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Updated Version of Choose My Plate Presentation for use at ACTEAZ Conference 2012, July 14th- Cornucopia of Ideas
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Teacher resource.myplatepresentation.r quattro
- 2. Bellwork: Think-Pair-Share What food guide models preceded the current “Choose My Plate” guide? Compare and Contrast “My Plate” with it’s predecessors Be prepared to share your responses!
- 3. Objectives: Teachers will be able to: Identify resources for teaching my plate. Use the “Choose My Plate” resources to teach the new revised culinary arts standards to students.
- 4. . PLAY! OR Pass… Share your partner’s response to the bellwork (Be sure to introduce yourself and your partner)
- 5. What is MyPlate? MyPlate is the new USDA guidance system to improve the nutrition and wellbeing of Americans. MyPlate replaced MyPyramid as the major nutrition icon used by the USDA to portray the components of healthy diet to consumers. “MyPlate illustrates the five food groups that are the building blocks for a healthy diet using a familiar image- a place setting for a meal. Before you eat, think about what goes on your plate or in your cup or bowl.” www.choosemyplate.gov April 2005-June 2011 June 2011-Present
- 6. How is My Plate Different than it’s Predecessors? Early Food Guides http://www.nal.usda.gov/fnic/history/early.htm Basic 4 Food Guide http://www.nal.usda.gov/fnic/history/basic4.htm The Basic 7: U.S. Needs US Strong http://www.healthytimesblog.com/2011/06/choosemyplate- Patterns for Daily Food Choices http://www.nal.usda.gov/fnic/history/pat.htm
- 9. What Does This Mean To Educators? a. Keep Teaching the Food Guide the Way You Know Best b. New Textbooks c. Time To Retire d. Find New Resources
- 10. What Does This Mean To Educators? d. Find New Resources
- 11. Online Resources for Teaching My Plate http://www.choosemyplate.gov/health-nutrition-inf http://www.slideshare.net/RachaelQuattro http://prezi.com/f6-1rlg2ijt6/whats-on-y (Contains Video) http://prezi.com/your/
- 12. More Online Resources: http://www.youtube.com/user/usda/videos?q http://www.livebinders.com/play/play_or_ed
- 13. “Choose My Plate” Resources provide everything you need to teach the newly revised state standards: STANDARD 2.0 – APPLY BASIC NUTRITIONAL CONCEPTS 2.1 Identify food groups in the current USDA nutritional guidelines 2.2 Specify primary functions and sources for major vitamins and minerals (carbohydrates, protein, fats, vitamins, minerals, and water) 2.3 Identify cooking and storage practices for maximum retention of nutrients 2.4 Identify common food allergies and appropriate substitutions 2.5 Identify nutritional concerns ,e.g., vegan/vegetarianism, restricted diets, and caloric intake
- 14. Most of it is the same as before but repackaged…
- 15. Next, Decide How You Wish to Present the Material: Powerpoint Slide Show with Notetaker Webquest/Online Scavenger Hunt Rotation Binder/ Group Project Independent Study
- 16. PowerPoint Slide Show with Note- taker Distribute Note-taker to students Begin Presentation, “Choose My Plate” Be sure to use frequent “Checks for Understanding” throughout the presentation (See Sample JTED strategies for Active Participation and Checking for Understanding; Slides 28-39 )
- 18. When using the Online Scavenger Hunt or Webquest: Reserve C.O.W. or computer lab. Check to make sure the websites are not blocked when logged in as a student Check with your technology department and administrators. Be prepared and have a backup for issues such as- slow or no internet connection, broken computer, etc. Set up rules, guidelines, and expectations prior to computer lab day.
- 19. Sample Webquests: http://lshs.leesummit.k12.mo.us/lmclshs/FACs/Process.html http://www.gcs.k12.nc.us/17662098155711310/lib/1766209 http://www.mattawanschools.org/14652062293159703/lib/1 http://www.zunal.com/webquest.php?w=107898 Note: This webquest could be used as an alternative for some accommodations
- 20. How Do You Know that They Know? Managing and Monitoring Student Learning There are many resources for assessing student learning of My Plate. The following slides will provide some ideas that you may choose to use in teaching this unit.
- 21. DRAW, DESIGN, CREATE Draw a picture, Create a poster create a logo, to summarize the information and learned in this Design your poster! unit. Be prepared to share!
- 22. Example Topics to Choose From: How Does My Plate address a specific health concern: Diabetes, Anemia, Pregnancy, Dieting, Vegan, Food Allergies, Gluten-Free Diets, Hypertension, High Cholesterol How Does My Plate Address dietary restrictions in general? Compare and contrast My Plate to other dietary models. Research a food group and explain it’s importance to healthy living
- 23. Peer Teaching Students work in groups to create a lesson on “My Plate” to teach to their peers or a lower level culinary class. Students create a lesson, activity, and sample “My Plate” for students to consume
- 24. My Plate Sample Projects
- 26. Have Students Create a “Word Cloud” using www.wordle.net
- 27. Word Clouds http://www.flickr.com/photos/vvonstruen/67
- 28. Obtain a Personalized Plan Visit www.choosemyplate.gov/supertracker Select “Create a Profile” and enter your age, gender, and activity level to obtain a personalized calorie/food group plan Use the Supertracker tool to track your food intake and exercise to see how you’re measuring up to your recommendations
- 29. Meal Planning Activity Meal Planning using MyPlate Create a one week menu of meals that include each major food group in the proper proportions specified by MyPlate One Week Menu must be submitted in project form. Review rubric prior to submitting to ensure you have met all requirements.
- 30. Cooking District Apps: Track Your Diet http://cookingdistrict.com/cd/general.nsf/blogbydate/0DA8FDE7F5B 55069852579EA00685E7B?opendocument
- 31. Create a Graphic Organizer of “Choose My Plate” http://www.teach-nology.com/web_tools/gra /
- 32. Use Bubbl.us to Create a Diagram of Healthy Breakfast, Lunch, and Dinner ideas that follow “Choose My Plate guidelines
- 33. Reviewing “My Plate” with Students: http://www.studystack.com/flashcard
- 34. Review with flashcards on Quizlet: http://quizlet.com/9288445/my-plate-flash-ca
- 35. Glogster http://www.glogster.com/ Create a Glog of what your plate would look like based on the “Choose My Plate” food guide model. 2.Use a food image to represent each item. 3.Link each food image to the corresponding section of www.myplate.gov 4.Be prepared to share your plate with the class and explain the proportions. 5.Example: http://www.glogster.com/lkopes/my-plate-by-olivia-kopec/g-6llii1dku8ee35mq6c0b4a0
- 37. K-W-L What I What I What I would like know learned to learn 37
- 38. Activity Match the nutrient information or health fact with the correct food group. Be prepared to share 38
- 39. ? Thumbs up / Thumbs down 4 Understanding
- 40. Which Is Correct? (hold up fingers) 1. Vegetables 2. Fruits 3. Grains 4. Protein 5. Dairy
- 41. Find Someone Who… Find someone who can answer one of the questions on your handout. Have them write the answer and sign your paper. Now, find a different person to answer another question. Keep going until all of the questions are answered.
- 42. I now I would like to know understand . . . m ore about . . . I need more I could help teach with . . . someone else to . . .
- 43. Give One-Get One Draw a vertical line down the middle of a piece of paper Write 3-5 ideas about what you have learned about “Choose My Plate” in the left column My Idea Other s s Ideas When time is called rotate and exchange ideas Write new ideas gained from your peers in the right column 43
- 44. Food groups: Vegetables Fruits Give One, Dairy Get One Protein Grains
- 45. Write on your Slates What is “MyPlate” What information is provided about healthy living? How does “My Plate” address exercise?
- 46. Sort the cards or items into groups Create a label for each group you are creating Be prepared to share
- 47. Five Stations 1. Go to your assigned station 2. Discuss the prompt and take notes 3. Rotate to the next station when time is called 4. Return to your seats and be prepared to share 47
- 48. Sources www.choosemyplate.gov 2010 Dietary Guidelines for Americans http://www.mayoclinic.com/health/food-and-nutrition/ http://www.hsph.harvard.edu/nutritionsource/what-sho http://www.mayoclinic.com/health/cuts-of-beef/MY01 “Color Me Healthy-Eating for a Rainbow of Benefits,” Schaeffer, Today’s Dietitian, Nov. 2008 http://prezi.com/yk15mtrs6rng/copy-of-my-plate/ http://www.slideshare.net/jperelli/my-plate-presentation
- 49. Questions?
- 50. Switch partners with someone you were not working with today. Tell or teach each other the two most important things you have learned so far about teaching “My Plate”. Switch roles and repeat the process. 50
Notes de l'éditeur
- 5. Pass or Play teacher poses a question and gives wait time teacher calls on a student and asks them “ pass or play? ” student says “ play ” if they wish to answer the question or “ pass to__________ ” if they want to pass to a specific classmate teacher provides feedback
- Show Prezi- What’s On Your Plate at conference
- 21. Draw a picture, design a t-shirt, bumper sticker or create a logo teacher instructs students to create a picture to summarize information, a demonstration that has been given, etc. teacher may have students share or may collect the products
- 17. K-W-L teacher instructs students prior to a reading, video, lecture, etc, to write down what they already know about a subject, what they would like to learn about the subject teacher has students read, watch, listen teacher has students highlight, star, circle the questions that were answered teacher has students add to the list things that they learned from the lesson
- 13. Jumbled sort teacher supplies each student or group of students with random strips of instructions, key words, safety procedures, etc, and asks them to put the strips in order teacher calls on non-volunteers to contribute their sorted material
- 1. Hand signals: thumbs up or thumbs down to indicate agreement or disagreement use fingers to indicate a number selection such as “ Which is the correct solution one, two or three? ” teacher gives feedback to the students
- Give facts from each food group. Students will then use hand signals to indicate the correct food group. 1. Hand signals: thumbs up or thumbs down to indicate agreement or disagreement use fingers to indicate a number selection such as “ Which is the correct solution one, two or three? ” teacher gives feedback to the students
- 32. Find Someone Who . . . teacher provides a handout with questions each student must find someone in the class who knows the answer to that question student who knows the answer signs the paper for student one first student then must find a different person to answer another of the questions this process continues until someone has a filled out sheet or time is called by the teacher teacher provides feedback
- 23. Outcome Statements teacher gives the following prompts I now understand . . . I would like to know more about . . . I need more help with . . . I could teach someone else to . . . teacher collects their written responses or does a think-pair-share
- 14. Give One-Get One teacher instructs students to draw a vertical line down the middle of a sheet of paper teacher poses a question or problem student writes 3-5 ideas in the left column teacher calls time and instructs the students to rotate to other students and exchange ideas each student writes any new ideas gained from partner in the right column teacher debriefs ideas by any active participation strategy
- 2. Whiteboards/Slates student writes answer or solution to a question posed by the teacher teacher solicits all students to show at the same time teacher gives feedback to the students
- 12. Sort teacher provides lists of items, ideas, concepts, statements, tools, etc. on individual cards teacher instructs small groups of students to sort these items teacher asks groups to assign a label for each of their groups teacher calls on non-volunteer groups to present while other groups check to see if the original groups ’ labels match theirs
- 11. Five Stations teacher posts questions, photos, quotes, etc. at four (or more) stations around the room teacher assigns groups of students to each station students discuss and take notes after the teacher calls time, the students rotate to another station when students have visited all stations, students return to their desks to do an individual assessment
- A-B Partner Teach partner A turn to partner B tell or teach your partner the two most important things you have learned so far about... switch roles and repeat the process teacher calls on non-volunteers