S3+Lafreniere,+Michae

=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 Strategies.pdf]
 * (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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that physical fitness is important for health and wellness. ( **Where)** Being physical active every day leads to a long life. (**Why)**
 * //Students comprehend concepts related to health promotion and disease prevention to enhance health// (What)**
 * (H)** 1.2 Vi**de**o on BMI and how you measure it in the water. http://www.youtube.com/watch?v=bYiJSQI2Wzs **( Hook)**
 * (E)** 1.3 Students will know....exercise, personal training, fitness **( Equip)** Students will use a Goal-Reason Web to develop their fitness goals over time. **( Explore)** Students are going to share their web and then develop questions to the person they are interviewing. Students will also create a blog account and post a blog entry about fitness and also include hyperlinks and a video embedded. **( Experience)**
 * (R)** 1.4 Students will rethink when they share interview questions and make the appropriate revisions**.** Teacher will give feedback on interview questions. **(Rethink/Revise)**
 * (E)** 1.5 Students will post information about the interview in their blog and be scored based on a checklist. **(Evaluate)**
 * (T)** 1.6 **Tailor**
 * Verbal/Linquistic:** conducting an interview with a fitness expert
 * Logical/Mathematic:** finding and deciding their BMI level
 * Visual/Spatial:** goal-reason web represents the subject and student's goals
 * Interpersonal:** share and revise interview questions about fitness when in pairs
 * Intrapersonal:** fitness goals are being developed in Goal-Reason Web
 * Naturalist:** interviewing an fitness expert who works outdoors

=Lesson 2=
 * (O)** 1.7 Students will be able to exhibit how physical fitness affects your health.(**Application)** Product: Blog 2-3 Days (**Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that nutrition can make an impact on your health status.(**Where)** Eating healthy will prevent you from being overweight.**(Why) Students comprehend concepts related to health promotion and disease prevention to enhance health. (What)**
 * (H)** 2.2 Students will watch the film Super Size Me and see the affects of how the director, Morgan Spurlock, body transformed by eating McDonald's for 30 days 3 meals a day. **( Hook)**
 * (E)** 2.3 Students will know....calories, sugar, carbohydrates, vitamins, serving size **(Equip)** Students will use the website Fitday to keep a journal of what they eat **(Explore)** Students will use the journal for three days to see how what they eat impacts them in terms of how well their nutrition is based on calories, carbohydrates, protein, calcium,etc. **(Experience)**
 * (R)** 2.4 Students will rethink how about they are eating. Students will also compared their results with a partner and give each other advice on what they can do different. **(Rethink/Revise)**
 * (E)** 2.5 Students will post their results on a blog and be evaluated by a pass/fail situation whether they completed the assignment or not. **(Evaluate)**
 * (T)** 2.6 **Tailor**
 * Verbal/Linquistic:** talking to a partner about their diets
 * Logical/Mathematic:** numbers of calories, servings, nutrients, etc.
 * Visual/Spatial:** graphs on fitday of food intake
 * Interpersonal:** talking to a partner about their diets
 * Intrapersonal:** students gets to work wit Fitday and log on their journal
 * Naturalist:** some foods are outdoors, so a naturalist may feel inspired to start gardening
 * (O)** 2.7 Students will be able to evaluate their own personal nutrition whether it is healthy or not. **(Interpret)** Product: 2-3 Days **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that physical fitness is important for health and fitness. **(Where)** If you are physically active daily whether it is exercising, sports, hiking, etc you will life a healthier and longer life. **(Why) Students comprehend concepts related to health promotion and disease prevention to enhance health. (What)**
 * (H)** 3.2 Students will be shown an episode of Celebrity Fit Club and see the affects of how important it is to eat healthy and exercise throughout your whole life. **(Hook)**
 * (E)** 3.3 Students will know exercise, personal training, fitness, setting goals, nutrition **(Equip)** Students will use the website Glogster http://www.glogster.com/ to construct a poster dealing with nutrition and exercise. **(Explore)** Students will use photos from their personal lives to explain how food and exercise affects their own life. **(Experience)**
 * (R)** 3.4 Students will reflect on their Glogster about their eating habits and how active they are. Students will also rethink if they live a healthy life or if they need to improve their nutrition and how often they exercise. **(Rethink/Revise)**
 * (E)** 3.5 Students will present their Glogster to the front of the class and be evaluated by a rubric from the teacher. **(Evaluate)**
 * (T)** 3.6 **Tailor**
 * Verbal/Linquistic:**students can compare posters to each others
 * Visual/Spatial:** working with a photos and applying them to Glogster
 * Bodily/Kinesthetic:** students can walk to various locations taking pictures
 * Intrapersonal:** creating their own poster using Glogster
 * Naturalist:** exercising outside while someone takes photos of you
 * Musical/Rhythmic:** adding background music to your Glogster
 * (O)** 3.7 Students will be able to relate their own physical fitness and nutrition level to their own lives. **(Empathy)** Product: 2-3 Days **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that nutrition can make an impact on your health status. **(Where)** If you eat properly and eat in moderation then you will maintain the ideal body weight for yourself. **(Why)Students comprehend concepts related to health promotion and disease prevention to enhance health. (What)**
 * (H)** 4.2 Students will get an introduction video on the program Comic Life and see the different features the software can offer. **(Hook)**
 * (E)** 4.3 Students will know nutrition, carbohydrates, serving size, protein, vitamins, calories, moderation,etc.**(Equip)** Students will work in partners using Comic Life to design a story relating to health. **(Explore)** Each team will make 6-8 slides that can a fictional or story involving them explaining how certain eating behaviors can determine your health. **(Experience)**
 * (R)** 4.4 Students will revise their storyline and script before creating their Comic Life script. Students will also rethink their storyline if it is fictional if the story is realistic or not. **(Rethink/Revise)**
 * (E)** 4.5 Students will present their Comic Life to the class where they will be evaluated by a rubric from the teacher.**( Evaluate)**
 * (T)** 4.6 **Tailor**
 * Verbal/Linquistic:** partners can communicate with one another in order to work together.
 * Visual/Spatial:** working with Comic Life brings different colors and pictures that appeal to these type of learners.
 * Interpersonal:** working in pairs
 * Intrapersonal:** students can still come up with their ideas on their own
 * Logical/Mathematic:** you can incorporate a problem into your storyline
 * Musical/Rhythmic:** adding background music or sound effects.

=Lesson 5=
 * (O)** 4.7 Students will be able to analyze how their own eating habits and nutrition can determine their health. **(Analyze)** Product: 3-4 Days **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that healthy behaviors can positively impact your health status. **(Where)** If you behave in a negative way then your health will be decreased as time goes on **(Why) Students comprehend concepts related to health promotions and disease prevention to enhance health. (What)**
 * (H)** 5.2 Students will be shown a video of behind the scenes of a Radio Show from 91.5 WUMF at the University of Maine at Farmington to get an idea of what it takes to come up with a topic and talking points. **(Hook)**
 * (E)** 5.3 Students will know stress, alcohol abuse, smoking, fat, sugar,etc. **(Equip)** Students will work in pairs with Audacity to make a radio show. **(Explore)** Each team should make a 5-8 minute self-help radio show helping viewers overcome their health problems and giving them advice on how to overcome unhealthy behaviors in order to be healthy. **(Experience)**
 * (R)** 5.4 Students will make up a script for the radio show before recording it. Students will also think of different health related factors that might hurt someone's health and advice to overcome those problems. **Rethink/Revise**
 * (E)** 5.5 Each duo will present their radio show to the class and be evaluated based on a rubric featuring content, sound quality, delivery,etc. **(Evaluate)**
 * (T)** 5.6 **Tailor**
 * Verbal/Linguistic:** Students will be able to have an opportunity to talk on the radio
 * Musical/Rhythmic:** Students can add any background music fitting their show
 * Interpersonal:** Students get the chance to work in pairs
 * Intrapersonal:** Students can assign different roles to one another like one person can write the script and one person can edit.
 * Logical/Mathematical:** Students can come up with different health problems and figure out advice on how to fix them.
 * Visual/Spatial:** Students can make up a script and they can learn software and editing

=Lesson 6=
 * (O)** 5.7 Students will be able to be aware of factors that influence healthy behaviors. **( Self-Knowledge)** Product: 5-6 Days **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that healthy behaviors can positively impact your health status **(Where)** If you are living an unsafe lifestyle then you will not live a healthy life and your body will destruct. **(Why) Students comprehend concepts related to health promotions and disease prevention to enhance health. (What)**
 * (H)** 6.2 Students will watch an iMovie tutorial showing them all the special effects and things you can do when creating an iMovie **(Hook)**
 * (E)** 6.3 Students will know stress, alcohol, smoking, fat, sugar,etc. **(Equip)** Students will work in a team of three to create an iMovie. **(Explore)** Each team will make a 2-4 minute iMovie PSA to model the effects of unhealthy behavior vs healthy behavior **(Experience)**
 * (R)** 6.4 Students will come up with different examples of healthy and unhealthy behaviors and their effects on people's health. Students will also come up with a storyboard for their PSA. **Rethink/Revise**
 * (E)** 6.5 Each team will present their PSA to the class and be evaluated on a rubric featuring content, delivery, time-limit, sources,etc. **(Evaluate)**
 * (T)** 6.6 **Tailor**
 * Naturalist:** Students can film scenes outside of class.
 * Visual/Spatial:** Students can map out a storyboard for their PSA
 * Interpersonal:** Students can work as teams to come up with a final product.
 * Musical/Rhythmic:** Music can be incorporated into the PSA to capture the audience's attention
 * Intrapersonal:** Different individual roles can be assigned for this project within each team.
 * Logical/Mathematical:** You can incorporate statistics when convincing your audience how certain behaviors are unhealthy.
 * (O)** 6.7 Students will be able to model what type of behaviors are healthy. **(Explain)** Product: 5-6 Days **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe