Activity for
EDU134 - Teaching ESL to Adults: A course leading to Colorado’s ABEA Certification
Red Rocks Community College, Spring 2016 (Leecy Wise, Instructor)
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Discussion Forum Assignment (posted for peer feedback): Describe at least two instructional strategies to engage all students in learning about good nutrition in a multilevel environment. Include one digital source in your strategy.
Maria Soto's post: Nutrition Bingo
Cooking-bingo is one strategy I have used to teach good nutrition in a multilevel environment. As a matter fact, I tried this strategy last night with my multilevel class, and all the students were laughing and having fun. They all seem to enjoy taking turns reading the calling cards. I've attached the bingo cards and the calling cards for your information.
Also, last night we tried following a simple recipe and made chicken quesadillas on an electric skillet. For this recipe, the lesson included reading food labels, healthy ways to cook chicken (note: the chicken we used was already cooked without the skin), how to select a low fat cheese, and how to calculate servings. Thus, we had a nice evening snack!
http://www.teach-nology.com/web_tools/materials/bingo/ - Support site suggested by Sarah Folezenlogan
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Sheryl Michael's Post: Choose My Plate
One strategy would be to visit the website, http://www.choosemyplate.gov/, as a class and talk about what the picture of the plate means.
Next, I would break students into groups based on talents and English proficiencies. I would ask each group to complete a scavenger hunt together while exploring the website. Answers to the scavenger hunt questions could be given using pictures taken by a mobile phone, pictures drawn by students or words.
I would then direct them to the sample 2 week meal plans and would give each team two different budgets - one at $90/week for a family of two - a parent and a teenage boy, and one at $50/week for the same size family. Weekly fliers from local grocery stores or pictures of the cost of products at actual grocery stores could be used for prices.
I would ask each group to submit a week's meal plan on each budget. I would also ask each group to create a 2-3 minute video using a smartphone and to upload it to a private Youtube site. The videos would explain the challenges each group faced with each budget and suggestions for how families could overcome these challenges. Every group member would need to speak or present information.
I would also ask that each group member send me an email explaining the strengths of their projects and suggestions for improving the project for the next time. I would ask that in addition to sending a text email, a video of each person reading his/her email also be included.
This would be a 2-3 week project depending on the number of days and hours of the class as well as the talents of my students.
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Mary-Lynn Goberis: Reading Nutrition Labels
As part of the learning to read nutrition labels unit, a third day of the unit starts with a magic square warm up where students match vocabulary to definitions. The chart, vocabulary & definitions would be displayed on the screen. They know they are correct when the numbered answers add up to the same totals horizontally, vertically and diagonally (34). During this time teacher is either talking with students who missed a class or walking around the room checking students’ responses.
A |
B |
C |
D |
E |
F |
G |
H |
I |
J |
K |
L |
M |
N |
O |
P |
- Serving size
- Calories
- Saturated Fat
- Trans Fat
- Cholesterol
- Vitamin
- Daily Value
- Fiber
- Sugars
- Protein
- Sodium
- Ingredients
- Servings per Container
- Grains
- Nutrition Label
- Grams
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A. Standard portion
B. Facts about the packaged food
C. A hard small seed of a plant (wheat, corn, rye,...)
D. An unsaturated fatty acid formed by the hydrogenation of vegetable oil; believed to raise blood cholesterol levels.
E. Individual elements of the mixture
F. Two types: water soluble & fat soluble
G. Reference Guide of the percent of the nutrient needed per day
<
H. Sweet, from cane or beets
I. Carbohydrates that can't be digested; prevent constipation; lowers cholesterol levels
J. Necessary for growth & repair of tissue; amino acids
K. Salt<
L. Fatty substance in animal tissue; forms cell membrane
M. Number of standard portions in a package
N. Solid at room temperature; found in animal products; tends to increase LDL's
<
O. A unit for measurement for energy
<
P. A unit of (metric) weight
Answers: 1 = A, 2 = O, 3 = N, 4 = D, 5 = L, 6 = F, 7 = G, 8 = I, 9 = H, 10 = J, 11 = K, 12 = E, 13 = M, 14 = C, 15 = B, 16 = P
Nutrition Scavenger Hunt - Another activity for reading food labels is pairing students to complete a web quest worksheet using www.fastfoodnutrition.org. High level students would be paired with low level ones, intermediate level students with low level students, and intermediate students with either low or high level classmates.
To extend the curriculum, on their own time, students are asked to go to http://fastfoodnutrition.org/fast-food-restaurants and click on a familiar fast food restaurant, click on a familiar drink, meal or snack you order. Read its nutrition label. Is it as nutritious as it is delicious? This is for a student’s own information.
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Sarah Folzenlogen - Projects for Multilevel Nutrition Learning
Collaborative learning and computer based learning are two great strategies for working with a multilevel classroom. Here is how they could be used to facilitate a lesson (or multiple lessons) on nutrition.
Collaborative Learning/PBL
Group students of similar levels together and have them explore the nutrition labels of various grocery items that have been brought into class. It could first be a guided large group discussion from the instructor, as he/she walks through the different components of the label, addressing important vocabulary words such as calories, sugar, fat, vitamins, etc.
After the large group lesson, allow students to explore the labels in their small groups and then assign a group project. Depending on the level of the students, they could choose to make a basic poster or an informational pamphlet about the nutritional values of different food items.
This website is helpful, because you can type in a food item and the nutritional information pops up: http://www.nutritionvalue.org. Pictures of different food items could be found using Google Images.
Online Scavenger Hunt/Web Quest
Create a scavenger hunt based around the website https://www.nutrition.gov/ and have students work through it on their own, and at their own pace. A fill in the blank worksheet or activity sheet would allow students to look for specific information on the website and record that information when they found it.
There are also many different "modules" on the website from Nutrition 101 to Weight Management to Smart Shopping. Provide that there is plenty of lesson prep time, the instructor could determine which modules are more appropriate for different literacy levels based on vocabulary and complexity of content and could then assign different versions of the scavenger hunt based on that criteria.
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