healthy eating tips

Additional material which can be used by the teacher can be found here:

http://www.southtnt.com/home/health-lifestyle/the-six-caribbean-food-groups.html

This would have been a fun video to add as part of assessment. Too bad it is not based on the Caribbean food groups which differs from other food groups.

http://www.youtube.com/watch?v=tqs9XWy-FM8

Caribbean Food Groups

                              

https://plus.google.com/u/0/photos/103284083399427202844/albums/5955520318802594241?authkey=CM_0_cbRqsCxyQE                                          
Description of Resource

   Teachers, who use instructional video report that their students retain more information, understand concepts more rapidly and are more enthusiastic about what they are learning. With video as one component in a thoughtful lesson plan, students often make new connections between curriculum topics, and discover links between these topics and the world outside the classroom (NTTI National Technical Teaching Institute).

  
 This video was created by our group as a supporting resource to teachers when teaching students about Caribbean Food Groups.  It was specifically created to briefly take students away from the classroom and on a field trip; albeit in their minds, using music and scenes from everyday activities. This resource can be incorporated in lesson planning in the following subject areas; integrated science, social studies and food and nutrition. Using a constructivist approach, teachers can use this resource to build students’ knowledge, by showing the video and then stimulating discussion about the topic. This video resource does the following;

• reaches children with a variety of learning styles, especially visual learners, and students with a variety of information acquisition styles
• engage students in problem-solving and investigative activities
• help students practice media literacy and critical viewing skills
• provide a common experience for students to discuss

Lesson Plan

Grade:  7

Topic:  Healthy living

Subtopic:    Food Groups

Duration:  80 minutes

Objectives:   After viewing a video the students will be able to correctly

Cognitive domain

·         List the six Caribbean Food Groups

·         Provide examples of each food group

Psychomotor domain

·         Plan a meal using the food wheel

Affective domain

·         Value the importance of meal planning for healthy eating

Prerequisite Knowledge: students already know the definition of food groups

Process skills: observing, communicating, classifying,

Teaching Approach: Constructivism

Teaching Strategy: discussion, questioning

Materials:  markers, video, projector, laptop, screen, foam plates, Bristol board, chalk, chalkboard

Content:

Nutrition in the Caribbean is not governed by the food pyramid but by the 'wheel' or 'plate'. In our region there are six food groups:

Staples e.g. rice, ground provisions, starchy fruits (green bananas, breadfruit, plantains), pasta, corn, crackers, flour and flour products (bread, roti, bake, cake, cookies), cereals (oats, cream of wheat, sago, cornflakes.

Dark Green, Leafy and Yellow Vegetables e.g. spinach, cucumbers, broccoli, tomatoes, carailli, ochro, cabbage, lettuce, cauliflower, bodi, carrots, pumpkin, squash

Fruits e.g. oranges, paw paw, apple, banana, sapodilla, caimite, grapes, watermelon, sugar apple, plums, W.I. cherries, mango, passion fruit juice, fruit cocktail

Food from animals e.g. milk, cheese, yogurt, sausages, eggs, poultry (chicken and turkey), seafood (fish, crab, shrimp, lobster), meat (pork, beef, lamb, goat, duck)

Legumes e.g. nuts, peas and beans

Fat and oils e.g. margarine, butter, ghee, oil, coconut milk, avocado, salad dressing, mayonnaise dressing

To maintain healthy eating habits and to have a balanced diet, it is important to utilize these food groups with special emphasis on the healthier options within each group. The daily intake of food for all humans should be proportionately represented as in the plate, with the largest percentage from the staples group and the smallest amount from the fats and oils group.

Introduction:   Students are given a riddle to which the answer is food. Students will be asked, what is your favourite time for eating; breakfast, lunch or dinner? What is your favourite occasion for eating? Students will give responses. Students and teacher will engage in short discussion on responses. Teacher will introduce topic for lesson as the Caribbean food groups.

Development:

Step one:

-       Students will be told that they are about to watch a video about Caribbean food groups. Students are to pay close attention as they will be questioned after.

Step two

After viewing video completely, students and teacher will engage in discussion which teacher will initiate by asking the following questions:

1.      How many food groups were identified?

2.      What were the Caribbean food groups identified?

3.      Can you give examples of foods in these food groups?

4.      What did the food wheel show?

5.      List the food groups in order of proportion for a healthy diet

6.      Why do we have these proportions?

If students are uncertain or do not know about a particular question, teacher will refer to part of video which answers the question by playing it again for students.

Teacher will write main points from discussion on the board.

Conclusion: Teacher will summarize the main points of the lesson using the notes from the board.

Assessment/Evaluation: Students will be given Bristol board, markers and foam plate. Using food wheel as guide students will plan and construct a healthy meal by drawing pictures of foods and creating labels for them on the Bristol board. Students will attach pictures to foam plate accordingly to show their meal.

                                                                    Reflections

This assignment was the more challenging assignment of the two. This was due to many constraints. Putting a concept together was the easy part. This group is made up of two Science teachers and one Social Studies teacher. Owing to the integrative nature of Social Studies, coming up with a concept that suited both subjects was done quickly. The challenge started from creating a storyboard for the resource video and filtered down to the actual video itself to its submission. My experience with this assignment has led me to the following conclusions:

1.        It is not an easy task as a teacher to create and edit a resource video for your class for every lesson    however; teachers should be able to incorporate video into their lessons so that students can view
      experiences other than their own discussions inside the classroom.
2.    Without the background knowledge of editing and video production, creating a resource video is         very challenging but can be done through exploration.
3.       Teamwork is essential to complete tasks like this. Depending on one person to do everything would     disadvantage the video of ideas and unique twists which one person may not be able to represent
       solely.

The video was successful in presenting Caribbean Food Groups, in a fun interactive way. The theme of the video was Caribbean centred but did not ignore the international classroom. The video editing was successful also and where video clips could not be inserted, images sufficed. The group worked well together, bringing in their own flavour (pun intended) to the pot. Our only shortcoming was time management as we had to juggle the assignment with exams. In the end we were successful and the video, though short is rich with information to be used in the Social Studies and Science classroom. Erica Joseph

            This class has definitely been an interesting experience where I was able to push myself in order to meet the recommendations for the assignments. This final assignment was more challenging than the first mainly because of the time constraints we faced. This project was overwhelming as we needed to finalise the lesson plan, storyboard and video all whilst preparing for our respective exams. This therefore meant that everyone had to sacrifice time which was originally set aside for studying the content of their other courses. This time was then used to visit different locations to record short clips and consolidate ideas into a single video. Putting the video together turned out to be a daunting task as a lot of editing needed to be done since so many clips were captured and needed to be sorted through. Finding and using clips which showed different angles, getting the right music to compliment them and using the right pace for the narration and timing the clip appropriately were all hurdles we had to face. In short, this entire process was extremely time consuming.

          In the end, however, our expectations were met as the video, lesson plan and story board all accomplished our common goal of educating the students on the food groups through a fun and interactive medium. After watching this video, the students should be able to make better food choices as sufficient examples were given along with the downfalls of not maintaining a proper diet. Najah Charlery

              Knowing only the basics made me excited about learning to do more in this EDET course. That excitement immediately changed to apathy as soon as the assignments for this course came piling on; this one especially.  The process of creating this video resource and all other components has given me a greater appreciation for YouTube .  I could not say hallelujah enough times when we had finally completed all the varied tasks of this assignment.  I wanted to enjoy the process but when you start off on the wrong foot, it is very hard, sometimes impossible to change that feeling and turn it around.

              After we had grouped ourselves, the first aspect of this assignment required us to select a topic from our subject area and consolidate our ideas into a storyboard to present to our classmates. That was not a pleasant experience. Instead it left me bewildered and my group members defeated to the point that we needed motivation from Aaliyah’s song, “If at first you don’t succeed, pick yourself up and try again”. We did just that.  Accepting the criticism well, we met again to make necessary changes. Feeling excited about what we had accomplished, we were ready to present our new and improved version. That worked out as well as the first one. At this point, my group members and I were just ready to get this done. We changed our topic entirely and started from scratch. We then settled on a day where we went about the supermarkets, town and market place filming. At times during filming, it felt like we were on a covert mission; a fun one though as we had to devise ways not to be conspicuous. 

                The rest of the process involved us putting the different videos shot, together into one final product and sourcing information from various places. That was a long and tiring endeavor. One that I am glad is over. I must say that teamwork work got me through this assignment. I am thankful to my group members, for without them and their valued knowledge and creativity, I am absolutely sure that this assignment would not be completed. Andrea Peter

storyboard