NUTRITION INTEGRATION Nutrition lessons for grades 9-12 paired with core subjects.
Knowing facts about nutrition and physical fitness and following positive eating and activity practices is important to the health of today’s young adults. Even though they may achieve well in school, if they eat poorly or skip physical activity, they may soon suffer the consequences of obesity, hypertension, diabetes, heart disease, and other ailments. The lessons on nutrition that follow are developed to meet the needs and interests of teenagers and their academic teachers. They address several academic content standards with a strong focus on nutrition information so that teachers can use these to meet two goals. Research tells us that if students get the message about positive health practices in many places, in many ways, and from many voices, these messages are more likely to have an impact on their behavior. As their science, math, social studies, language arts, art, and computer teachers, you may be among those influential voices. Creating a partnership for teaching this curriculum with a family and consumer sciences or health teacher, who is using the Nutrition Expeditions curriculum, will also enhance your effectiveness, but is not a requirement. Create a teaching partnership in schools to give teens the knowledge and skills they need to live a long and healthy life. A project funded by USDA Team Nutrition in cooperation with SD Child & Adult Nutrition Services and South Dakota State University. To contact us:
Child & Adult Nutrition Services 800 Governors Drive Pierre, SD 57501-2294
In accordance with Federal law and the U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, or call (800) 795-3272. South Dakota State University is an Affirmative Action/Equal Opportunity employer and offers all benefits, opportunities, education and employment without regard for race, color, creed, national origin, ancestry, citizenship, age, gender, sexual orientation, disability, or Vietnam Era Veteran status.
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NUTRITION INTEGRATION Nutrition lessons for grades 9-12 paired with core subjects.
About the Lessons
In response to the Federal Wellness Policy mandate and local school needs, schools
are integrating inter-disciplinary thematic units and whole-school wellness events into their curricula. This set of lessons will help to fill the need for resources for academic teachers who are encouraged to participate in nutrition education along with health/PE and family & consumer sciences educators. A whole team of concerned teachers can work to have increased impact with their students.
The Nutrition Integration is meant to:
Combine nutrition education with strong academic concepts. Create a questioning, problem-solving atmosphere around the topic of nutrition. Engage higher-order thinking skills like synthesis, analysis, and evaluation.
Learning goals for this curriculum include:
Students will improve their ability to discuss ideas and issues with others. Students will improve their ability to ask questions and pursue them. Students will develop the ability to problem-solve on their own (identify, clarify, frame, and solve messy, realistic problems). Students will learn the different points of view on this subject (gain insight into expert perspectives and develop their own). Students will develop the ability to consider the human dimension and implications of the subject. Students will develop empathy for and openness to new ways of seeing. Materials for nutrition education and integrated lessons are available to member schools from USDA Team Nutrition.
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NUTRITION INTEGRATION Nutrition lessons for grades 9-12 paired with core subjects.
Lessons List
Lessons in academic subjects match with appropriate lessons from the Nutrition Expeditions curriculum, which provides background nutrition information. The Nutrition Expeditions lesson may be taught by the academic teacher or a family & consumer sciences or health teacher. There are lessons for most high school subjects so no one needs to be left out of the inter-disciplinary experience.
Formula Formation
Students will create and use a spreadsheet to test certain foods for their calorie contribution. They will first develop and insert formulas with which to calculate the calories from protein, fat, and carbohydrates from specific foods. They will then use the spreadsheet to compare the qualities of different foods and to graph and present the results. Two 50 minute class periods.
Meets Math and Technology standards. Sc hool
Food Dilemma
Students will take on real life roles as they create policy to address the school food environment. They will conduct research to gain awareness of the situation and then simulate a policy-making situation. Group processes will be practiced until they reach consensus on a solution. They may share the policies developed with the school administrators. Two 50 minutes class periods.
Meets Reading, Communications, and Civics standards
Face the Fats
Examine the types of fats encountered in food and share with others how to choose among them for an optimal diet. Activities include researching and preparing a speech or multimedia presentation, creating scientific models, and/or debating a health policy. Two-three 50 minute class periods
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To Change or Not to Change
Students will examine the transtheoretical model of behavioral change as it applies to eating behavior. They will demonstrate their understanding of the use of this social behavior model by creating a case study to represent a teenager changing from one stage to another. Two 50 minute class periods. Meets Communications, Science, Technology and Civics standards,
Living with Disease
Students will research the characteristics of a disease or condition which is treated with diet. They will create a series of journal entries or a short nonfiction piece about how they live with a nutrition-treated condition. Two-three 50 minute class periods
Meets Language Arts and Technology standards,
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Formula Formation
A lesson on nutrition linked to math and technology.
Overview: Students will create and use a spreadsheet to test certain foods for their calorie contribution. They will first develop and insert formulas with which to calculate the calories from protein, fat, and carbohydrates from specific foods. They will then use the spreadsheet to compare the qualities of different foods and to graph and present the results. Two 50 minute class periods Lesson Objectives: 1. Create mathematical formulas to calculate the kilocalorie contribution of nutrient in foods and to make comparisons between foods and meals. 2. Create a spreadsheet with which to enter the data and show the results of the calculations. 3. Graph and share the results of original food or meal comparisons in a presentation. Content Standards: Indicators Algebra 1: Use procedures to transform algebraic expressions. Statistics & Probability 1: Use statistical models to gather, analyze, and display data to draw conclusions. Technology--Information and Communication Tools 3: Students evaluate and select information tools based on the appropriateness of specific tasks.
Activity:
1. Show students several food labels or food model picture cards. (Try to find a variety of labels so that some are from foods that are high in percentage of calories from fat, others high in total carbohydrate, and still others high in protein. Also seek a balance between highly nutritious foods and those less nutrient dense.) Have the students rank the foods according to their estimation of calories per serving. Ask what criteria they used to rank the foods. Check their results by having a few students read the actual calories from the Nutrition Facts label. Discuss why student rankings were not 100% accurate. 2. Read the Kilocalorie Data Sheet as a class. Using a food label or food model card have students practice calculating calories by following the steps. (There may be slight disagreement in numbers compared to the Nutrition Facts label due to rounding.) 3. Tell students to form teams and determine three or four other comparisons they would like to make between foods. For example: *Ranking of foods by highest grams of carbohydrate or fat or protein to lowest *Ranking of the food items by lowest % of total calories from fat or carbohydrate or protein to highest *Identifying food items that are over 20% of total calories from protein or fat or carbohydrates
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*Ranking of food items by % of total calories from saturated fat or unsaturated fat (A good resource on types of fat is located at
http://www.americanheart.org/presenter.jhtml?identifier=3046074.)
*Ranking several favorite school lunches by calories provided *Percentage of calories from fat, carbohydrate, and protein from a student planned meal compared to the recommendations 4. Have students use the information about calculating kilocalories on the Kilocalorie Data Sheet to create several formulas for making their planned comparisons between foods or meals. They will insert these into a spreadsheet so that data can be entered and computed by the spreadsheet. This may be a team effort with the technology teacher. 5. Direct students to use Nutrition Facts panels on food labels, food model cards (available for loan from county Extension offices or state Child & Adult Nutrition Services), or a database such as http://www.ars.usda.gov/Services/docs.htm?docid=9673 to get numbers for the spreadsheet. 6. After making their unique computations students will use the spreadsheet software to create graphs, tables, or charts showing the results of their comparison. Next have groups project their questions and conclusions for the class. Viewers should be encouraged to listen critically and to ask probing questions. 7. Use several labels that were used as examples early in the lesson to check whether students can rank them accurately at the end of the lesson.
Assessment:
Functionality of the spreadsheet Formulas created to manage the data. Key formulas include:
1. (9 X fat gm) + (4 X carbohydrate gm) + (4 X protein grams)=total calories 2. calories from fat (or protein, or carbohydrate) / total calories for meal or day X 100= percent of calories from fat (protein or carbohydrate)
Presentation of conclusions and comparisons made Accurate transference of information to graph, chart, or table
References:
Microsoft Corporation. (2007). Training. Microsoft Office Online Web site:
http://office.microsoft.com/en-us/training/default.aspx
National Dairy Council. Food model cards. Nutrition Education Materials Web site:
http://nationaldairycouncil.org/NationalDairyCouncil/Health/Materials/
U.S. Department of Agriculture. (2005). National nutrient database for standard reference release 18,
nutrient lists. Agricultural Research Service Web site: http://www.ars.usda.gov/Services/docs.htm?docid=9673
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School Food Dilemma
A lesson on nutrition linked to civics and language arts.
Overview: Students will take on real life roles as they create policy to address the school food environment. They will conduct research to gain awareness of the situation and then simulate a policy-making situation. Group processes will be practiced until they reach consensus on a solution. They may share the policies developed with the school administrators. Two 50 minute class periods. Lesson Objectives: 1. Critically evaluate current news on the situation of food in schools. 2. Communicate with a small group to share opinions from an assigned perspective. 3. Examine the role of policy in guiding actions in an institution. Content Standards: Indicators Reading 1: Apply various reading strategies to comprehend and interpret text. Reading 4: Retrieve, analyze, synthesize, and evaluate a variety of informational texts. Listening and Viewing 2: Use strategies to retrieve, interpret, and evaluate ideas/information from various oral/visual sources. Speaking 2: Use appropriate language and presentation style for formal and informal situations. Civics 2: Analyze the constitutional rights and responsibilities of United States citizens.
Activity:
1. Create a three column chart to display for all students to see. In column one ask students to contribute items to a list of foods they eat at school at least once per week. Beside the original list, post where they access these foods. In a third column, solicit a general rating of the relative nutritional quality of these foods (3-2-1 with 3 as highest). Have students write down trends that are apparent to them and then discuss their conclusions. Use Word or Excel software if desired. 2. Have students complete the Sugar Over Substance Anticipation Guide and then assign reading of the Washington Post article titled Sugar Over Substance at http://www.washingtonpost.com/wpdyn/content/article/2005/12/05/AR2005120502211.html. While reading, have them correct the anticipation guide as a check on their reading comprehension. Key: 1F, 2T, 3T, 4F, 5T, 6F, 7T, 8T, 9F, 10T. 3. Distribute or project a copy of the schools current wellness policy. Ask students to read the policy and predict how it would impact them day to day. Inform students on how government agencies and institutions develop policy and how
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policy drives decision making with a mini-lecture, reading, or slide show. A resource to use is http://www.mrsc.org/Publications/polmakpro.pdf. 4. Assign one role to each student in groups of 6 students: teacher, parent, school lunch manager, food distributor/vendor, dietitian or physician, student, state legislator. Students should then research the topic of school food policy from the perspective of their character. Interviews with administrators, food service managers, health teachers, and school nurses would be helpful. They should log their research sources and take notes on facts collected from each. See references list. Add technology tools such as recorders or laptops for collecting interviews. 5. Partner with communications teachers to add lessons on research skills and note taking. Insert a lesson on group discussion or group processes if desired. 6. After research is completed the group should meet to create a policy for the local school on foods allowed to be served there. Options might include policies for vending machines or a la carte items. Students should be encouraged to stay in character with their perspective as each viewpoint is considered and discussed. A consensus agreement is required before the policy is announced. 7. Post and compare each group’s policy. Debrief the strategies used to reach each group’s decision. Discuss with the large group the expected impact of some or all of the policies.
Assessment:
Gathering and expression of relevant facts and views Effective group participation
http://www.museumca.org/goldrush/curriculum/we_accuse/tgrouprubric.html
References:
Action for Healthy Kids. Wellness policy development tool Web site:
http://www.actionforhealthykids.org/resources_wp.php
Bahrampour, T. & Wan, W. (Dec. 6, 2005). Sugar over substance. The Washington Post Company Web
site: washingtonpost.com http://www.washingtonpost.com/wpdyn/content/article/2005/12/05/AR2005120502211.html
Food and Nutrition Service. U.S. Department of Agriculture. Local Wellness Policy.Web site:
http://www.fns.usda.gov/tn/Healthy/ wellnesspolicy.html
Making It Happen: School Nutrition Success Stories. USDA Team Nutrition.
http://teamnutrition.usda.gov/Resources/makingithappen.html
Municipal Research and Services Center of Washington. (1999). Local government policy making
process. Web site: http://www.mrsc.org/Publications/polmakpro.pdf
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School Nutrition Association (2006). Local School Wellness Policies. schoolnutrition.org Web site:
http://www.schoolnutrition.org/Index.aspx?id=1075
South Dakota Department of Education. (2004). South Dakota model wellness policy. Child & Adult
Nutrition Services Web site: http://www.doe.sd.gov/oess/cans/training/wellnesspolicy.asp
Warlick, D. (1999). Discussion rubric. MarcoPolo Landmarks for Schools. Class Web site:
http://landmark-project.com/classweb/tools/ printable.php?rbrc_id=64683
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Face the Fats
A lesson on nutrition linked to communication, technology, science, and/or civics.
Overview: Examine the types of fats encountered in food and share with others how to choose among them for an optimal diet. Activities include researching and preparing a speech or multimedia presentation, creating scientific models, and/or debating a health policy. Two-three 50 minute class periods Lesson Objectives: Synthesize information from a variety of sources into a presentation to motivate others. Evaluate ways to reinforce comprehension of new information. Science option: Diagram the chemical structure of fats to describe their function in the body. Civics option: Examine the role of the federal government in health policy. Content Standards: Indicators 1. Reading 1: Apply various reading strategies to comprehend and interpret text. 2. Writing 4: Write across content areas to clarify and enhance understanding of information. 3. Speaking 2: Use appropriate language and presentation style for formal and informal situations. 4. Technology Information and Communication Tools 2: Use technology to enhance learning, extend capabilities, and promote creativity. 5. Technology Information and Communication Processes 2: Exchange information and ideas for an identified purpose through Information Technologies. 6. Technology Information Literacy and Decision Making 1: Use technology to locate and acquire information. 7. Physical Science 1: Describe structures and properties of, and changes in, matter. 8. Civics 2: Analyze the constitutional rights and responsibilities of United States citizens. Activity:
1. On a whiteboard, Inspiration concept map, or newsprint, have students state all that they know about fats from food. Some comments will likely be wrong so encourage others to add what they believe to be the correct statement. Keep the list for revision again near the end of the lesson. 2. In teams have students take the “Test Your Fats IQ” quiz at http://www.americanheart.org/presenter.jhtml?identifier=3047294. Use this again as a posttest at the end of the lesson. 3. Via computer and projector introduce the topic and engage student interest by showing the website: http://www.badfatsbrothers.com/BFB.html ( America Heart Association). For the following projects students should use information from the American Heart Association website “Face the Fats” at
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http://www.americanheart.org/presenter.jhtml?identifier=3046074. Students should also prepare several test questions to determine their audience’s degree of comprehension. 4. Language Arts option: Assign students to prepare and deliver a visual aid speech (Speech class) or PowerPoint/Flash presentation (technology application). Divide topics from the website among students: food label, snacking, eating out, eating fast foods, fat-sensible substitution, grocery shopping, cooking, fats 101, topics from “Chef Alton Brown’s Ideas”. 5. Science option: Assign students to create diagrams to show the following: chemical composition of one type of fat, how trans-fats are created, or how fats are used in the body. Additional links: “Major Types of Chemical Compounds in Plants and Animals”, http://waynesword.palomar.edu/chemid1.htm#lipids; “Lipids: Fats, Oils, Waxes, etc.” http://biology.clc.uc.edu/Courses/bio104/lipids.htm; Answers.com, http://www.answers.com/+fat?cat=health; “How Fat Cells Work”, http://health.howstuffworks.com/fat-cell.htm. 6. Government option: Prepare a debate on whether trans fat should be allowed in foods. With a partner research the role of the federal and state government in policy on food ingredients. Two sides of the issue to get you started on your own decision making… 1)Policy Briefs: http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=Retrieve&db=pubmed&dopt=A bstractPlus&list_uids=8615347 2)News: http://www.foxnews.com/story/0,2933,224657,00.html 7. After the presentations, evaluate student learning with “Test Your Fats IQ” at http://www.americanheart.org/presenter.jhtml?identifier=3047294. Also review the list of “facts” that students said they knew about fat. Revise to reflect updated research. 8. With the students review the tools that were used to check understanding: quiz, student-generated fact lists, student-created questions, diagrams, debates, and/or speeches. Have individual students rank the techniques for their usefulness in helping them to learn the new information. Remind students to use one or more of these in future learning situations.
Assessment:
Tests Your Fats IQ from the American Heart Association website
http://www.americanheart.org/presenter.jhtml?identifier=3047294.
Read. Write. Think.(2003). International Reading Association/National Council of Teachers of English.
Presentation Rubric. http://www.readwritethink.org/lesson_images/lesson110/rubric.pdf
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Revise the list created at the beginning of class Science diagrams rubric.
http://imet.csus.edu/imet8/martin/PSElements/image/science%20diagram%20rubric.pdf
Debate scoring rubric: http://mh034.k12.sd.us/classroom_debate_rubric.htm
References:
“Face the Fats”, American Heart Association website: http://www.americanheart.org/presenter.jhtml
http://www.americanheart.org/presenter.jhtml?identifier=3046074.
Position paper on trans fatty acids. ASCN/AIN Task Force on Trans Fatty Acids. American Society for
Clinical Nutrition and American Institute of Nutrition. Am J Clin Nutr. 1996 May;63(5):663-70. http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=Retrieve&db=pubmed&dopt=AbstractPlus&list_ui ds=8615347 McElroy, W., Oct. 24, 2006. Foxnews.com. “Should Government Regulate What We Eat?” http://www.foxnews.com/story/0,2933,224657,00.html
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To Change or Not to Change
A lesson on nutrition linked to psychology, reading, communication arts, and technology.
Overview: Students will examine the transtheoretical model of behavioral change as it applies to eating behavior. They will demonstrate their understanding of the use of this social behavior model by creating a case study or poster motivating a teenager who is changing from one stage to another. Two 50 minute class periods. Lesson Objectives: 1. Synthesize information from research. 2. Create an original example that fits a model. 3. Analyze web-based tools as a method to educate the general public. 4. Predict uses for a social behavioral model. Content Standards: Indicators Reading 1: Apply various reading strategies to comprehend and interpret text. Reading 4: Retrieve, analyze, synthesize, and evaluate a variety of informational texts. Writing 4: Write across content areas to clarify and enhance understanding of information. Technology—Social Interactions 2: Students investigate the advantages and disadvantages of technology.
Activity:
1. Before presenting the lesson to students, the teacher should gain an understanding of the steps in the Transtheoretical Model of Behavior Change by viewing the Web site Health Behavior Theories: Transtheoretical Model, http://chcr.umich.edu/how_we_do_it/health_theories/healththeories5/chcr_doc ument_view or from one of the resource pages listed below. 2. Read to the students the Jared Story (Subway spokesperson) from http://www.jaredfoundation.org/jared.html. Discuss the difficulties and rewards of changing a personal habit. 3. Show the slides on Transtheoretical Model of Behavior Change. Provide a print copy for later reference. Each student will then access the Web site and follow the steps in Fruit and Vegetable Express Bites, http://www.nutrisci.wisc.edu/fav/ ,which give advice on eating fruits and vegetables. Instruct them to follow the prompts to determine a personal stage of change while they also pay attention to the stage in the transtheoretical model that is being applied. 4. Technology option: Pair students to compose two lists about the interactive computer program: What are the advantages and disadvantages of the use of this type of program as a method to educate the general public on behavior change for better health? Have them report to the large group and summarize the discussion. Ask them to suggest other technology-based communication
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methods that might be effective and why they think so. 5. Communication arts option: Instruct students to imagine a teenager who is trying to change an eating behavior or who is slipping back toward a less committed stage of change. Write a short case study about this teen. Include characteristics from the PowerPoint show in your description and tips from the websites for making/maintaining the change.
6. Psychology
or art option: Have pairs of students plan and create a poster to
encourage someone in a stage of change to move to the next stage. If desired, use computer drawing or publishing software to create the poster.
Assessment:
Rubric for case study that represents understanding of Stages of Change model
http://www.fno.org/libskill.html or International Reading Association/National Council of Teachers of English. Read, Write, Think. Writing Rubric. http://www.readwritethink.org/lesson_images/lesson401/Rubric.pdf
Rubric for participation in discussion or identification of technology applications
http://www.glenbrook.k12.il.us/gbssci/phys/projects/yep/endoyrub/resdirub.html
Poster rubric http://school.discovery.com/schrockguide/assess.html
Resources:
Transtheoretical Model, http://en.wikipedia.org/wiki/Transtheoretical_Model Transtheoretical Model/Stages of Change,
http://hsc.usf.edu/~kmbrown/Stages_of_Change_Overview.htm
Detailed Overview of Transtheoretical Model,
http://www.uri.edu/research/cprc/TTM/detailedoverview.htm
The Jared Foundation. http://www.jaredfoundation.org/
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Living with Disease
A lesson on nutrition linked to language arts and technology.
Overview: Students will research the characteristics of a disease or condition which is treated with diet. They will create a series of journal entries or a short nonfiction piece about how they live with a nutrition treated condition. Two-three 50 minute class periods Lesson Objectives: 1. Synthesize information from research. 2. Create a nonfiction selection based on factual information. 3. Create a diagram or model illustrating a biological process. Content Standards: Indicators Reading 4: Retrieve, analyze, synthesize, and evaluate a variety of informational texts. Writing 1: Use appropriate content, organization, form and style in technical, business, creative, and personal writing. Writing 2: Use various strategies and techniques to improve writing quality. Writing 3: Use appropriate mechanics, usage, and conventions of language. Writing 4: Write across content areas to clarify and enhance understanding and information. Technology—Information Literacy and Decision Making: 2. Determine the reliability and relevancy of information. Life Science: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.
Activity: CAUTION: Use discretion in how this lesson is introduced. Diseases/conditions could be assigned instead of self-selected.
1. Select one or two diseases which are treated by diet from the list below. Using the KWL method ask students what they already know about these diseases (K— what you know). Some possible diseases: Diabetes Cardiovascular disease Dental disease Osteoporosis Obesity Hypertension High cholesterol Stomach or intestinal cancer Anemia Atherosclerosis Diverticulosis Gall bladder disease Celiac disease (gluten intolerance)
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Lactose intolerance Crohn’s disease Ulcer Gout Food allergy 2. Students should select and research one of these diseases which is treated by diet. Prompt them to develop two or three questions about living with this disease (W—what do you want to know). They should be instructed to take careful notes on the effects of the disease on daily life. The Education World graphic organizer may help http://www.educationworld.com/a_lesson/lesson/images/note_taking.rtf. Concept mapping software (Inspiration) could also be used to collect information and plan the writing or diagrams. 3. Students should evaluate Web-based sources of information before using the data http://library.usm.maine.edu/research/researchguides/webevaluating.html 4. Language Arts option: Instruct them to use their research data to create an original written selection describing how it is to live with the disease/condition day by day. The writing might be a series of journal entries, an essay, a biography or autobiography, magazine article, or other original document. This document will be the L (what was learned) section of the lesson. Review the first draft and have them revise. 5. Science option: Use the research data to create a flow chart, diagram, or concept map illustrating the body — food interaction for one of the diseases/conditions. Software to consider might include PowerPoint, concept-mapping, or drawing programs.
Assessment:
Checklist for Evaluating Web Resources.
http://library.usm.maine.edu/research/researchguides/webevaluating.html
Effective writing/rewriting rubric http://www.middleweb.com/ReadWrkshp/RWdownld/MvaleRubric.pdf Science diagrams rubric.
http://imet.csus.edu/imet8/martin/PSElements/image/science%20diagram%20rubric.pdf References:
Education World Note-taking Template, http://www.educationworld.com/a_lesson/lesson/images/note_taking.rtf
Education World KWL Template, http://www.education-world.com/tools_templates/kwl_nov2002.doc Inspiration Software, Inc. http://www.inspiration.com/productinfo/Inspiration/
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