L1+Richter,+Jennifer


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Miss Richter:** **Explain/Wiki-Space**
 * Grade 6-8:** **Topic: Practicing Healthy Behaviors and Eating Patterns**

__**Objectives**__

 * Student will understand that they will need to practice healthy behaviors and eating patterns in order to improve/maintain their overall health. **
 * Student will know the proper terminology in regards to the topic: population, epidemic, pandemic, obesity, prevention, promotion, cholesterol, blood pressure, heart rate and etc. **
 * Student will be able to model a well constructed diet that targets all essential food groups **

__**Maine Learning Results Alignment**__
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 ares of healththrough many activities and class lessons.

__**Assessment**__

 * Formative (Assessment for Learning)**
 * Using a flow chart graphic organizer, students will identify the topic, label the important terms and define the listed terminology. Using proper terminology, students will develop a post on the wiki-space labeling a food pyramid with the essential target foods and use interactive links within their post to support the information presented. Students will gather into table to teams to compare and contrast their postings with other classmates. 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. Teachers will leave comments on the wiki-space which will allow their students to refine their work. Teacher comments on the wiki-space with constructive feedback and a checklist will be use by the students and teachers as a timely feedback resource. **

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. Students will create a wiki-space representing food pyramid that they have designed. The food pyramid needs to incorporate all essential food groups. They are asked to use interactive links within the post to demonstrate their understanding of proper nutrition. = =
 * Summative (Assessment of Learning)**
 * Wiki-Spaces (60 Points)**

Integration
 * Technology:** will be integrated into this lesson through the use of the Wiki-Space. Students will be required to develop post on the Wiki-Space pertaining to the material covered in class.
 * English:** will be incorporated through the post they are required to develop on the Wiki-Space, short written pieces.
 * Art:** Students will have to design a food pyramid through the Wiki-Space.

**Groupings** Using proper terminology, students will develop a post on the wiki-space labeling a food pyramid with the essential target foods and use interactive links within their post to support the information presented. Students will gather into table to teams of 3 or 4 students to compare and contrast their postings with other classmates. Each student is responsible for sharing one interesting fact of their post with the rest of the table. Each table team will then collaborate each students understanding into a summary and then report out to the class.

Differentiated Instruction Verbal - Students will be prepared to hold a class discussion introducing their post covering nutrition and physical activity. Logical - Students will need to develop a real life scenario in which they could present their product concerning nutrition and physical activity within the school to a board of directors. Visual - Students will project their wiki post up on the board to serve as a visual aid throughout their presentation. Musical - Students will use garage band to create a sing-along introducing their product over nutrition and physical activity. A handout of the lyrics will need to be present as well. Interpersonal - Students will group up according to their post and compare/contrast their table teams on nutrition and physical activity. They will need to be prepared to report out to the class on their group discussion. Kinesthetic - Students will use props from within the classroom to build a visual aid representing their pyramid from the wiki-space.
 * Strategies:**

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.
 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.// **

Technology will be integrated into this lesson through the use of the Wiki-Space. Students will be required to develop post on the Wiki-Space pertaining to the material covered in class.
 * Extensions**

__**Materials, Resources and Technology**__
- Syllabus - Textbooks - Laptops (For myself and students) - LCD Projector - Checklist Handouts - Flow Chart Handouts - Breakfast Meal (Introduction Demo) - Wiki-Space Rubric

**Source for Lesson Plan and Research** http://www.eduplace.com/graphicorganizer/ - Used flowchart handout from this website. http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html - Used checklist handout from this website.

__**Maine Standards for Initial Teacher Certification and 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.
 * //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.//**
 * Rationale:**

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 Wiki-Space. The students will also have the freedom to share and expand ideas through the table team discussion. Clipboard: For the clipboard learners students will be able to fill out a flow chart worksheet which will help students organize their thoughts. There will be structured directions on how to create a Wiki-Space post, and this structure will come from the rubric that students will be able to refer to when making the Wiki-Space. The rubric will also bring clear expectations for the students, so everyone will know what is expected. Microscope: For microscope learners students will be able to analyze the different resources provided so students can decide what information they would like to use in their Wiki-Space post. Students will have discussion time when they participate in their table team 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.

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.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Rationale:** Students will expand their knowledge on proper dieting and physical activity. They will be required to apply their understanding on these ares of healththrough many activities and class lessons.

Students will be able to model a well constructed diet that targets all essential food groups. Throughout this lesson students will be able to explain the material using the proper terminology and information developed through the in-class assignments.

Students will utilize type II technology in the form of a Wiki-Space.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

**Verbal -** Students will be prepared to hold a class discussion introducing their post covering nutrition and physical activity. **Logical -** Students will need to develop a real life scenario in which they could present their product concerning nutrition and physical activity within the school to a board of directors. **Visual -** Students will project their wiki post up on the board to serve as a visual aid throughout their presentation. **Musical -** Students will use garage band to create a sing-along introducing their product over nutrition and physical activity. A handout of the lyrics will need to be present as well. **Interpersonal -** Students will group up according to their post and compare/contrast their table teams on nutrition and physical activity. They will need to be prepared to report out to the class on their group discussion. **Kinesthetic -** Students will use props from within the classroom to build a visual aid representing their pyramid from the wiki-space.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

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)** ** Using a flow chart graphic organizer, students will identify the topic, label the important terms and define the listed terminology. Using proper terminology, students will develop a post on the wiki-space labeling a food pyramid with the essential target foods and use interactive links within their post to support the information presented. Students will gather into table to teams to compare and contrast their postings with other classmates. 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. Teachers will leave comments on the wiki-space which will allow their students to refine their work. Teacher comments on the wiki-space with constructive feedback and a checklist will be use by the students and teachers as a timely feedback resource. **

**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. **Wiki-Spaces (60 Points)** Students will create a wiki-space representing food pyramid that they have designed. The food pyramid needs to incorporate all essential food groups. They are asked to use interactive links within the post to demonstrate their understanding of proper nutrition.

__Teaching and Learning Sequence__
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 desk per cluster shaping the U. I will be teaching from the front of the room, within the break of the desks.

__**Agenda**__ Day 1 (80 mins)...bullet list with time break up (x mins) - Introduce breakfast meal served by school cafeteria. (15 minutes) - Work in table teams to briefly research nutritional information of assigned food item. (10 minutes) Day 2 (80 mins)...bullet list with time break up (x mins)

__**Introduction Paragraph**__ Students will understand that they will need to practice healthy behaviors and eating patterns in order to improve/maintain their overall health. Developing healthy habits is the initial step to improving a persons health. **//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.//** ** To start the class, the teacher will present the students with an individual breakfast meal served by the school cafeteria. For five or so minutes we will identify and briefly discuss each individual item on the breakfast tray. Within their table teams, each group will be asked to analyze the nutritional value of a specific portion of the meal (cereal, milk, eggs, sausage, etc). Each group will then report out their findings to the class and we will proceed on to lesson one. ** **Where, Why, What,** **Hook, Tailor:** **Visual, Verbal and Interpersonal.**

__**Second Paragraph**__ Students will know the proper terminology in regards to the topic: population, epidemic, pandemic, obesity, prevention, promotion, cholesterol, blood pressure, heart rate and etc. (See content notes below) ** Using a flow chart graphic organizer, students will identify the topic, label the important terms and define the listed terminology. **** 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 flow chart accordingly. **Equip, Explore, Rethink, Revise, Tailors: Logical, Visual and Verbal.**

__**Third Paragraph**__ Students will be able to model a well constructed diet that targets all essential food groups. Using proper terminology, students will develop a post on the wiki-space labeling a food pyramid with the essential target foods and use interactive links within their post to support the information presented. Students will gather into table teams of 3 or 4 to compare and contrast their postings with other classmates. Each student is responsible for sharing one interesting fact of their post with the rest of the table. Each table team will then collaborate each students understanding into a summary and report out to the class. 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 flow chart.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Verbal, Visual, Interpersonal and Kinesthetic.**

__**Fourth Paragraph**__ Use a formative assessment to check for an understanding. Teacher comments on the wiki-space with constructive feedback and a checklist will be use by the students and teachers as a timely feedback resource.
 * Evaluate, Tailors: Logical and Visual**

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. 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 kn ow the proper terminology in regards to the topic: population, epidemic, pandemic, obesity, prevention, promotion, cholesterol, blood pressure, heart rate and etc. Students will be able to model a well constructed diet that targets all essential food groups. Using proper terminology, students will develop a post on the wiki-space labeling a food pyramid with the essential target foods and use interactive links within their post to support the information presented. Students will gather into table teams of 3 or 4 to compare and contrast their postings with other classmates.
 * Content Notes**

- Syllabus - Checklist - Flow Chart - Wiki Space Rubric
 * Handouts**