End of Course Project Options – Lifetime Nutrition and Wellness

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Lifetime Nutrition and Wellness

  • TEKS Student Expectations

    Lesson will require reviewing ALL course TEKS (see All Lessons Attachments tab) with students.

  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • review all TEKS and students expectations for Lifetime Nutrition and Wellness
    • exhibit academic, critical thinking and problem solving skills
    • develop a proposal for a cumulative or specialized end of course project based on selected course TEKS
    • research and/or collect data to complete a cumulative or specialized end of course project and presentation
  • Rationale


    Ladies and gentlemen, our Lifetime Nutrition and Wellness course is coming to an end. We have approximately ____ weeks until the end of the school year (semester). In this lesson we will be reviewing all of the Texas Essential Knowledge and Skills (TEKS) and Student Expectations for this course. Your final task will be to plan, prepare and present an individual END OF COURSE PROJECT. You will have the opportunity to research and investigate one or more specific course topics that are of interest to you.

  • Duration of Lesson

    Ten 45 minute class periods

    Note: The actual duration of the END OF COURSE PROJECT lesson will depend on the individual instructor and projects selected. Some instructors may allow students to select their own projects, while others may feel more comfortable assigning all students the same project.

  • Word Wall

    Critical thinking: Disciplined thinking that is clear, rational, open minded and based on evidence

    Cumulative: Including or adding together all of the things that came before

    Essential: Extremely important and necessary

    Problem solving: Overcoming obstacles and finding a solution that best resolves an issue

    Project based learning: Instructional approach built upon authentic learning activities that actively explore real-world problems and challenge and acquire a deeper knowledge

    Recommended: To say that someone or something is good and deserves to be chosen

  • Materials/Specialized Equipment Needed


    • computer with projector for multimedia presentation
    • computer lab with Internet


    • index cards
    • markers


    • see Anticipatory Set


    • Access to:
      • Glogster™EDU
      • PowerPoint™
      • Prezi™U
    • copies of handouts (See All Lesson Attachments tab)
  • Anticipatory Set

    Before class begins:

    Print a class set of the course TEKS. Set up a display consisting of student project related supplies and materials, for example:

    • copies of course tests
    • empty binder(s)
    • empty tri-fold brochures
    • report covers
    • sample classroom projects from the school year
    • sentence strips with the vocabulary words written on them.

    Place all items on a table in the center of the classroom.

    Inform students that the end of the school year/semester is right around the corner (see lesson rationale) . Distribute and review the course TEKS (See All Lesson Attachments tab) and student expectations. Explain that the State of Texas expects all students in this course to have learned each of the student expectations.

    Have students share their favorite project topics. Ask which topics or projects they wish they could have explored further.

  • Direct Instruction with Special Education Modifications/Accommodations

    Distribute My End of Course Project Options (see All Lesson Attachments tab) to students so they may take notes during upcoming slide presentation.

    Begin End of Course Project Options PowerPoint™. Introduce lesson objectives, terms and definitions.

    Review and thoroughly discuss individual project options. Remind students to select and write a brief description of at least four options on their graphic organizer.

    After presentation allow students to prioritize and tentatively select a project option.

    Teacher note: It is at teacher discretion as to whether students will work individually or in teams.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing student with a copy of PPT presentation notes

  • Guided Practice with Special Education Modifications/Accommodations

    Provide students with End Course Project Proposal Outline (see All Lesson Attachments tab). Inform students that they are to use this document as they plan and prepare their End of Course Project. Provide assistance as students complete their outlines. Encourage students to engage in peer editing prior to submitting their final document to you.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • allowing student to work with a partner/team to prepare proposal

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Once end of course project proposals have been approved by teacher, a rubric will need to be created for each project. See http://cte.sfasu.edu/classroom-essentials/rubrics/

    Provide students with appropriate End of Course Project Rubric. Review all components of the rubrics so that students clearly understand the project expectations.

    Allow students to begin researching and working on their projects. Continuously monitor their progress, offering guidance, suggestions and encouragement as needed.

    Stop all classroom activity five or six minutes before end of class each day and allow students/teams to take turns providing an oral update of their progress.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • allowing student to work with a partner or as part of a team
      providing additional encouragement

  • Lesson Closure

    Review lesson objectives, terms and definitions.

    Students/teams will make End of Course Project presentations.

    The Student Course Reflection (see All Lesson Attachments tab) can be administered either at the beginning or towards the end of final class period of the course. Inform students that the reflection can be anonymous and the results will be used to improve the course content.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students projects/presentations will be assessed with appropriate rubric.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing additional encouragement

  • References/Resources


    • AchieveTexas
      A college and career initiative designed to help students (and their parents) make wise education choices. It is based on the belief that the curricula of the 21st century should combine rigorous academics and relevant career education. http://www.achievetexas.org/
  • Recommended Strategies

    Reading Strategies

    As students select their End of Course Projects and begin their research, many students will be required to read a variety of texts and documentation. Encourage students to utilize a variety of reading strategies.

    • Encourage students to “make predictions” about the text content prior to reading. “I think it’s going to be about……. because I know (I heard)………………….” This encourages active reading and keeps the student interested. While reading, the students may revise their original predictions and/or make new ones.
    • Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scrap paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.
    • Have students form their own questions about the text prior to reading or have them write down any questions that come to mind as they are reading.
    • Encourage students to connect reading to their life experiences or prior knowledge.
    • Word Attack Strategies. Prior to reading, allow students to skim the passage or text, circling words that are unfamiliar to them. Once these words are decoded (glossary, dictionary, dictionary.com, classroom discussion) the student will have a better understanding of the pronunciation and meaning of the unfamiliar word(s) facilitating comprehension.
  • Quotes

    A man’s accomplishments in life are the cumulative effect of his attention to detail.
    -John Foster Dulle

    And I love doing my own projects; that’s what I’ve always wanted to do.
    -Stanley Tucci

    Learning is like rowing upstream; not to advance is to drop back.”
    - Chinese proverb

    Life is the sum of all your choices.
    -Albert Camus

    We are what we repeatedly do. Excellence then, is not an act, but a habit.
    - Aristotle

  • Multimedia/Visual Strategies


    • End of Course Project Options
    • Presentation Notes for End of Course Project Options

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizer:

    • My End of Course Project Options


    • Student Course Reflection
    • End of Course Project Proposal Outline
    • TEKS

    Files for downloading:

  • Writing Strategies

    Encourage students to proofread and edit each other’s written work before submitting for assessment.

  • Communication 90 Second Speech Topics

    Daily oral individual/team updates on End of Course Project.

  • Other Essential Lesson Components

    Enrichment activity

    Instructor or students may select to incorporate additional components to the End of Course Project such as including a panel of speakers or inviting parents, administrators or Career Cluster stakeholders to the presentation phase of this lesson.

  • Family/Community Connection

    See Enrichment Activity

  • CTSO connection

    Select student End of Course Projects may have a CTSO or service learning connection. It is possible that student ideas may be saved and the actual project(s) executed the following school year.

    Family, Career and Community Leaders of America (FCCLA)


  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see http://www.servicelearningtexas.org

    Select students End of Course Project may be a Service Oriented Project. Student ideas may be saved and the actual project(s) executed the following school year.

  • All Attachments