Thematic+Lesson+Plan

10.1.6.C: Analyze nutritional concepts that impact health. -caloric content of foods -relationship of food intake and physical activity (energy output) -nutrient requirements -label reading -healthful food selection 2.3.5A: Convert using linear measurements, capacity, and weight (mass) within the same system to the unit immediately above or below the given unit. 8.1.3.A: Identify the difference between past, present and future using timelines and/or other graphic representations. -What process does milk go through before it is sold in stores? -Why should people drink milk? -How is the milk you drink different from the very first cup of milk? -How have advertisements been used to promote drinking milk? -Students will be able to complete a graphic organizer to understand many health benefits of drinking milk through the use of technology. -Students will be able to organize gallons, half gallons, quarts, pints, and cups in order from least to greatest and vice versa with 100% accuracy**.** -Students will be able to do basic conversions amongst the units with 80% accuracy. -Students will read and record information about the evolution of milk. -Student will create a timeline and accurately record events with 90% accuracy. -Students will work in groups to create an advertisement for milk using strategies they learned. As a whole class, students will share out the health benefits that they found for milk to be added to a giant version of their graphic organizer to be displayed in the classroom. The class will then go back to the prior knowledge list from the beginning of the lesson. They will star or cross out confirmed or non-confirmed benefits from their research. Students will then be directed to read the attached [|article] regarding milk’s effect on the brain and record any new benefits they find while reading of the graphic organizer they used to record information from the gotmilk.com website. Instruct the students to find the following dates and record the important events from each date:
 * 1. Authors of the lesson plan**: Britney Underhill, Kerri Hinson, and Lesley Barr
 * 2. Lesson Topic:** Milk
 * 3. Content Coverage:** Science, Writing, Reading, Technology, Health, Mathematics, History, Arts with Commercials
 * 4. Grade Level:** 4-6
 * 5. Time Required:** About 8 days, approximately 1 hour each
 * 6. PA Standards:**
 * 10.2.3.C: ** Identify media sources that influence health and safety.
 * 7. Essential Questions:**
 * -**Where does milk come from?
 * 8. Learning Objectives:**
 * -**Students will be able to use technology to discover where milk comes from and what process it goes through before it can be sold in stores to complete a graphic organizer.
 * 9. Instructional Procedure and Activities:**
 * Day 1- From Cow to Supermarket**
 * __Activator:__** The teacher will ask students what they eat for breakfast in the morning. When they mention cereal, the teacher will ask what else they need to have cereal. Students will reply milk. The teacher will ask where milk comes from and students will reply cows if they know. The teacher can ask students if anyone knows anything about the milking process. They will complete a word splash of ideas that students already know or think might happen in the milking process.
 * __Procedure:__** Students will watch the two videos, Milk to Supermarket, Chapters 1 and 2. [|From The Dairy To The Supermarket - Chapter 1] and [|From The Dairy To The Supermarket - Chapter 2] As they watch the video and learn about the milking process, students will complete the graphic organizer.[[file:Video guide.docx]] Students will compare answers with their tablemates at the end of the videos. The class will complete the graphic organizers together on the Smart board.
 * __Summarizer/Assessment:__** Teacher will go back to the word splash that they completed at the beginning of the class. As a class, they will decide what was right or wrong and add what they missed. Students will write a paragraph, in the own words, describing the milking process. They will illustrate their writing.
 * Day 2-Milk Taste Test**
 * __Activator:__** The teacher will ask students what kind of milk they drink at home. The teacher will write their answers on the board. The teacher will pass out a graphic organizer that has 6 different columns on it for each type of milk. [[file:Milk Chart.docx]]**__Procedure:__** Teacher will pass out Milk 1 and all students will try it. (Excluding allergic students) Each student will write down details about how the milk tastes on the chart. Students will do this for all 6 milks. The teacher will ask for volunteers to tell which type of milk they think each column was then reveal the actual milk type. Students will write in the actual milk type and the teacher will show properties of each. The students will write in their charts information about each type of milk.
 * __Summarizer/Assessment:__** Students will write on a post-it which type they liked best. Each student will place the post-it on a ready-made bar graph on the board. Students will write a paragraph about which milk was the most popular and the least popular and why they think that is.
 * Day 3- Milk: It does a body good.**
 * __Activator:__** Teacher asks students, “How many times have you heard your mom, grandmother, babysitter, or other person in your life tell you, ‘Drink your milk, dear.’? Why would they tell you this over and over again?” Students discuss any prior knowledge that they have about the benefits of drinking milk with a collaborative pair. Students will share out. Teacher will write student ideas on the board to confirm or eliminate later.
 * __Procedure:__**Teacher will model how the students will navigate the [|gotmilk.com] website, record information on their graphic organizer using the laptops. Teacher will advise students not to read the studies included unless they have extra time. Students will then use class laptops to explore gotmilk.com to find at least 2 health benefits in each of the categories listed on their graphic organizer. [[file:Why should people drink milk.docx]]When students finish, or time runs out, students will participate in a give one-get one activity for two minutes where students will find other students and share out answers that they found. Students will listen to their partner’s information and add to their organizer if they hear benefits that they did not have listed.
 * __Summarizer/Assessment:__**Before turning in their organizer for assessment, they will be instructed to write a persuasive paragraph on the topic of drinking milk using a position statement and support it with 3-4 facts that they found in their research/reading. Students will be formally assessed based on the content and persuasive writing format used in their paragraph. Students will pair up to do flamingo activity: One partner will stand on one foot and tell the other benefits for drinking milk until they lose their balance. When that happens, the partners will switch roles. However, the 2nd partner must try not to repeat anything said by the first partner. This will be an informal oral assessment of students’ knowledge.
 * Day 4- Milk: A History**
 * __Activator:__** Ask student when they think that milk was first discovered/invented. Hold a brief discussion about where milk comes from and how that might help determine when we first started drinking milk. Record the final estimation of when we first discovered/invented milk.
 * __Procedure:__** Instruct students to get a laptop and go the website: [] Have the students scroll through to view the pictures.


 * 8000 – 6000 BC
 * 3100 – 332 BC
 * 1624 AD
 * Early 1800s
 * 1822 – 1895
 * 1884
 * 1914
 * 1946
 * 1950s – 1960s
 * 1992
 * 1993
 * 2004
 * 2011

Once students are done recording these events, instruct them to find the cost of a gallon of milk during the following dates: Instruct students to create a timeline based on the information that they gathered. Students will need to include at least 10 items from the events and prices. Visuals are a requirement. Students should refer to the rubric. Display timelines for all to see and allow students to take a timeline tour and see the different information that their classmates shared. [|Ad #1] [|Ad #2] [|Ad #3] [|Ad #4] [|Ad #5] [|Ad #6] [|Ad #7] Students are split into small groups of 2-4 people. Each group will be assigned a category of commercial that uses one of the persuasive strategies being discussed. Small groups will work together to create their own milk advertisement using of the identified strategies used in the advertisements they saw. When finished, students will present their advertisements. Ads may be in the form of commercials, posters, radio jingles/ads, etc. Ads should be approximately 30 seconds to 2 minutes in length, inform their audience of at least 2 health benefits that they found through research/reading in the previous lesson. Ticket out the door: Students will answer the LEQ on a post-it and stick their answer to their star with their name on it on their way out the door. There will be a formal assessment of their response looking for an answer relating to class content. Ask the students what they think the next largest unit of measure is in comparison to the gallon. Pour 2 half gallons of milk or water into the gallon milk jug using the funnel so that the students can see that 2 half gallons equals one whole gallon Divide the second sheet of construction paper into four equal sections, using the ruler. Direct children to write "Quart" on each section and cut them apart. As students are doing this take 4 quarts of milk or water and pour them into the gallon container so that students can see that 4 quarts equal a gallon. Fold and cut the third sheet into eight equal sections, and label each piece, "Pint." Glue or tape two pint sections together and attach each pint pair to the bottom of a quart section. As students are doing this take 8 pints of milk or water and pour them into the gallon container so that students can see that 8 pints equal a gallon. Divide the fourth page into 16 parts and label each one, "Cup." Fold and cut out each part. Attach two cups to the bottom of each pint with glue or tape. This completes the arms and legs of the gallon man. As students are doing this take 16 cups of milk or water and pour them into the gallon container so that students can see that 16 cups equal a gallon. Draw or trace a pattern for hands, feet and a head on the final sheet of construction paper. Tell students to write their name on the back of the head before attaching the head to the top of the sheet labeled "Gallon Man." Glue or tape the hands and feet to the cup sections and adhere each measurement appendage in the arm and leg positions to the gallon body. Allow children to decorate their project with markers.
 * 1950s
 * 1960s
 * 1970s
 * 1980s
 * 1990s
 * 2000s
 * 2010s
 * __ Summarizer/Assement: __** Have students write a short essay about how they think that their milk is different from the very first glass (or clay pot) of milk.[[file:Essay Rubric.docx]]
 * Day 5- Milk Advertising **
 * __ Activator: __** Show students television ads that have been used to advertise or persuade people to drink milk. Students will analyze each commercial for information given and strategy used to persuade using attached graphic organizer.[[file:Commercial.docx]]
 * __Procedure:__** Teacher leads discussion of student observations during the commercials. The class works together to develop categories for persuasive strategies used. Students sort advertisements into categories.
 * __Summarizer/Assessment:__** As groups present, students at their seats will evaluate group ads for strategy and information presented. Groups will be assessed by their peers based on these areas using the attached score sheet.[[file:Group Members Rubric.docx]]
 * Day 6- Milk and Customary Units**
 * __ Activator: __** Present different containers to the children and see how many of the containers the students can name correctly. Define any that the students do not know. Have the students order them from least to greatest. Ask students how many half gallons, quarts, pints, and cups they think are in a gallon of milk.
 * __ Procedure: __** Distribute five sheets of construction paper, ruler, a pair of scissors, markers and glue or tape to each student. Instruct children to write the words "Gallon Bot" in the center of one sheet.
 * __ Summarizer/Assessment: __** Put students in pairs to play “Who wants to be a millionaire” on a laptop or iPad. Have students work with their partner to gain $1,000,000 worth of practice. [[file:MilkyMillionaire.ppt]] Distribute “GallonBot” worksheet and have students complete it with guidance. Collect and grade.[[file:gallonbot-questions.pdf]]