put Pandora and poem about with a partner. partners song, favorite song music notes to write a making right Students will compare and online and it, and record summary of health go to the app contrast both attempt to the song. the song they choices. store on the songs and play their Describe to a listened to. Arrange iPad and create a Google song. Listen partner why you Record your words listen to their Doc with your to each note chose the lyrics thoughts correctly in song. Write a opinions. and try to you chose. using the order to summary on find which tape recorder rhyme, and why this song key matches and send it to then is your best. your email. calculate favorite song. Practice the how many entire class words you until you can have in each play at least line of your fifteen poem. sentences of the song.

Logical 0athematical

Students will tweet a hypothesis about their prediction on the childhood obesity in the next ten years. State two facts.

Students will Students will Create a list of Visit a local After the research good use excel to questions you grocery store lesson, calories versus compare and have for a and analyze hypothesis bad calories. contrast the nutritionist that different how you are Calculate using three items will be visiting nutritional going to the classroom they our class. facts. Write change your calculators the calculated. Calculate the down five eating amount of Record a calories in the ingredients habits, state calories in three thirty second item you believe you are not three random items. commercial contains the familiar with. reasons to a Write a trying to most calories in Using the partner in summary on persuade your pantry. internet, write your class which item is your item of Type your list of down a and text the best for your choice. questions on summary of three friends health! Word and print it the items and and tell them out for the report them why they nutritionist to to the class. should live a read. healthy lifestyle as well!