I realized early on within my teaching that not every child would learn through one instructional method. For Macon and Adam, group work proved to be more of a hassle than a good thing due to their lack of attention spans. However, Jane thrived on the group work of the Bubble Maps, and wanted to help in any way possible. Each child was different in how they learned, and for some children like Macon and Adam, the greatest activity I could have had was the Food Pyramid Relay, and actually placing the food group in the envelope it belonged to. For some students like Jane, she thrived at the bubble maps and seeing organization of which food group each one belonged to.

I was pleasantly surprised with how much each child learned, and really tried to accommodate to each learning style. Being a visual learner myself, I tried to have plenty of visuals for students like Adam, who learned best through the use of visuals. Adam really got into singing the “Healthy Snack Rap” and by the end of the week, knew the class voted motions and words without even looking at them. I also tried to accommodate to kinesthetic learners like Macon who needed to get up and move throughout lessons, and tried to not have busywork throughout the entirety of each lesson. Yes, I needed independent student work; however, between the Food Pyramid Relays and the Physical Activity Games allowed for Macon to further implement the Nutrition.

For Jane, my logical and mathematical learner, it was harder for me to find tasks that she would be good at, or enjoy. Yes, she could do everything because she was my highest student, but she was bored minutes later after she’d completed the task. For Jane, she liked to think through problems such as group work with the Healthy Foods Bubble Map, or the 5-a-Day Challenge that required her to challenge herself to eat up to 7 servings a day of fruits and vegetables, or the Eat Smart Worksheet in Lesson 3 that required her to think through and figure out if more than one could be a particular food group. Jane liked to find different ways in completing the assignment, and figuring out the ‘right’ way, the logical way.

I modified instruction to fit each learner through varying different types of instructions for all students. I made sure that I was not assessing students on what they could do, but mostly on what they knew. I did a lot of informal assessment by simply asking questions and reciting information to students.

In conclusion, my students learned a lot from me, but I essentially learned a lot from them. I learned how to modify instruction to tailor fit the needs of my students. I learned that not every child learns the same way and that I must sometimes, repeat myself numerous times and write directions on the board before students will understand. I can only hope that when their third grade teacher asks them, “What do you know about Nutrition?” they will in turn answer with responses such as, “There are five food groups: Milk, Meat, Vegetables, Fruits, and Grains” and “We learned a lot in Second Grade about the Food Pyramid and how to make a Healthy Meal”. Hopefully, they’ll make me proud, and show their third grade teacher they do know more than they let on.

Alignment

The following NCDPI Standards for Elementary Teachers were met:

NCDPI Standard 5, Indicator 1 was met by the teacher having a complete foundation of knowledge of good health. The teacher covered healthful living within her Unit with Second Graders and taught Nutrition and Healthy Eating, and Physical Activity; which are all Second Grade Health North Carolina Standard Course of Study objectives.

NCDPI Standard 5, Indicator 2 was met through the teacher’s knowledge of major health issues related to children such as obesity at a young age. In order to combat childhood obesity, the teacher decided to concentrate her teaching heavily on nutrition and physical activity; which are two major risk factors of childhood obesity.

NCDPI Standard 7, Indicator 1 was met through aligning the lesson with the North Carolina Standard Course of Study goals and objectives.

NCDPI Standard 7, Indicator 2 was met by integrating math, language arts, art, and healthful living into the five lessons within the Nutrition Unit. I incorporated math by having students use geometric shapes on the Eat Smart Worksheet, and counting the number of servings of each food group they needed to be healthy. I incorporated Language Arts into my lessons by reading aloud books, create a recipe for their Food Group Sandwich, complete writing assignments such as, journals, short-answer essays, bubble maps, worksheets, and coming up with ideas for the KWL chart, and having students see print through the Smart Board and White Board. The teacher incorporated Art by having students draw their own bubble maps, color in the Food Pyramid, and create a Food Group Sandwich. I incorporated Healthful Living by focusing my attention of the Unit on the Second Grade NC Standard Course of Study for Healthful Living.

NCDPI Standard 7, Indicator 3 was met through the use of a KWL chart which allowed the teacher to use student’s prior knowledge of a subject to adapt lesson plan ideas to fit their interests and combat the misconceptions they might have.

NCDPI Standard 7, Indicator 6 was met through the teacher’s modifications to instruction for learners with special needs. The teacher met the needs of students by placing the lower students with higher students and diversifying the learner styles. The teacher assessed her students through worksheets, journals, hands-on assessments such as relays, on-line games, and creative art projects.

NCDPI Standard 7, Indicator 7 was met by the teacher’s use of a variety of formal and alternative assessment strategies. The teacher had formal assessments such as worksheets, and written assignments; however, also had alternative assessment strategies which allowed her child with ADHD to move about the classroom. The teacher allowed her students’ with special needs to have their needs met.

NCDPI Standard 8, Indicator 3 was met by the having students think critically in Lessons 1 and 4 about the KWL chart, and the importance of breakfast. Students answered Bloom’s Taxonomy questions, in order to think critically about what they were writing and reading.

NCDPI Standard 8, Indicator 6 was met through the use of the Smart Board and the White Board. The teacher continuously modeled Standard English by writing directions on the board for students to follow, and using the Smart Board’s overhead capabilities for the KWL chart.

NCDPI Standard 11, Indicator 1 was met through the teacher incorporating group work within three of the five lessons. Students worked with teams to make bubble maps, compete in a food pyramid relay, and create a KWL chart as a class. Students were asked to communicate in all the lessons what they know, and what they were learning.

NCDPI Standard 11, Indicator 2 was met through the students understanding of literature. The teacher introduced students to a multitude of non-biased children’s literature through read-alouds, providing students with literary examples, and dramatic readings of their favorite books related to nutrition.

NCDPI Standard 12 was met through the integration of art. The teacher incorporated Art by having students draw their own bubble maps, color in the Food Pyramid, and create a Food Group Sandwich.

NCDPI Standard 13 was met through the use of creating opportunities for student development of good health. Students learned throughout the entirety of the Unit about Nutrition and Healthy Eating.

NCDPI Standard 14, Indicator 1 was met through the teacher’s understanding and respectful nature of families and communities with diverse attitudes. The teacher had students talk about foods that were culturally rich to their culture and allowed students to educate one another about their cultures.

NCDPI Standard 14, Indicator 4 was met through the teacher’s multiple viewpoints of different cultures. The teacher allowed students to use the Fruit and Vegetable Grant to learn about different fruits and vegetables within different diverse families.

NCDPI Standard 14, Indicator 5 was met through the teacher’s use of bias free Children’s literature. The teacher selected different children’s books that represented a wide variety of cultures.