4. GRAINS
• Eat at least 3 oz everyday of:

5. GRAINS
• 1 oz. is about:
– 1 slice of bread
– 2 cups of breakfast
cereal
– ½ cup of cooked rice
– ½ cup of cooked cereal
– ½ cup of cooked pasta

6. GRAINS
• Make half of
your grains
whole
• Eat 6 oz
everyday

8. • Eat more dark-
green veggies
like:
–Broccoli
–Spinach
–Any other dark
leafy greens

9. • Eat more
orange
vegetables like:
–Carrots
–Sweet
potatoes

10. • Eat more dry
beans & peas
like:
–Pinto Beans
–Kidney Beans
–Lentils

11. • Vary your
veggies
• Eat 2 ½ Cups
Everyday

13. • Eat a variety
of fruit
• Go easy on
fruit juices

14. • Choose fruit
between:
–Fresh
–Frozen
–Canned
–Dried

15. • Focus on
fruits
• Eat 2 cups
every day

17. • Know the
limits on:
–Fats
–Sugars
–Salt
(Sodium)

18. • Make most of
your fat
sources from:
–Fish
–Nuts
–Vegetables
oils

19. • Limit solid fats
like:
–Butter
–Stick
margarine
–Shortening
–Lard

20. • Check the
Nutrition Facts
label to keep
low:
–Saturated Fats
–Trans Fats
–Sodium

21. • Choose food &
beverages low
in added
sugars.
–Added sugars
contribute
calories with
few, if any,
nutrients.

23. • Go low-fat or
fat-free when
you choose:
–Milk
–Yogurt
–Any other
milk products

24. • If you don’t or can’t
consume milk, choose:
– Lactose-free
products
– Other calcium
sources
• Fortified Foods
• Fortified
Beverages

25. • Get your
calcium-
rich foods
• Get 3 cups
Everyday

27. • Choose low-
fat or lean
cut:
–Meats
–Poultry

28. • Ways to
prepare a
healthy protein
product:
–Bake it
–Broil it
–Grill it

29. • Vary your
protein routine-
chose more:
– Fish
– Beans
– Peas
– Nuts
– Seeds

30. • Go lean with
protein.
• Eat 5 ½ oz.
Everyday

32. • Find your balance
between
–Food
–Physical Activity
• Be sure to stay
within your daily
calorie needs

33. • Children &
Teenagers should
be physically
active for 60
minutes every
day
• For losing weight,
at least 60-90
minutes daily is
required.

36. Bibliography
• Bulter, J.T. Principles of Health Education
and Health Promotions. California:
Wadsworth Thomson Learning, 2001.
• “MyPyramid.”2006. USDA. 27 March
2006. << http://www.mypyramid.gov/>>

37. MCOM 510 Materials 11/18/2009
Created by Beth Rajan Sockman
Project Plan & Requirements – Name?
(Complete Lesson-Plan, Technology Sample and Self Assessment)
1. Create Project, fill out lesson plan. You can use this document, self-assess, and
peer assess.
2. Bring both lesson plan, sample, and assess yourself
3. Make sure to submit your assignment as per the instructor’s requests.
Analyze Learners
Age, Grade Level, Learning Styles, Different-learning abilities
(This section may be the mostly same for each project). Include the following about
learners:
• Age of learners, Grade/learning level, learning styles and/or different learning
abilities.
• Common student misconceptions about the content and/or process?
• Things that the students generally do understand about the content or process.
This Podcast is designed for students ages 8-10, in a fourth grade health lesson
on researching information on Food Guide Pyramid. This was created for
linguistic, spatial, intrapersonal, and naturalist intelligences. In addition it was
developed for visual, and tactile/ kinesthetic learning styles. However, it can be
easily adapted to younger grades or be extended into older grades. This lesson
could also be adapted to ESOL and learning support. Also, it can be used for
any state.
Some common student misconceptions about this process are: each food group
should have the same/ equal intake value; physical activity isn’t involved within
the food pyramid; knowing what is appropriate is organizing and creating a
balanced diet; nutrient facts/ appropriate servings sizes; dietary guidelines for
American (Food Guide Pyramid).
The students should have prior knowledge of the food pyramid. They should
also be familiar with using a computer and the internet. Students should also be
familiar with organizing information. Students should also know the names and
labeling of the sections of the different food groups.
Justification – Answer the following questions:
o Why bother using this technology?
o How does it support how we know students learn (learning theories and/or
learning styles)?
o How does it NOT support how students learn? (Because one-way of teaching
very rarely supports all kinds of learning!)
The use of technology during this lesson serves mostly as a motivational tool. It
allows each student to explore the subject matter in their own guided way. They
should be able to connect the topic to a particular area of personal interest. Also at
Adapted from ASSURE) 1

38. MCOM 510 Materials 11/18/2009
Created by Beth Rajan Sockman
this age, students are still becoming familiar with the use of technology in the
classroom and for assignments. Using Podcasting will further their development. In
addition, it brings another spin on a common project. In changing delivery modes
of instruction, having the students navigate their own learning, instead of the
teacher discusses step by step procedures, it allowed us to reach other learning
styles and preferences for each of our students.
This helps the students to connect to real world applications of the topic. In
developing a series of constructs, each step should lead to the next. This is a
definite asset in connecting to a variety of learning styles and preferences. This
should serve to assist with the long term retention of this material. Students might
feel that they are engaged is something other than school work.
This doesn’t support how students learn because having a lack basic computer skill
will affect the students’ performance. In addition, the students who are auditor
learners, musical, logical-mathematical, or interpersonal intelligences might have a
harder time completing something that wasn’t designed for them.
State Objectives
Academic Standard or Goal (Broad)
10.1- Concepts of Health
• 10.1.3 C- Explain the role of the food guide pyramid in helping
people eat a healthy diet. (food groups, number of servings, variety
of foods, nutrients)
10.4 Physical Activity
• 10.4.3 A- Identify & engage in physical activities that promote
physical fitness and health.
Objectives (specific) – Audience (individual or group), behavior, condition and
degree.
The student will be able to create a podcast in Microsoft Power Point with
Microphone Programming, to develop an appropriate food guide pyramid in
helping peers eat a healthy diet, including food groups, number of servings,
variety of foods, nutrients, as well as identify physical activities that promote
physical fitness and health.
Time needed to complete:
Time to Complete Podcast
1. Identify and Record Information – 35-45 Minutes (1-2 Class Periods)
2. Plan Presentation – One Class Period to Plan; One to Two Class Periods
to Create; One Class Periods to Practice and Refine
3. Complete the Presentation - One to Two Class Periods
All Total – Roughly Five Class Periods (Block Scheduling)
Adapted from ASSURE) 2

39. MCOM 510 Materials 11/18/2009
Created by Beth Rajan Sockman
Select Methods, Media, and Materials
URL resources used and website name
http://www.mypyramid.gov My Pyramid (2006)
http://mcom510.wikispaces.com/Podcasting Podcasting MCOM510
Teacher resources/ student resources
Textbooks:
• Bulter, J.T. Principles of Health Education and Health Promotions.
California: Wadsworth Thomson Learning, 2001.
Handout/Worksheets:
• MyPyramid Worksheet- Check how you did yesterday & set a goal
to aim for the next day.
• MyPyramid (For Kids)- Eat Right. Exercise. Have Fun.
Technology Tools:
• Microsoft PowerPoint
• Clip Art
• Audacity- Voice/ Auditory Program
Utilize Media and Materials
How will it be used (Individual viewing or for the class)
Podcast-. Students will work in groups to handle one section of the Food Guide
Pyramid. PowerPoint and Internet will be used independently or in groups and
the final project will be viewed for each student’s voice per section and
presented for the whole classroom.
Required Learner Participation
Overview of the Lesson - Describe the lesson in detail. Include a description of
the following:
o how the lesson will be introduced
o what students will do
o what the teacher will do
o what are the final outcome is – i.e., do the students create a project, report
on something, etc.
Introduction
• What is podcasting?
• What is food guide pyramid?
• Food Groups
- Grains
- Vegetables
- Fruits
- Milk
- Meats & Beans
Adapted from ASSURE) 3

40. MCOM 510 Materials 11/18/2009
Created by Beth Rajan Sockman
- Physical Activity
• Number of servings
• Variety of foods
• Nutrients
Student will
• Conduct in discussion for completing work in the lab.
• Work their way through their PowerPoint process within their groups.
• Students will work in groups to handle one section of the Food Guide
Pyramid.
Teacher will
• Be available to monitor progress and to answer any questions that may
arise (ideally there will not be any questions).
Final Outcomes
• The students will hand in the assignments as they are completed
• The students will present their podcast to the class at the conclusion of
this assignment
Evaluation
Note you should have a student evaluation on the excel project, powerpoint
project, web quest, and podcast. The student evaluation may be a formal test or
rubric for projects. It could also be an informal “check for understanding” – a
formative evaluation, but even if it an informal check, please list or describe what
you expect the students to understand, question, and not understand.
CATEGORY 4 3 2 1
Point of View - Strong awareness of Some awareness of Some awareness of Limited awareness
Awareness of audience in the audience in the audience in the of the needs and
design. Students can design. Students can design. Students find interests of the
Audience clearly explain why partially explain why it difficult to explain target audience.
they felt the they felt the how the vocabulary,
vocabulary, audio vocabulary, audio audio and graphics
and graphics chosen and graphics chosen chosen fit the target
fit the target fit the target audience.
audience. audience.
Point of View - Establishes a Establishes a There are a few It is difficult to figure
Purpose purpose early on and purpose early on lapses in focus, but out the purpose of
maintains a clear and maintains focus the purpose is fairly the presentation.
focus throughout. for most of the clear.
presentation.
Grammar Grammar and usage Grammar and usage Grammar and usage Repeated errors in
were correct (for the were typically correct were typically correct grammar and usage
dialect chosen) and (for the dialect but errors detracted distracted greatly
contributed to clarity, chosen) and errors from story. from the story.
style and character did not detract from
development. the story.
Adapted from ASSURE) 4

41. MCOM 510 Materials 11/18/2009
Created by Beth Rajan Sockman
Images Images create a Images create an An attempt was made Little or no attempt
distinct atmosphere atmosphere or tone to use images to to use images to
or tone that matches that matches some create an create an
different parts of the parts of the story. atmosphere/tone but appropriate
story. The images The images may it needed more work. atmosphere
may communicate communicate Image choice is
symbolism and/or symbolism and/or logical.
metaphors. metaphors.
Content Covers topic in- Includes essential Includes essential Content is minimal
depth with details knowledge about the information about the OR there are several
and examples. topic. Subject topic but there are 1- factual errors.
Subject knowledge is knowledge appears 2 factual errors.
excellent. to be good.
Organization Content is well Uses headings or Content is logically There was no clear
organized using bulleted lists to organized for the or logical
headings or bulleted organize, but the most part. organizational
lists to group related overall organization structure, just lots of
material. of topics appears facts.
flawed.
Originality Product shows a Product shows some Uses other people's Uses other people's
large amount of original thought. ideas (giving them ideas, but does not
original thought. Work shows new credit), but there is give them credit.
Ideas are creative ideas and insights. little evidence of
and inventive. original thinking.
Requirements All requirements are All requirements are One requirement was More than one
met and exceeded. met. not completely met. requirement was not
completely met.
Mechanics No misspellings or Three or fewer Four misspellings More than 4 errors in
grammatical errors. misspellings and/or and/or grammatical spelling or grammar.
mechanical errors. errors.
Workload The workload is The workload is The workload was The workload was
divided and shared divided and shared divided, but one not divided OR
equally by all team fairly by all team person in the group is several people in the
members. members, though viewed as not doing group are viewed as
workloads may vary his/her fair share of not doing their fair
from person to the work. share of the work.
person.
Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color,
of font, color, font, color, graphics, color, graphics, graphics, effects etc.
graphics, effects, effects, etc. to effects, etc. but but these often
etc. to enhance the enhance to occasionally these distract from the
presentation. presentation. detract from the presentation content
presentation content.
Adapted from ASSURE) 5

42. MCOM 510 Materials 11/18/2009
Created by Beth Rajan Sockman
Reflection & Transfer: If this is in the self assessment – on the rubric- that is OK.
1.) Explain what you learned that might not be in the rubric. This may include
specific tools as well as processes, concepts, reflections about what you have
learned, discuss how you might change what you've done, given the chance to
evaluate and revise your project.
After completing the Podcast, rubric and lesson plan I have learned many more skills
in using these different tools.
A PowerPoint- Google and use online resource for alternative templates, Food
Pyramid was a hard on to track down. Graphics could be a little more specific and the
amount might be increased. Also, I found a number of educational songs, poems and
quotes that discussed the Food Pyramid, so I could include that in the podcast next
time. This PowerPoint was very interesting for me to develop because I am current
not teaching. However my topic is a health subject and that is out of my normal
domain. I am an elementary and special education teacher, not health and physical
education. It was a lot of fun to develop something outside of my area because it gave
me a chance to learn new information as well as develop future lessons for integration
of units on collaborating with other teachers that my students could have.
Rubric- developing an appropriate grading tool & information on topic.
Podcasting is a lot to record as an assessment because they are so many concepts
including in making a podcast. I think that in the future I would demonstrate and
model each step of the rubric with my students because it is a lot of information to
just pick up. However, the utube video did help me out a lot it might help my students
it might not. There would have to be enough information presented to reach the needs
of all of my students to achieving the same goal.
Lesson Plan- I have noticed that everyone has their own format of what they think
a lesson plan should contain. It is just a matter of completing it in the correct format
that meets the needs of the students using the lesson plan.
2.) Transfer: How could your idea be used in other settings? What else could you
do with it if you played, or were creative about it? OR, how could the student use
the knowledge gained in other settings?
This lesson is great for other settings. Students may use these strategies within a
language arts, graphic design, health, science class. Language arts because they are
conducting research, to read, collect, analyze and to write out information that is
appropriate for their audience. Graphic design class/ computer class because the
students would be using these tools to great a podcast. This could be use in a science
class only to introduce the topic of the human body. Finally this is used in a health
class because the students are researching facts about the food pyramid and good
nutrient and health care for students their age. These students could also create this
podcast to introduce or teach younger students on the topic of good nutrient and
physical activity. This topic is something that all individuals of any age must be made
aware of. Being aware of these facts and taking care of your body is something that
everyone must understand in order to continue living a healthy, long life.
Adapted from ASSURE) 6

43. • GRAINS
• Eat at least 3 oz everyday of:
– Whole grain cereals
– Breads
– Crackers
– Rice
– Pasta
– Oatmeal
– Low fat Popcorn
• GRAINS
• 1 oz. is about:
– About 1 slice of bread
– About 2 cup of breakfast cereal
– ½ cup of cooked rice
– ½ cup of cooked cereal
– ½ cup of cooked pasta
– GRAINS
• Make half of your grains whole
• Eat 6 oz every day
• Eat more dark‐green veggies like:
– Broccoli
– Spinach
– Any other dark leafy greens
– Eat more orange vegetables like:
– Carrots

44. – Sweet potatoes
• Eat more dry beans & peas like:
– Pinto Beans
– Kidney Beans
– Lentils
• Vary your veggies
• Eat 2 ½ Cups Every Day
• Eat a variety of fruit
• Go easy on fruit juices
• Choose fruit between:
– Fresh
– Frozen
– Canned
– Dried
• Focus on Fruits
• Eat 2 cups Every Day
• Know the limits on:
– Fats
– Sugars
– Salt (Sodium)
• Make most of your fat sources from:
– Fish
– Nuts
– Vegetables oils
• Limit solid fats like:

45. – Butter
– Stick margarine
– Shortening
– Lard
• Check the Nutrition Facts label to keep low:
– Saturated Fats
– Trans Fats
– Sodium
• Choose food & beverages low in added sugars.
– Added sugars contribute calories with few, if any, nutrients.
• Go low‐fat or fat‐free when you choose:
– Milk
– Yogurt
– Any other milk products
• If you don’t or can’t consume milk, choose:
– Lactose‐free products
– Other calcium sources
• Fortified Foods
• Fortified Beverages
• Get your calcium‐ rich foods
• Get 3 cups Every Day
• Choose low‐fat or lean cut:
– Meats
– Poultry
• Ways to prepare a healthy protein product:

46. – Bake it
– Broil it
– Grill it
• Vary your protein routine‐ chose more:
– Fish
– Beans
– Peas
– Nuts
– Seeds
• Go lean with protein.
• Eat 5 ½ oz. Every day
• Find your balance between
– Food
– Physical Activity
– Be sure to stay within your daily calorie needs
– Children & Teenagers should be physically active for 60 minutes every day
• For losing weight, at least 60‐90 minutes daily is required.
• Bibliography
• Bulter, J.T. Principles of Health Education and Health Promotions. California:
Wadsworth Thomson Learning, 2001.
• “MyPyramid.”2006. USDA. 27 March 2006. << http://www.mypyramid.gov/>>

47. Summary
1. Standard/Outcome: I.A.2
2. Demonstrate Mastery: (1) This podcast was a designed media that projected visual
aids, audio, and video during Microsoft PowerPoint, Windows Movie Maker and
Audacity. (2) This is also an example of using government/current information in an
interactive way, using the Internet resources and networks; it could be used as a
distance learning technology. (3) Software was used for instruction.
3. Artifact Benefit: By creating a podcast, students have visual aids and audio. This
podcast will benefit the classroom students, as well as their parents/guardians. By
integrating language arts, media and health students are finding that concepts can be
studied in a variety of ways.
Reflection
After completing the Podcast, rubric and lesson plan I have learned many more skills in using
these different tools. A PowerPoint- Google and use online resource for alternative templates,
Food Pyramid was a hard on to track down. Graphics could be a little more specific and the amount
might be increased. Also, I found a number of educational songs, poems and quotes that
discussed the Food Pyramid, so I could include that in the podcast next time. This PowerPoint was
very interesting for me to develop because I am current not teaching. However my topic is a
health subject and that is out of my normal domain. I am an elementary and special education
teacher, not health and physical education. It was a lot of fun to develop something outside of my
area because it gave me a chance to learn new information as well as develop future lessons for
integration of units on collaborating with other teachers that my students could have. Rubric-
developing an appropriate grading tool & information on topic. Podcasting is a lot to record as an
assessment because they are so many concepts including in making a podcast. I think that in the
future I would demonstrate and model each step of the rubric with my students because it is a lot
of information to just pick up. However, the utube video did help me out a lot it might help my
students it might not. There would have to be enough information presented to reach the needs of
all of my students to achieving the same goal. Lesson Plan- I have noticed that everyone has their
own format of what they think a lesson plan should contain. It is just a matter of completing it
in the correct format that meets the needs of the students using the lesson plan. This lesson is
great for other settings. Students may use these strategies within a language arts, graphic
design, health, science class. Language arts because they are conducting research, to read,
collect, analyze and to write out information that is appropriate for their audience. Graphic design
class/ computer class because the students would be using these tools to great a podcast. This
could be use in a science class only to introduce the topic of the human body. Finally this is used
in a health class because the students are researching facts about the food pyramid and good
nutrient and health care for students their age. These students could also create this podcast to
introduce or teach younger students on the topic of good nutrient and physical activity. This topic
is something that all individuals of any age must be made aware of. Being aware of these facts
and taking care of your body is something that everyone must understand in order to continue
living a healthy, long life.