S3+Richter,+Jennifer

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that they will need to practice healthy behaviors and eating patterns in order to improve/maintain their overall health. **(WHERE)** Developing healthy habits is the initial step to improving a persons health. **(WHY)** 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. **(WHAT)**
 * (H)** 1.2 To start the class, the teacher will present the students with an individual breakfast meal served by the school cafeteria. As a class, they will analyze the nutritional value of the meal. **(HOOK)**
 * (E)** 1.3 Students will know the proper terminology in regards to the topic: population, epidemic, pandemic, obesity, prevention, promotion, cholesterol, blood pressure, heart rate and etc. **(EQUIP)** Using a flow chart graphic organizer, students will identify the topic, label the important terms and define the listed terminology. **(EXPLORE)** 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 **(EXPERIENCE)**
 * (R)** 1.4 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. **(RETHINK)** Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. **(REVISE)** Teachers will leave comments on the wiki-space which will allow their students to refine their work. **(REFINE)**
 * (E)** 1.5 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)**
 * (T)** 1.6 **(TAILORS)**
 * 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.
 * (O)** 1.7 Students will be able to model a well constructed diet that targets all essential food groups.**(EXPLANATION) Product: Wiki-Space Days: 2 ****(ORGANIZE)** ||

**(H)** 6.2 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 complication throughout their life and has had to modify their lifestyle in order to develop proper health. **(HOOK)** **(E)** 6.3 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. **(EQUIP)** 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).**(EXPERIENCE)** 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. **(EXPLORE)** **(R)** 6.4 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. **(RETHINK)** Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. **(REVISE)**Teachers will leave comments on the wiki-space which will allow their students to refine their work. **(REFINE)** **(E)** 6.5 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. **(EVALUATE)** **(T)** 6.6 **(TAILORS)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ****(W)** 6.1 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. **(WHERE)** At this point in the unit, students should be able to recognize unhealthy versus healthy patterns upon verbal discussion or sight. **(WHY) 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. **(WHAT)

**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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Kinesthetic -** Students will use props from within the classroom to support their sequence chart presentation.

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**(O)** 6.7 Students will be able to recognize unhealthy and healthy behaviors through verbal discussion. **(SELF-KNOWLEDGE)** Product: Blogger Days: 2 **(ORGANIZATION)** =Lesson 3=

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that in regards to health, it is important to build a sturdy foundation for your body at a young age in order to maintain healthy practices for life. **(WHERE)** Creating a strong base for your body's health will help ensure healthy practices and behaviors throughout a lifetime. **(WHY)** Students will demonstrate a healthy practice/or behavior to maintain or improve their own health in both of the following areas: nutrition and physical activity. **(WHAT)**
 * (H)** 3.2 Students will complete a healthy survey that will assess their current health status. With these results, the can determine what they are doing well at what needs to be improved. They will according to the results throughout the lesson. **(HOOK)**
 * (E)** 3.3 Students will know how to properly utilize the resources listed below to enhance their education and broaden their health knowledge. The various resources include: health textbooks, nutrition models, population graphs, dietary journals, nutrition labels and personal results. **(EQUIP)<span style="font-family: mceinline,helvetica,sans-serif;"> Students will utilize an ISP (information, source, page) chart to document information found within their field of research. They will be required to list at least three of the sources mentioned above. (EXPLORE) Using the information gathered throughout the research, students will need to design an interactive virtual poster using Glogster. The poster is intended to highlight the key health points and concepts discovered throughout the unit. Students will use think pair share to think about and discuss ideas/opinions. (EXPERIENCE) **
 * (R)** 3.4 Students will be asked to complete a self-evaluation questionnaire and provide feedback for the teacher. Once the evaluation have been collected, the teacher will then provide individual verbal assistance on the areas students indicated they would like help with and/or are struggling with. **(RETHINK)** Once students have self-evaluated and provided feedback for the teacher, the teacher will then provide individual verbal assistance on the areas the students indicated they would like help with. **(REVISE)** Teachers will provide feedback fro the student to help improve their final project and this will allow the students to refine their work. **(REFINE)**
 * (E)** 3.5 Students will be asked to complete a learning log to reflect on the material they have learned. Teachers will analyze the log and determine the strengths and weaknesses of the student. They will be handed back in a timely fashion and used for feedback. **(EVALUATE)**
 * (T)** 3.6 **(TAILORS)**
 * Logical -** students will research and consider publishing a poster and supplying it to local schools as a handout for young students.
 * Visual -** Students will create a visual aid to assist in the presentation of the poster they have created.
 * Intrapersonal -** Students will gather in table teams to compare and contrast the concepts they have included in their products.
 * Kinesthetic -** Students will act out a short performance to demonstrate the key concepts of their product.
 * (O)** 3.7 Students will be able to describe through a verbal/written discussion what the importance of foundation to health is for the body. **(APPLICATION)** Product: Glogster Days: 2 **(ORGANIZE)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that they will need to practice healthy behaviors and eating patterns in order to improve/maintain their overall health. **(WHERE)** Developing healthy habits is the initial step to improving a persons health **(WHERE)** It is important to expand your knowledge on health early on in your youth so that you can modify your habits and develop the proper methods to living an overall healthy life. This will assist in avoiding health complications and help to improve your overall quality of life. **(WHY) Students will demonstrate a healthy practice/or behavior to maintain or improve their own health in both of the following areas: nutrition and physical activity. ****(WHAT)**
 * (H)** 4.2 Students will use the internet to look up the nutritional information on the foods/drinks that they most commonly consume. They will then briefly compare them with a healthier alternative food/drink source. **(HOOK)**
 * (E)** 4.3 Students will know how they can alter their eating habits to improve their diet. **(EQUIP)** Using a T-Chart, students will need to document their findings covering unhealthy and healthy eating behaviors with a brief written explanation. **(EXPLORE)** With this information, students will be asked to develop an informative/educational website through Prezi to teach their fellow classmates on specific topic concerning proper dieting and nutrition. **(EXPERIENCE)**
 * (R)** 4.4 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. **(RETHINK)** Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. **(REVISE)** Teachers will leave comments on the wiki-space which will allow their students to refine their work. **(REFINE)**
 * (E)** 4.5 Using the four corners method, I will split the classroom up in four areas and disperse students accordingly. Using this method, students will engage in conversation among their group and discuss the assigned topic. This will test students ability to converse about the topic and they are expected to contribute some intellectual information. Using the teams developed through four corners, I will use the method of RoundRobin Brainstorming to evaluate the students understanding of the material. Each group will be posed with a question and each student is responsible for developing their own answer. The students with then share their information with the rest of their group, and then the groups will collaboratively report out to the classroom. **(EVALUATE)**
 * (T)** 4.6 **(TAILORS)**
 * Logical - Students will plan out the information for the wiki page on unhealthy versus unhealthy eating behaviors. **
 * Visual -** Students will watch a movie and create a brochure highlighting the key concepts of health in regards to healthy dieting.
 * Kinesthetic -** Students will design a board games that incorporates the advantages and disadvantages of healthy/unhealthy dieting.
 * Natural -** Students will be required to bring in one natural food product (healthy alternative) for the class to sample**.**
 * Musical -** Students create a short song that promotes healthy eating behaviors.
 * Intrapersonal -** Students will blog about what they learned through the material covering unhealthy and healthy eating patterns.
 * (O)** 4.7 **(O)** 1.7 Students will able to compare unhealthy lifestyle patterns to healthy behaviors, identify the differences and then reflect on their findings. ( **PERSPECTIVE) Product: Prezi Days: 2 (ORGANIZATION)** ||

**Naturalist:** Depending on the weather, students can look for examples of physical activity methods utilizing outdoor resources. **Visual**: Students will create posters that serve as a visual representative including list of affordable tips to eating healthy. **Kinesthetic:** Students can determine means of exercise through resources in the school building while exploring the premisis. Logical: Students must reason and identify five key strategies/suggestions to developing a healthy diet. **Interpersonal:** Students must work together and combine ideas to collaborate ideas within their newspaper entries and be required to add one or more areas to their listings involving physical activity or nutrition. **Intrapersonal**: Students will self-reflect on their newspaper article. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that in regards to health, it is important to build a sturdy foundation for your body at a young age in order to maintain healthy practices for life. Students will also understand the importance of adapting to the resources they have access to in regards to nutrition and physical activity. **(WHERE)** Having access to a healthy lifestyle with proper nutrition and adequate levels of physical activity is an opportunity everybody is enabled to participate in. Students need to know that there are ways around gym memberships and pricey grocery bills. Using their resources wisely and taking advantage of what they have access too will be essential to developing good health. **(WHY)** 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. **(WHAT)**
 * (H)** 5.2 Students will be allowed ten minutes to explore around the school and determine five methods of physical activity that could be performed using the resources readily available. **(HOOK)**
 * (E)** 5.3 Students will know how to properly utilize their surrounding resources to enhance their quality of life and provide as adequate sources in developing good health. They will know how to creatively design approaches to provide as physical activity methods and strategies to determine appropriate healthy foods versus unhealthy and insufficient sources of nutrients. **(EQUIP)** Students will use a four column chart worksheet to identify accessible physical activity approaches versus non-accessible physical activity approaches and affordable dieting methods versus non-affordable dieting methods. **(EXPLORE)** Using the information gathered throughout this unit and their work, students will be asked to develop an interactive online newspaper article. Using the number heads together technique, students will be grouped into teams of four. Each student (1,2,3,4) will be assigned an area from the four column previously mentioned. That student will be responsible for developing a 6-8 sentence paragraph on that specific area of concern. The group will then collaborate and piece the article together according to the material covered. **(EXPERIENCE)**
 * (R)** 5.4 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. **(RETHINK)** Once students receive constructive feedback from their peers and teachers, they will then revise their work accordingly. **(REVISE)** Teachers will leave comments on the wiki-space which will allow their students to refine their work. **(REFINE)**
 * (E)** 5.5 To analyze their understanding of the material they have researched and view a rough draft of their product, students will be asked to participate in a practice presentation. This will allow direct feedback from the teacher and peers. They will be provided with a handout listing their strengths and weaknesses and will be alloted time to alter their work. **(EVALUATE)**
 * (T)** 5.6 **(TAILORS)**
 * (O)** 5.7 Students will be able to consider developing healthy habits that they can maintain throughout their entire life. **(EMPATHY)** Product: Online Newspaper Article Days: 2 **(ORGANIZATION)** ||

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**(H)** 2.2 Students will be shown a short video clip of a real life situation involving poor health behaviors and decisions and how it can affect a human's life over a period of time.**(HOOK)** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**(E)** 2.3 Students will know key factual information in regards to good health, proper nutrition and physical activity. In order to do so, they will need to understand the following: population affected, nutritional information/labels (sugars, total fats, sodium, protein, etc), calorie count and obesity rates (state wide, nation wide, world wide). **(EQUIP)**Students will use the fact and opinion worksheet to decipher between what they might already know, their opinion, and they key factual information given. **(EXPLORE)** After completing the lesson, students will need to create a commercial broadcast talk show using iMovie addressing the topics covered. This will be an oral presentation. Students will participate in a three minute review with classmates to gather ideas and identify key concepts. **(EXPERIENCE)** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**(R)** 2.4 Students will be asked to complete a self-evaluation questionnaire and provide feedback for the teacher. Once the evaluation have been collected, the teacher will then provide individual verbal assistance on the areas students indicated they would like help with and/or are struggling with. **(RETHINK)** Once students have self-evaluated and provided feedback for the teacher, the teacher will then provide individual verbal assistance on the areas the students indicated they would like help with. **(REVISE)**Teachers will provide feedback fro the student to help improve their final project and this will allow the students to refine their work. **(REFINE)** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**(E)** 2.5 Students will be asked to complete an interactive constructive quiz that will allow the teacher to determine whether or not they learned the material efficiently. Once students have taken then constructive quiz, they will be provided with constructive feedback developed directly from the quiz. **(EVALUATE)** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**(T)** 2.6 **(TAILORS)** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Verbal -** Students will present their oral presentations to the class and be prepared to answer any questions the audience (classmates) have for them. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Visual -** Students will develop a flow chart describing the key concepts mentioned throughout each presentation. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Interpersonal -** Students will gather into table teams of 3 or 4 and then compare and contrast their products and presentations. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Naturalist -** Students will be required to design an exercise routine utilizing resources from the outdoors. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Musical** - Students will use garage band and/or itunes to integrate a short clip of music into their final imovie product pertaining to physical activity and nutrition. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Kinesthetic** - Students will adventure throughout the school analyzing the nutrition levels within foods found in drink machines and snack machines. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**(O)** 2.7 Students will be able to evaluate the affects of unhealthy lifestyle habits over a lifetime of years.**(INTERPRETATION) Product: iMovie Days: 3 ****(ORGANIZE)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**(W)** 2.1 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. **(WHERE)** In order to develop good health and maintain that state, you need to treat your body well by eating properly and participating in a significant amount of physical activity. **(WHAT)** 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. **(WHAT)**

2004 ASCD and Grant Wiggins and Jay McTighe