L4+Lafreniere,+Michae


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


 * Teacher’s Name: Mr.LaFreniere**
 * Lesson # :4**
 * Facet:Analyze**
 * Product: Comic Life**
 * Grade Level: 9**
 * Topic: Healthy Eating Habits**

__**Objectives**__
Student will understand that nutrition can make an impact on your health status Student will know nutrition, carbohydrates, serving size, moderation, food pyramid, calories, protein, etc Student will be able analyze how nutrition can determine your health

__**Maine Learning Results Alignment**__
Maine Learning Results: Health and Physical Education A. Health Concepts A1 Healthy Behaviors and Personal Health 9-Diploma //**Students comprehend concepts related to health promotion and disease prevention to enhance health.**//
 * Rationale:** This particular lesson will teach students the importance of healthy eating habits and the way you behave can affect your nutritional intake and your physical health.

__**Assessment**__
Pre-Assessment- hand students out a survey asking them various questions about how important nutrition is to them and what type of foods you should not have in your diet. Goal-Reason Web- have students create a Goal-Reason Web creating goals that each students has in mind about what they would like to see different about behaviors. Students will then share their web with a partner where they can have a discussion and hopefully give advice about what type of plan needs to be put into place in order for each student to change their behaviors that might influence their eating habits.
 * Formative (Assessment for Learning)**

Comic Life- students will create a fictional story using Comic Life that involves characters who eat healthy and characters who do not eat healthy. Each character will also have certain behaviors that affect their eating habits. Students will conclude the story with the healthy characters helping the unhealthy characters change their unhealthy behaviors that lead to their poor eating habits. Students will be evaluated based on a rubric created by their teacher.
 * Summative (Assessment of Learning)**

__**Integration**__
Goal-Reason Web- students will be communicating with a partner about how they can change their behaviors that lead to their unhealthy eating habits. This experience will show students that we all have certain behaviors that are not exactly the most perfect, but we all work hard to improve our health. This experience will also help students communicate with one another by giving advice on how they can accomplish their goals and put their new eating plans into place. Art- students will have the opportunity to use digital art to create a story using various images, drawing, colors, etc. to grab their audience's attention. English- students will write a script off their Comic Life mapping out characters, dialogue, story plot,etc.

__Groupings__
Students will use a Goal-Reason Web to create goals on how they can change their eating habits. Students will share their webs with a partner based on their favorite sport where they will have a discussion about their goals. Students will also talked about their experience with unhealthy behaviors that might lead to poor eating choices and give advice on how each can accomplish their goals.

__**Differentiated Instruction**__

 * Strategies**
 * 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.

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

If you are absent then you are expected to meet with me out of class to find out what assignments they have missed. If you know that you are going to be absent ahead of time then you are expected to do the same in order to receive assignments that will be handed out while they are absent. If you are return an assignment a day late then their grade will be docked to a 75 or a C. If any assignment is turned in two days late then it results in a 50 and anything after that results in a 0. If you miss an assignment due to any personal or unfortunate circumstances then needs to meet with me.
 * Absence**

Students will document their fictional stories through Comic Life**.** Students will basically tell a story using various fictional characters talking about how certain behaviors influence unhealthy eating and how you can change those behaviors in order to help your food choice.
 * Extensions**
 * Type II**

__**Materials, Resources and Technology**__

 * .Laptop**
 * .Pencil**
 * .Paper**
 * .Goal Reason Web**
 * .Projector**
 * .Comic Life**

__Source for Lesson Plan and Research__
Goal-Reason Web-[] Comic Life-http://www.plasq.com/products/comiclife/win

__**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.//**
 * Rationale:** Through this lesson, I will target my instruction to all six multiple intelligences which are body/kinesthetic, intrapersonal, naturalist, logical/mathematical, verbal/linguistic, and visual/spatial. My goal is through implementing different learning strategies that will appeal to learners of all different MI's that students will grasp the main idea and purpose of this lesson. I will also incorporate the learning styles of a puppy, beach ball, clipboard,and microscope. For example, clipboard learners will find that a rubric is easy to follow since they can see what rules they need to follow and what is expected of them for a certain assignment. Another example that I will use to help learners of these four styles is that microscope learners can understand the main concept of this lesson through going deep into the reading and providing research they do in their own time.

Rationale: Maine Learning Results: Health and Physical Education A. Health Concepts A1 Healthy Behaviors and Personal Health 9-Diploma Students comprehend concepts related to health promotion and disease prevention to enhance health. Students will understand that good nutrition can make an impact on your health status. Students will also learn what it takes to accomplish their nutritional goals by exploring through Goal-Reason Web by setting goals and listing what you need to make sure that goal happens. Sometimes changing the way you behave on a daily basis can determine some of your poor food choices. Students will also learn healthy concepts through the content notes below.
 * //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:** Since my lesson is targeted towards students of all MI's which are interpersonal, intrapersonal, verbal, logic, naturalist, kinesthetic, and musical. Some of the activities that will happen will be the Goal-Reason Web where intrapersonal and interpersonal students will benefit since they are creating a goal and a list of ways they need to accomplish it but then they are collaborating with a partner to discuss each others goals and how they can help each other out. Technology will also be vital since students will be responsible for creating and posting on their very own Comic Life account. Students might also use technology as a way of telling a story that will change a person's opinion about a nutritional concept.


 * Strategies**
 * 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.

Pre-Assessment- hand students out a survey asking them various questions about how important nutrition is to them and what type of foods you should not have in your diet. Goal-Reason Web- have students create a Goal-Reason Web creating goals that each students has in mind about what they would like to see different about behaviors. Students will then share their web with a partner where they can have a discussion and hopefully give advice about what type of plan needs to be put into place in order for each student to change their behaviors that might influence their eating habits.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

Comic Life- students will create a fictional story using Comic Life that involves characters who eat healthy and characters who do not eat healthy. Each character will also have certain behaviors that affect their eating habits. Students will conclude the story with the healthy characters helping the unhealthy characters change their unhealthy behaviors that lead to their poor eating habits. Students will be evaluated based on a rubric created by their teacher.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
This class will be organized into rows of five. Students will be paired up for most activities where the set-up will just be two desks together while allowing space for each duo.


 * Agenda**

Day 1

Students will be seated and attendance will be taken ( 5 minutes) Students will be introduced to the new lesson at hand and there will be a discussion about how certain behaviors can lead to unhealthy eating habits ( 15 minutes) Students will then be handed out a survey that will take about what they know and already know about unhealthy behaviors and poor nutrition ( 15 minutes) Class will then have a discussion about the surveys to see people's thoughts and opinions about the topic at hand ( 15 minutes) Students will then be handed out a Goal-Reason Web where they can come up ways they can eliminate healthy behaviors from their lifestyle that trigger their unhealthy eating. ( 25 minutes) Students will then be told that they need to have their Goal-Reason Web finished for next class and to be prepared to discuss their webs ( 5 minutes)


 * Total class time ( 80 minutes)**

Day 2

Students will be seated and attendance will be taken ( 5 minutes) A review of what happened last class will talked about and students will be split into partners to talk about their Goal-Reason Web (10 minutes) Students will then talk about their Goal-Reason Web with their partner ( 15 minutes) Students will then be presented an assignment that will consist of a Comic Life strip that is fictional that shows how unhealthy behaviors can lead to poor eating habits and how you can change those behaviors ( 15 minutes) Students will then watch a brief tutorial on how to work with Comic Life ( 5 minutes) Students will then have time to download the Comic Life software onto their laptop and play around with the program ( 25 minutes) Students will be reminded that the assignment at hand will be due for next class and to be presented in front of all their peers and the teacher ( 5 minutes)


 * Total class time ( 80 minutes)**

Day 3

Students will be seated and attendance will be taken ( 5 minutes) Students will have time to put the finishing touches on their Comic Life strip ( 15 minutes) Students will then present their Comic Life to the class where they will tell their story and talk about the purpose or motivation behind it. Students will also be evaluated based on a rubric created by the teacher. ( 60 minutes)


 * Total class time ( 80 minutes)**


 * Conclusion:** This lesson will show students the importance of eating healthy helps maintaining your health status. By making poor food choices, you are increasing your changes of obtaining future diseases diabetes or cardiovascular disease. Students will also see the benefits of eating healthier compared to someone who eats unhealthy. With that knowledge, students will create a Comic Life that will show different scenarios or behaviors that show how eating healthy is more attractive. In the end, students will have their Comic Life evaluated by the teacher.

Students will be arranged into rows of five,but when there is partners involved desks will be grouped one by one. See Agenda above Students will understand that physical fitness is important for health and wellness. Being physical active every day leads to a long life. Students will get an introduction video on the program Comic Life and see the different features the software can offer.
 * //Students comprehend concepts related to health promotion and disease prevention to enhance health// (What)**
 * Where, Why, What, Hook Tailors:**
 * 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.

Students will know nutrition, carbohydrates, serving size, protein, vitamins, calories, moderation,etc. Students will work in partners using Comic Life to design a story relating to health. I will deliver my instructions and interact with my students through the tutorial of Comic Life. The Graphic Organize will help students prioritize what behaviors might trigger their unhealthy eating habits while also teaching them how to eliminate certain factors from their lives. 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. Students will learn the necessities of proper [|nutrition] and how serving size and [|portions] can determine your health status and physical statue.
 * Equip, Explore, Rethink, Revise, Tailors:**
 * Intrapersonal:** students can still come up with their ideas on their own
 * Logical/Mathematic:** you can incorporate a problem into your storyline

Third Paragraph

Each team will make 6-8 slides that can a fictional or story involving them explaining how certain eating behaviors can determine your health. Students will be able to analyze how their own eating habits and nutrition can determine their health. **(Analyze)** 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)**
 * I will facilitate the learning process by helping students placing themselves in their situation by asking them various questions like what behaviors influence their eating? how can they change their behaviors? how can they change their eating habits? etc.**
 * Since this is an independent project I would not group students at all as I feel Comic Life is better suited for Intrapersonal learners.**
 * My process for having students show evidence of their learning is by creating a storyboard and fictional story on Comic Life documenting unhealthy behaviors, how you can change your behaviors, and how healthy behaviors correlate to healthier eating. The storyboard will consist of 8 strips and they have to explain the storyline to the classroom and the main idea of the story.**
 * Explore, Experience, Revise, Refine, Tailors:**
 * Interpersonal:** working in pairs
 * Musical/Rhythmic:** adding background music or sound effects.

Fourth Paragraph


 * Students will self-access their learning through presenting their Comic Life presentation to the classroom and teacher. They will explain how certain unhealthy behaviors influence poor eating habits and how you can change your behavior to better improve your nutrition. Timely feedback will be given to the student through discussion about their Comic Life strip as a class, but also through a rubric that will highlight what is expected. This connects to the Goal-Reason Web because you need to set goals and come up with a game plan to either change your unhealthy behaviors or at least get rid of factors that might hurt your eating choices in order to create a healthy eating pattern. This connects to the next lesson because you need a lot of self-help and motivation to accomplish any goal that deals with health.**
 * Evaluate, Tailors:**
 * Intrapersonal:** students can still come up with their ideas on their own
 * 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.


 * Content Notes**

Students will learn a lot about the [|Food Guide Pyramid] The basic food groups that are apart of the Food Guide Pyramid are grains, vegetables, fruits, milk, and meat beans. On a daily basis, there is a certain amount of servings that are recommended for the average eat from each food guide. Portion control and serving size is important towards maintaining or losing weight. It is also important to note that too many servings of a healthy food can make you gain weight. No matter if a food is unhealthy or not, if you do not moderate what you eat on a daily basis then you will become overweight or even obese in some situations.


 * Handouts**
 * Goal-Reason Web**
 * Comic Life Rubric**