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October 1, 1998
Nutrition Slide Show
by Patricia Nelson
This lesson, the result of a two-week
nutrition
study, produces more than just a talking slide show. It also teaches my
lower-grade
elementary school students the components of collaborative group work. Our
goal is for
each group to design and produce a KidPix slide, complete with graphics and
sound, that
will explain each of the Idaho Dairy Council food groups that we’ve
studied.
We work in five groups of four students each, based on our table
groupings. Each
group must have the following: (1) a "Reporter" or spokesperson
who gives the
progress report when the group meets with the teacher; (2) a
"Recorder" who will
write the text as directed by the group; (3) an "Organizer" who
keeps the group
running smoothly and efficiently; and (4) a "Supply Manager"
responsible for
gathering and returning materials as needed. The Recorder also has the
responsibility of
placing the clothespin on the "I need a Turn/I Had a Turn" chart.
All groups know that their main goal is to produce a quality
product. As each
group completes its rough text draft and slide layout it meets with the
teacher to discuss
and edit their work. Once they have final approval they get their turn at
the computer to
create the actual slide. Here is where they add the art work and give the
slide its
"voice," but not before deciding whether the words will be read
into the
microphone by a spokesperson, by each member sequentially, or by the entire
group in
unison. Once the slide is done the group works appropriately in the
classroom completing
centers or at their "Never Done List."
Group evaluations look for both process and product. The slide
must reflect the
working draft or the group has to explain why it is different. Information
on the slide
must be accurate and must include the name of the food group, the nutrient
provided, the
number of servings needed per day, and a few examples of foods in that
group. Besides
correct text and voice, the slide must have at least one imported art
picture. Failing to
include any of these required elements will reduce a group’s score by 1
rubric.
Rubrics will follow the general rubrics guide on page 124 of the resource
book How to
Successfully Use Technology as an Effective Teaching Tool (Grade
K-2).
Individual evaluations reflect how well each member performed the
assigned duty
and how he/she worked overall cooperatively in the group. And behavior
counts! Three
call-downs by the teacher means a mandatory group-meeting and could result
in a one-point
reduction in the rubric score.
Resources
LaCoste, Debbie, How to Successfully Use Technology as an
Effective Teaching
Tool (Grades K-2), Bureau of Education and Research, 1994-1998. Idaho Dairy
Council
Pyramid Chart, teacher’s guide and student
materials.
Email: Patricia
Nelson
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