Instructional Planning

1. Instructional Planning Weaving Nutrition Education into Teacher’s Instructional Planning Presented by: Valerie Parsons, M.A., M.Ed. And Lizett Olivares, R.D. Monrovia Unified School District

2. Review of Homework • Understand District’s goals and needs • Determine adopted curriculum for core subject areas • Familiarize yourself with your District’s Pacing Guide or other Instructional Planning Tool • Identify potential partners who are already teaching nutrition education effectively • Determine what resources are needed • Identify professional development opportunities • Determine key players or actions for implementation

3. The changes in today’s classroom

4. Single Subject • Teachers work in a bubble – in charge of their own planning, teaching, and evaluation. • Interdisciplinary or thematic instruction is possible. However, it tends to be infrequent and considered “extra” to the regular curriculum. • Tested subjects are the focus October – May and “other” subjects (Art, Music, Nutrition, etc.) are the focus in June and September.

5. Single Subject Lesson Examples • Dairy Council Lessons • The Children’s Power Play Campaign • Harvest of the Month (HOTM) • Monrovia’s Cooking-in-the Classroom Lessons • The Daily Nibble • And many others…

6. Ideal vs. Reality • Reality-- Just as health standards came out, budget cuts started to happen. • The ideal is to teach nutrition as a single subject. • In today’s circumstances, integration seems to be the most effective way to ensure nutrition education is taught. • Integration teaches nutrition through core subjects. • Single-Subject Nutrition Education is fairly easy for teachers if they can find the time. • Integration is challenging and is where the focus of Professional Development can developed.

7. Continuum of Integration Messaging Interdisciplinary Integrated Adapted from Brazee & Capelluti (1995), Dissolving Boundaries: Toward an Integrative Curriculum. Single Subject Nutrition Education?

8. Nutrition Messaging Level 1 • Nutrition messages are consistently incorporated into core curriculum. • These messages are not skills-based. • These messages may or may not meet Health Standard 1: Essential Concepts. • The goal is to send consistent nutrition messages throughout the school year • Begins to build a healthy culture.

9. Share this book

11. Improving the School Culture • Begins with collective conversations that create shared understandings. • This dialogue is a reflective learning process in which group members seek to understand each other’s viewpoints and deeply held assumptions. • Dialogue leads to collective meaning and these shared understandings become the basis of shared missions, visions, values, and goals. • Garmston & Wellman, The Adaptive School

12. Continuum of Integration Messaging Interdisciplinary Integrated Adapted from Brazee & Capelluti (1995), Dissolving Boundaries: Toward an Integrative Curriculum.

13. Interdisciplinary Level 2 • Most common approach to integration. • It includes one health standard (2-8) integrated with one core standard • Often, integration occurs through a major event or unit. • A grade level might create a Math Night with a nutrition component. • A nutrition theme-based unit with nutrition integrating one subject area. • Multiple subjects may contribute but through a parallel approach. • At first, it may still seem to be an add-on, but eventually is seen as a way to make core curriculum more meaningful.

14. Interdisciplinary: Level 2

15. Full Integration Level 3 • Take a step beyond the previous level by incorporating a Health Standard, Nutrition Competency, HOTM and a Nutrition Message into more than one content area. • All Health Standards are addressed at some point during the year. • Cooperative planning between teachers is a must to make this approach to curriculum powerful and practical. • No artificial division of knowledge into the subject areas. • Here, integration is not an “add-on” to the regular curriculum instead nutrition education is the vehicle in which to teach core subjects.

17. Integration = Higher Level Thinking

18. Think-Pair-Share • Think: What level of nutrition education do you think a majority of your teachers are at? • Pair: Share with the person next to you the level of your teachers. • Share: Wait for the signal and by a show of hands, indicate what level your teachers are at.

19. Two Minute Physical Activity Break

20. Components of Lesson Design Instruction Curriculum Standards Assessment

21. First Step: Unpacking the Standards! • Standards guide instruction and provide a common language under which objectives can be formed. • Teachers are the experts with the content standards, there is no reason for you to be. • Pacing Guides provide a platform to ensure all standards are taught by the end of the year.

22. Alignment Pacing Instruction Curriculum Standards Assessment Mapping

23. What is Curriculum Alignment? Curriculum alignment refers to the process of interpreting standards, then developing learning objectives that are directly targeted to the standards.

24. A planning tool that helps teachers chart the timing of their instruction so that all tested topics are taught prior to the administration of the state test. What are Pacing Guides?

25. A Pacing Guide is an outline of the Intendedcurriculum Curriculum Mapping is an outline of the Implementedcurriculum

26. Diving Deeper into Pacing Guides There is no single format for a pacing guide. • Simple: list of weekly topics • Comprehensive: includes strategies, assessments, materials, & alignment to standards. • Usually involves multiple levels of collaboration. • Textbook often have pacing guides to offer suggestions how to cover the material during a given amount of time. • Other names

27. Scan and insert HOTM Overview

28. Pacing Guides Improve Student Performance • Lessons designed aligned to pacing guide. • Align standards, skills and assessments so all students are getting the same material. • They spotlight opportunities for integration.

29. Alignment Pacing Instruction Curriculum Standards Assessment Mapping

30. How can you make this lesson Level 1? • Core Standards Integrated • Math: Problem solving and algebra (mean, median, mode) • Science: Experimentation/process skills of observing, measuring, hypothesis, predicting, etc. • Writing: Introductory paragraphs • Technology skills

31. Life Savers Excel Spreadsheet Project • Which flavor of Life Savers candy will last the longest? • The entire 4th grade at John F. Pattie Elementary School ate Life Savers for 2 months to find out! • The experiment involved eating Life Savers while being timed, graphing the data in Microsoft Excel, and then publishing their results.

32. Steps of the Life Saver Project • The kids ate a whole lot of Life Savers and tracked the amount of time it took to eat each color. • The worked in small groups to make spreadsheets. • They created a graph for each color of all times recorded in their class. • They used the f(x) icon to calculate averages and then graphed the averages. • FINALLY! Each class discovered which color lasts the longest and which is gone the quickest!

34. Sean & Kellyn’s Lifesaver Graphs Hi , I'm Sean and this is Kellyn. I like Legos, K'nex, video games, and soccer. Kellyn likes soccer, to collect dolls, basketball and writing. We are doing a lifesaver test to see how long a lifesaver takes to melt in our mouths. After it melted in our mouths we recorded it and put it in graphs on the computer. Red lasted the longest in our mouths. We hope you liked our graphs.

35. Reflection on Messaging • Do you think using Life Saver candy made students want to eat them more? • How could you make this lesson have a healthy nutrition message? • Look at the 4th grade competencies for Essential Concepts, could you integrate one of those into this lesson? • Do you think your teachers are consistently incorporating nutrition messages into the school day?

36. Keeping the message consistent… How do we remind teachers to incorporate nutrition messages throughout the entire year? Pacing Guides!

37. HOW???? How do we get teachers to incorporate nutrition messages into their pacing guides? It’s all about the Process!

38. Continuum of Integration Messaging Interdisciplinary Integrated Adapted from Brazee & Capelluti (1995), Dissolving Boundaries: Toward an Integrative Curriculum. Review: Turn to your partner and describe one or two ways interdisciplinary integration is different than messaging.

39. Interdisciplinary Level 2 • Most common approach to integration. • It includes one health standard (2-8) integrated with one core standard • Often, integration occurs through a major event or unit. • A grade level might create a Math Night with a Nutrition component. • A Nutrition theme-based unit Nutrition integrating one subject area. • Multiple subjects may contribute but through a parallel approach. • At first, it may still seem to be an add-on, but eventually is seen as a way to make core curriculum more meaningful.

40. Now it’s your turn! • Review some 4th Grade Math Standards • Experience their application with a Math in the Garden sample lesson • Add new ideas that incorporate a 4th Grade Nutrition Competency.

41. Reflection on an Interdisciplinary Nutrition Education lesson

42. Questions/Comments?

43. Working Towards Full Integration • Level 3 is a process and can always be improved by integrating more core subjects. • Cooperative planning between teachers • Requires effective instruction to be successful. • Use effective teachers to model for others.

44. Indisputable Evidence What teachers do has six to ten times as much impact on achievement as all other factors combined. -Mortimer Simmons The single greatest determinant of learning is NOT socioeconomic factors or funding levels, IT IS INSTRUCTION. -Mike Schmoker

45. Continuum of Integration Messaging Interdisciplinary Integrated Adapted from Brazee & Capelluti (1995), Dissolving Boundaries: Toward an Integrative Curriculum.

46. Full Integration Level 3 • Take a step beyond the previous level by incorporating a Health Standard, Nutrition Competency, HOTM and a Nutrition Message into more than one content area. • All Health Standards are addressed at some point during the year. • Cooperative planning between teachers is a must to make this approach to curriculum powerful and practical. • No artificial division of knowledge into the subject areas. • Here, integration is not an “add-on” to the regular curriculum instead nutrition education is the vehicle in which to teach core subjects.

47. Level 3: Integrated Model Lesson Lizett Olivares, R.D., Monrovia Unified School District • Listen carefully for these items that are integrated into the lesson: • 2 Core Standards • 2 Health Standards • A Nutrition Message There will be a quiz after!

48. Physical Activity Break

49. Application • Each table will be assigned 1 of the 8 Health Standards (CHECS). • Become familiar with the Nutrition Competencies in 4th grade for your assigned Health Standard. • As a group, using the lesson plan form, design a lesson that integrates: (20 minutes) • HOTM • Assigned CHECS • Correlating Nutrition Competency • One Core Standard • Using chart paper to highlight the integrated components, each group will have 3 minutes to present their lesson idea. • During the presentations, take notes! By the end, you will have all 8 Health Standards integrated into the 4th grade Core Standards!

50. Action Steps to Implementation • Determine what level your district is at now. • What level will you strive towards next? • Use your completed 4th grade Pacing Guide as an example for teachers, curriculum coordinators and other partners