Integrated Lesson Plan

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You Are What You Eat

• Integrated Lesson Plan
• Angelyn Maier
• Kimberly Stallman
• Spring 2002
• CUIN 3313

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Integrated Subjects

• Angelyn Maier
• Content Area Biology
• Unit Name Ecology

• Kimberly Stallman
• Content Area Kinesiology
• Unit Name Nutrition

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Grade Level and Time Frame

• Freshman Biology and Health (9th Grade)
• Two Class Periods
• 1st Class Period to learn lesson
• 2nd Class Period to
• do activities

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Ms. Maiers Objectives

• Using knowledge gained in class and the WebQuest
  to gather information, the 9th grade biology
  student will construct a food web using
  Inspiration to show energy transfer through
  trophic levels and understand interactions
  between organisms in an ecosystem. The students
  will evaluate each others food webs for accuracy.

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Ms. Stallmans Objectives

• To help students understand why it is so
  important to eat healthy. Using the WebQuest and
  knowledge gained in class, the students will
  compare nutritional content of fast food to a
  well-balanced home cooked meal. The students
  will use Excel to make a spreadsheet to easily
  see the compared information.

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Ms. Maiers TEKS

• Biology Ch. 112 TEKS for Science Subchapter C
• (3) Scientific Processes. The student uses
  critical thinking and scientific problem solving
  to make informed decisions. The student is
  expected to
• (E) evaluate models according to their adequacy
  in representing biological concepts or events
• (9) Science concepts. The student knows
  metabolic processes and energy transfers that
  occur in living organisms. The student is
  expected to
• (D) analyze the flow of matter and energy
  through different trophic levels and between
  organisms and the physical environment.

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Ms. Maiers TEKS

• (12) Science concepts. The student knows that
  interdependence and interactions occur within an
  ecosystem. The student is expected to
• (B) interpret interactions among organisms
  exhibiting predations, parasitism, commensalisms,
  and mutualism
• (E) investigate and explain the interactions in
  an ecosystem including food chains, food webs,
  and food pyramids.

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Ms. Stallmans TEKS

• Health Education Ch. 115 TEKS for Health
  Education Subchapter C
• (1) Health information. The student analyzes
  health information and applies strategies for
  enhancing and maintaining personal health
  throughout the life span. The student is expected
  to
  (A)  relate the nation's
  health goals and objectives to individual,
  family, and community health
• (B)  examine the relationship among body
  composition, diet, and fitness

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Ms. Stallmans TEKS

• (C)  explain the relationship between nutrition,
  quality of life, and disease
• (4)  Health information. The student investigates
  and evaluates the impact of media and technology
  on individual, family, community, and world
  health. The student is expected to
• (A)  analyze the health messages delivered
  through media and technology

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Prior Knowledge for Ms. Maier

• The student should already
• Know that all organisms require energy to live
• Know that organisms use each other for that
  energy
• Know that organisms interact in an ecosystem
• Be able to recognize different ecosystems
• This can be reviewed on the first day if some
  students are still unclear about it

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Prior Knowledge for Ms. Stallman

• The student should already
• Know the basic food groups
• Know the food pyramid and how many servings are
  required for each food group
• Have a basic knowledge of searching on the
  Internet
• Know how to make an Excel spreadsheet from a
  previous lesson

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Materials

• Ms. Maiers Lesson
• Seven student computers supplied with
• Internet access
• Inspiration
• One instructors computer supplied with
• PowerPoint for instruction
• Word to make documents

• Ms. Stallmans Lesson
• Seven student computers supplied with
• Internet access
• Excel
• One instructors computer supplied with
• PowerPoint for instruction
• Word to make documents
• Materials for home cooked meal
• 1 lb. Pinto beans, pepper, large onion, 3 stalks
  of celery, can of crushed tomatoes, chili powder,
  garlic, crock pot, plates, spoons, napkins

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Activities Integrated with Technology

• Both teachers used PowerPoint for their Lesson
  Focus and Instructional Input on day one. The
  Focus will associate what the students are doing
  in the other teachers class. The students will
  then take notes from the presentations to use
  during the activities on day two.

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Guided Practice

• The teachers have created a WebQuest. In groups
  of three, the students will gather information as
  instructed by the WebQuest for their class. A
  worksheet prepared by each teacher using Word
  will help the students organize their ideas from
  the WebQuest.
• Web Quest

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Ms. Maiers Independent Practice

• In their groups, the students will create a food
  web using Inspiration to show energy transfer and
  roles of the organisms found in their ecosystem.
  The worksheets they completed during the guided
  practice will provide the information they need
  to construct the webs. Another worksheet will
  detail the criteria and instructions for creating
  the webs. A copy of each worksheet will be
  passed around.

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Ms. Stallmans Independent Practice

• In their groups, the students will transfer the
  information onto a chart they will create in
  Excel comparing the nutritional value of the meal
  they chose to the home cooked meal we make in
  class.

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Ms. Maiers Closure and Assessment

• The class will print a copy of their food web for
  their classmates to grade based on the rubric I
  have created using Word.
• A copy of the rubric will be passed around.

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Ms. Stallmans Closure and Assessment

• The students will eat the meal created in class
  and discuss the nutritional value of each fast
  food restaurant meal.
• The students will be graded on participation
  during class. They will be assigned to write a
  paragraph on what they learned for homework.

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Thank You for Watching You Are What You Eat
We hope you've enjoyed it! Angelyn and Kimberly