Name:

Cory R. Underwood

Citation:
S.O.S. For Information Literacy. (2006). Free-style Fitness: Fun, Favorite Fat-Fighters.

Retrieved from http://www.informationliteracy.org/plans/view/497/back/0

Brief Overview of Unit Plan:

While using a variety of activities, students will focus on ways to enhance personal and lifestyle
choices, and also present the information gathered to peers.

Brief description of the goals and content of the unit plan:

Students will use at least one quality online or database resource and one quality print
resource to research information relating to their own fitness activities and recipe choices.

Students will critically review their 1 week lifestyle journal and use information learned
to set 3 small and realistic goals to enhance their personal wellness. These goals will be
related to any combination of eating, exercise or emotional well-being habits.

Students will track change(s) in habits in their journal during a second weekly period and
reflect on any positive progress to their goals as well as any differences in the way they
felt as a result of their change in habits.

Students will work in self-selected groups of 2-4 students to produce either a pamphlet,
mobile, book, poster or other teacher-approved method to present recipes and fun fitness
ideas to other teens for display in the library media center.

Suggested use of the resource: how it might fit into the curriculum for the subject and
grade level that you teach or hope to teach.

By evaluating this unit plan I see a lot of what I could use in my own classroom. The use of
technology and other materials align specifically with my curriculum and goals that I wish to
achieve with my students. Whether using the food pyramid or the food plate that many health
educators have moved towards recently, the velcro idea makes for good tangibles. I usually
incorporate technology and the use of internet in all of my lessons, but a graphic organizer for
students to develop would be something Id consider as well.

Information Literacy Evaluation

Write several sentences or bullets that explain how well the unit plan meets the indicators
of the Standards for the 21st Century Learner (AASL, 2007) related to the five elements
listed below. Be sure to include evidence from the Unit Plan as support.
Inquiry This also includes thinking critically. In this lesson students will brain storm fitness
activities for a group or individuals. To do this you must understand individual body masses,
metabolism, and most importantly understand that everyone is different.

Finding Information Students are responsible for finding and obtaining copies of 2 healthy
recipes for any type of food that would appeal to teens.

Evaluation of Information At the end of the week students will reflect in their journals on the
information that has been presented. Throughout the week they have been calculating calorie
usage based on the activities planned by the class and also the recipes they had to obtain.

Use of Information Students will create projects and presentations based on the information
they have gathered throughout the week.
Citing sources There were no sources listed for this unit plan.

GEM Criteria Evaluation

Use the definitions and rubric from GEMs Educational Resource Evaluation Form to evaluate
the unit plan. (The definitions and rubric are included in the document: Support for Evaluation
of the Unit Plan, in Course Content. Provide a rubric score for each of the six GEM
criteria. Then write several sentences or bullets that justify your rubric score, based on the
description of the rubric proficiency levels, and give specific details from the Unit Plan to
support your conclusions. Do not make the same comments about the unit under the different
GEM criteria.

Accuracy Rubric Score: 4

This receives a 4 only because Health information changes as quickly as science information.
There have been changes in the food pyramid which is when the food plate came about.

Appropriateness Rubric Score: 5

The vocabulary and concepts are completely appropriate. The terms are grade level appropriate
and are comprehensible for that group. The objectives and materials to be used in the unit
complement this age and grade group. At this level students should be familiar with internet
functions and how to navigate the web.
Clarity Rubric Score: 4

There is a complete flow from objective to assessment. The teacher does not just use one form
of assessment which helps give variety and more opportunities for student creativity and to
assess students in more ways than one.

Completeness Rubric Score: 4

The unit is very good but not exactly superior in concept development. The materials used helps
bring the unit together with the objectives and assessments. The activities are not only self-
contained but some are self-led activities as well.

Motivation Rubric Score: 5

The unit is very engaging. The majority of the lesson is student centered which makes
engagement fun for students. The activities planned allow students to work in groups or
individually while also expressing themselves and the knowledge they have gained creatively.

Organization Rubric Score: 4

Most importantly the plan makes sense. From day 1 to day 2 the lesson progresses
nicely. After gradual progression at a rate appropriate for this grade level it leads
into the assessments and projects.

To what extent does the Unit Plan address the analyze media or create media
products component of media literacy. Keep in mind that standards indicate the difference
between media literacy and media use.

Through the assignments within the unit, students have a chance to gather and make their own
interpretations of the information. The differences in how the students interpret the information
is expressed and observed by the teacher through the assessments. Also in the case of the
assignment when students are to find and obtain recipes, depending on the where the information
is obtained from may determine if their beliefs about certain cultures may be influenced.

Write several sentences or bullets that explain how well the Unit Plan meets the content
standards for the content and grade level you teach or may teach in the future. You should use
national, state, local, ISTE's NETS http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-
S_PDF.pdf, and Common Core Standards (if appropriate). Quote one or
two standards/indicators; then write a few sentences or bullets about how well the unit meets
these standards, using specifics from the unit as evidence.

National Health Education Standards:

Standard 2 Students will analyze the influence of family, peers, culture, media, technology
and other factors on health behaviors.

From the unit: Find and obtain copies of 2 healthy recipes for any type of food/dish that would
appeal to a teen for inclusion in the final product (e.g. a pizza with healthy ingredients).

With this information students will be able to understand different cultures and how different
foods play a part in these cultures. One of the biggest influences on what we eat is family and
culture and I believe that this will be displayed with the assignment.

Standard 3 Students will demonstrate the ability to access valid information and products and
services to enhance health.

From the unit: Using at least 1 print resource plus 1 online or database resource, student must
identify 3 fitness activities that appeal to student's own lifestyle.

While students are accessing information via the internet, they need to make sure the activities
used for the assignment come from reliable sources. It should be clear that the information and
activities accessed will enhance health and healthy behaviors.

Evaluation Summary and Suggestions for Improvements

Provide an overall summary of your evaluation of the unit. Then provide suggestions for ways
the unit might be improved in any of the Information Literacy, GEM Criteria,, Media
Literacy, or Content components. If you do not think the unit needs any improvement, say so
and explain why.

The unit as a whole was very good. It seems to provide good information for students and to be
very engaging. I would have liked to have some resources as all curriculums that I have come
across in my county provide resources. To know where a lot of the lesson came from would be
helpful not only for other educators but for students as well.