L2+Richter,+Jennifer

** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN FORMAT  ** Maine Learning Results: Health Education and Physical Education - C. Health Promotion and Risk Reduction C1. Healthy Practices and Behaviors Grades 6-8 Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in both of the following areas: healthy eating and physical activity. ** Rationale: ** Students will expand their knowledge on proper dieting and physical activity. They will be required to apply their understanding on these areas of health through many activities and class lessons. ** Assessment ** ** Formative (Assessment for Learning) ** Students will respond to questions developed pertaining to the lesson and the teacher will check for an understanding of the intended material using the thumbs up - thumbs down method. Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. Teachers will leave comments on the wiki-space, which will allow their students to refine their work. In order to maintain a routine method of assessment, I will use the individual whiteboard formative assessment method. When filling out the sequence chart, students will be required to raise their whiteboard following the completion of each individual step. This will allow me to analyze their understanding of the material in a one-on-one setting, and provide direct verbal feedback ** Summative (Assessment of Learning) ** Throughout this unit, students will be required to complete multiple assignments testing their comprehension of the intended material. Below is a list and brief description of the assignments they will be expected to complete. Students will be graded using a scale of 550 points. **__ Blogger (60 Points) __** Students will be asked to create a series of blogs that reflects on the verbal discussion from class. They will need to show an understanding of the material discussed and use examples from the indicated health resources to support their information. Students will collaborate with classmates to share findings on each individual blog. Students will know the differences between unhealthy and healthy lifestyles. They will know how to analyze a persons healthy based on their physical activity levels and diet. Students will use a sequence chart to evaluate the lifestyle of someone else in regards to the two areas of interest (nutrition and physical activity). Using the information gathered throughout this process, students will develop a series of blogs that reflect of their findings and the class discussions. Within their blogs, they will need to show an in depth understanding of the material with real-life examples to support their information. Using the jigsaw technique, students will gather into groups each class to discuss their blogs. Within their groups, they are asked to share ideas and concepts for use in future blogs. ** Strategies:   ** ** Verbal  ** - Students will be prepared to hold a class discussion explaining their sequence chart to the class. ** Logical  ** - Students will need to develop an alternative web source in which they could post their blogs for public viewing. (Preferably a health web-site) ** Visual  ** - Students will project their blog post up on the board and discuss interactively with the class. ** Musical  ** - Students will use incorporate a musical theme into their blog entry. The song or theme of choice will be played during their presentation. ** Interpersonal  ** - Students will group up according to their blogs and compare/contrast using their jigsaw teams from earlier. ** Kinesthetic  ** - Students will use props from within the classroom to support their sequence chart presentation. // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //  Absent: If a student is absent and misses in class work and assignments, then we will schedule and after school in a meeting discuss a timely schedule for make-up work according to the circumstances. Technology will be integrated into this lesson through the use of the online interactive program, Blogger. Using the information gathered throughout this process, students will develop a series of blogs that reflect of their findings and the class discussions. Within their blogs, they will need to show an in depth understanding of the material with real-life examples to support their information. - Textbooks - Laptops (For myself and students) - LCD Projector - Sequence Chart Handouts - Blogger Rubric [] - This will be used to find the Sequence chart handout from this website. [] - This will be used self-evaluation handout from this website. [|Rubric] - This will be used to help make a good rubric to judge students product. [] - This will be used for the Blogger project. ** // Rationale:  // ** As a teacher I made sure I provided my students with many choices. They were given the opportunity to analyze, evaluate and expand on the are of interest. They were working in a versatile environment. Beach Ball: For the beach ball learners, in this lesson students will be able to use the variety of internet resources to research information pertaining to nutrition and physical activity. Students will also have a choice of activities because they will have many options of how they would like to make their Glogster. The students will also have the freedom to share and expand ideas through the think pair share discussion activity. Clipboard: For the clipboard learners students will be able to fill out a fact and opinion worksheet which will help students organize their thoughts. There will be structure to how the Glogster is created, and this structure will come from the rubric that students will be able to refer to when making their Glogster. The rubric will also bring clear expectations for the students, so everyone will know what is expected. Microscope: For microscope learner’s students will be able to analyze the different resources provided so students can decide what information they would like to use in their Glogster project. Students will have discussion time when they participate in think pair share discussion exercise. Puppy: Students that are puppy learners will have a comfortable environment with in the classroom during the time of this lesson. The atmosphere will be encouraging because everyone's ideas will be supported. Lastly, every student will have the respect of their colleagues because everyone will listen to each others ideas, and the facts they have learned. ** // Rationale:  // ** Students will expand their knowledge on proper dieting and physical activity. They will be required to apply their understanding on these areas of health through many activities and class lessons. Maine Learning Results: Health Education and Physical Education - C. Health Promotion and Risk Reduction C1. Healthy Practices and Behaviors Grades 6-8 ** Verbal  ** - Students will be prepared to hold a class discussion explaining their sequence chart to the class. ** Logical  ** - Students will need to develop an alternative web source in which they could post their blogs for public viewing. (Preferably a health web-site) ** Visual  ** - Students will project their blog post up on the board and discuss interactively with the class. ** Musical  ** - Students will use incorporate a musical theme into their blog entry. The song or theme of choice will be played during their presentation. ** Interpersonal  ** - Students will group up according to their blogs and compare/contrast using their jigsaw teams from earlier. ** Kinesthetic  ** - Students will use props from within the classroom to support their sequence chart presentation. As a teacher, I know that it is very important to check for an understanding of the material within each of my students. This is what I’ve done to check for mastery of the subject. ** Formative (Assessment for Learning) ** Students will respond to questions developed pertaining to the lesson and the teacher will check for an understanding of the intended material using the thumbs up - thumbs down method. Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. Teachers will leave comments on the wiki-space, which will allow their students to refine their work. In order to maintain a routine method of assessment, I will use the individual whiteboard formative assessment method. When filling out the sequence chart, students will be required to raise their whiteboard following the completion of each individual step. This will allow me to analyze their understanding of the material in a one-on-one setting, and provide direct verbal feedback ** Summative (Assessment of Learning) ** Throughout this unit, students will be required to complete multiple assignments testing their comprehension of the intended material. Below is a list and brief description of the assignments they will be expected to complete. Students will be graded using a scale of 550 points. **__ Blogger (60 Points) __** Students will be asked to create a series of blogs that reflects on the verbal discussion from class. They will need to show an understanding of the material discussed and use examples from the indicated health resources to support their information. Students will collaborate with classmates to share findings on each individual blog. My class will be arranged in the shape of a U to provide interaction between students and promote classroom discussion. In order to develop table teams for classroom activities, there will be five clusters with four desks per cluster shaping the U. I will be teaching from the front of the room, within the break of the desks. ** Day 1 (80 mins)  ** - Introduce Topic – What Students Already Know (5 minutes) - Guest Speaker (45 minutes) - Sequence Chart (20 minutes) - Discuss Blogger Project – Ending Discussion (10 minutes) ** Day 2 (80 mins)  ** - Overview of Previous Class/Class Discussion (5 minutes) - Handout and go over Blogger Rubric (10 minutes) - Work on Blogger Project (55 minutes) - Report Out to Class (5 minutes) - End Class Discussion (5 minutes) Students will understand that the combination of an unhealthy diet lacking any nutritional value and lack or low levels of physical activity can be detrimental to one's health. At this point in the unit, students should be able to recognize unhealthy versus healthy patterns upon verbal discussion or sight. Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in both of the following areas: nutrition and physical activity. Students will be presented with a guest speaker to talk about the importance of health in regards to physical activity and nutrition later in life. This will be a person who has been faced with many health complications throughout their life and has had to modify their lifestyle in order to develop proper health. Students will know the differences between unhealthy and healthy lifestyles. They will know how to analyze a persons healthy based on their physical activity levels and diet. Students will use a sequence chart to evaluate the lifestyle of someone else in regards to the two areas of interest (nutrition and physical activity). Using the information gathered throughout this process, students will develop a series of blogs that reflect of their findings and the class discussions. Within their blogs, they will need to show an in depth understanding of the material with real-life examples to support their information. Using the jigsaw technique, students will gather into groups each class to discuss their blogs. Within their groups, they are asked to share ideas and concepts for use in future blogs. Students will respond to questions developed pertaining to the lesson and the teacher will check for an understanding of the intended material using the thumbs up - thumbs down method. Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. Students will use a sequence chart to evaluate the lifestyle of someone else in regards to the two areas of interest (nutrition and physical activity). Using the information gathered throughout this process, students will develop a series of blogs that reflect of their findings and the class discussions. Within their blogs, they will need to show an in depth understanding of the material with real-life examples to support their information. Using the jigsaw technique, students will gather into groups each class to discuss their blogs. Within their groups, they are asked to share ideas and concepts for use in future blogs. Students will respond to questions developed pertaining to the lesson and the teacher will check for an understanding of the intended material using the thumbs up - thumbs down method. Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. Teachers will leave comments on the wiki-space, which will allow their students to refine their work. In order to maintain a routine method of assessment, I will use the individual whiteboard formative assessment method. When filling out the sequence chart, students will be required to raise their whiteboard following the completion of each individual step. This will allow me to analyze their understanding of the material in a one-on-one setting, and provide direct verbal feedback. Over the years, the health and weight of students has become a national concern. Obesity is on the rise and continues to be a problem present in younger and younger generations. In schools around America, a majority of students are eating higher caloric processed foods and engaging in less physical activity. This evolving sedentary lifestyle has been caused for a number of reasons, a few of those include the rise in technological activities, availability of processed and refined foods and less outdoor activity in children. Throughout this lesson, students will uncover the truth about nutrition and discover how to engage in more physical activity. Students will know the differences between unhealthy and healthy lifestyles. They will know how to analyze a persons healthy based on their physical activity levels and diet. Students will use a sequence chart to evaluate the lifestyle of someone else in regards to the two areas of interest (nutrition and physical activity). Using the information gathered throughout this process, students will develop a series of blogs that reflect of their findings and the class discussions. Within their blogs, they will need to show an in depth understanding of the material with real-life examples to support their information. Using the jigsaw technique, students will gather into groups each class to discuss their blogs. Within their groups, they are asked to share ideas and concepts for use in future blogs. Students will respond to questions developed pertaining to the lesson and the teacher will check for an understanding of the intended material using the thumbs up - thumbs down method. Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. Blogger Rubric Sequence Chart Worksheet
 * __ Teacher’s Name __ **** :  ** Miss Richter ** __Date of Lesson__: ** Self-Knowledge/Blogger
 * __ Grade Level __ **** :  ** 6-8 ** __Topic__: ** Practicing Healthy Behaviors and Eating Patterns
 * __ Objectives __ **
 * Student will understand that ** ** the ** combination of an unhealthy diet lacking any nutritional value and lack or low levels of physical activity can be detrimental to one's health.
 * Student will know ** the differences between unhealthy and healthy lifestyles. They will know how to analyze a persons healthy based on their physical activity levels and diet.
 * Student will be able to do ** Students will be able to recognize unhealthy and healthy behaviors through verbal discussion
 * __ Maine Learning Results Alignment __ **
 * __ Integration __ **
 * Technology: ** will be integrated into this lesson through the use of the Blogger. Students will use a sequence chart to evaluate the lifestyle of someone else in regards to the two areas of interest (nutrition and physical activity). Using the information gathered throughout this process, students will develop a series of blogs that reflect on their findings and the class discussions. Within their blogs, they will need to show an in depth understanding of the material with real-life examples to support their information. Using the jigsaw technique, students will gather into groups each class to discuss their blogs. Within their groups, they are asked to share ideas and concepts for use in future blogs.
 * Other Content Areas:  **
 * __ Groupings __ **
 * __ Differentiated Instruction __ **
 * Strategies: **
 * Modifications/Accommodations **
 * Extensions  **
 * __ Materials, Resources and Technology __ **
 * __ Source for Lesson Plan and Research __ **
 * __ Maine Standards for Initial Teacher Certification and Rationale __ **
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.  // **
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.  // **
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.  // **
 * // Rationale:   // **
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * // Rationale:  // **
 * __ Teaching and Learning Sequence __ **** :   **
 * __ Agenda __ **
 * Where, Why, What, Hook, Tailors: **** Visual, Verbal and Interpersonal. **
 * Equip, Explore, Rethink, Revise Tailors: **** Logical, Visual and Verbal. **
 * Explore, Experience, Rethink, Revise, Refine, Tailors: **** Logical, Verbal, Visual, Interpersonal and Kinesthetic. **
 * Evaluate, Tailors: **** Logical and Visual **
 * __ Content Notes __ **
 * __ Handouts __ **