L1+Wagg,+Jasmyn


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

**Teacher’s Name:** Ms. Wagg **Lesson # :** 1 **Facet:** Explanation **Grade Level:** 7 **Topic:** Growth and Development

** __ Objectives __ ** Student will understand that there are age appropriate characteristics in growth and development Student will know stages of growth and development for adolescence, some coinciding body system functions in development Student will be able to describe characteristics of growth and development during human adolescence  ** __ Maine Learning Results Alignment __ ** Maine Learning Results: Health Education and Physical Education A. Health Concepts A5 Growth and Development Grade 6-8 //**Students describe specific characteristics of adolescent human growth and development**//  ** Rationale  ** This particular lesson explains the characteristics of the growth and development of adolescence and students will have a chance to see how some of the body systems affect the characteristics.  ** __ Assessment __ **  <span style="font-family: 'Times New Roman',Times,serif;">** Formative (Assessment for Learning)  ** <span style="font-family: 'Times New Roman',Times,serif;">** The SMART board presentation will be a Jeopardy game; this will serve as a pre- assessment. Students will receive a copy of the answers after the game. Students will be given an outline that requires them to fill in the characteristics for each of the stages of adolescent development (stages previously discussed in Jigsaw) ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">** Summative (Assessment of Learning)  ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Prezi: to describe characteristics of growth and development and some of the body systems. Students will be grouped and present on different stage of adolescent development, its coinciding characteristics and the body system that affects these stages using the PREZI program. They will present their PREZI to the class, the presentation will be created using the outline built after the time line and Jigsaw activities are complete. Following the presentation the students will participate in a brief question and answer session, regarding product. This will be graded using a rubric created by the teacher**.** Students will write a personal reflection on the entire lesson and this will receive a separate grade. (ALL written information presented in the PREZI must be printed and given to the teacher at the time of presentation, for grading purposes). <span style="font-family: 'Times New Roman',Times,serif;">** __ Integration __ ** <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Technology: <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The teacher presents information on SMART board, while having students interact with the board, throughout presentation/game. Students will use PREZI to present lesson products.
 * The teacher will collect and give feedback on the outline to prepare for PREZI. **
 * Students will revise the outline and then have a chance to start the PREZI. **

<span style="font-family: 'Times New Roman',Times,serif;">** English:  ** students will create an outline for organizing ideas for PREZI <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** __ Groupings __ ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day 1- The desks will be set into three groups, there will be a name lists on each table. The teacher will select the names for the groups. Each chair will be numbered; these numbers identify order of answering for the Jeopardy game. Each table will have a red strip of paper and that will be the answer indicator. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day 2-For the Jigsaw activity the students will be given two numbers as the walk into class, the first number will identify were the student sits and the second will be identify where they will move to teach their sub-sections. They will sit at one of the three numbered tables. Each table member will work together to identify and draft an outline of the different stages; early, middle, late adolescence, using the handout of answers from Jeopardy and their own time lines. They will have ten minutes to complete this and I will be the time keeper. The groups will then split up to form new, smaller, groups according to their second number. In the new groups there will an “expert” representing a stage. Each “expert” will take turns teaching his/her group members about this stage, while the other students fill in the rest of their outlines. Each “expert” will have 3 minutes each. This should take another about ten minutes and I will keep track of the time. Each student is responsible for completing their own outline. I will move throughout the room to oversee group communications. <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** *  ** Original group numbers will be figured according to class size and will be given out randomly. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">*When there are incomplete groups due to absent students, I will ask some students to join different groups, this may produce multiple “experts” of stage characteristics, but the students can take turns sharing their information. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">** __ Differentiated Instruction __ ** <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** Strategies  ** <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** Modifications/Accommodations  ** <span style="font-family: 'Times New Roman',Times,serif;"> **// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**    <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">** Absent:  ** A student has as many class days as were missed to complete make-up work from excused absences. If you miss an assignment or presentation/test it is YOUR responsibility to make up the missed work. Late work will be accepted if it is due to an excused absence, please meet with the teacher to discuss a plan for completion. Teacher must be notified in ADVANCE of any school activity absence. All work must be turned in before the absence. If you are tardy to class you MUST provide a pass signed by another teacher or faculty member.
 * Other Content Areas**
 * Art: ** students use art skills while creating PREZI
 * Verbal-Linguistic:** students will discuss stages during the cooperative learning activity
 * Logical/Mathematical:** students will be required to fill in time lines and outlines on the stages of adolescence
 * Visual/Spatial:** Students will see a Smartboard presentation/game with the characteristics of adolescence
 * Bodily/Kinesthetic:** Students get interact with the Smartboard game
 * Intrapersonal:** Students will write a personal reflection.
 * Interpersonal:** Students will work in groups to create a PREZI product

<span style="font-family: 'Times New Roman',Times,serif;">** Extensions   ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Every student will have the opportunity to do a PREZI. Accommodations will be made for every student in the room. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">** __ Materials, Resources and Technology __ ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">*Take time to prepare the numbers cards-for students and tables, name lists before class time. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">*A Jeopardy game must be created prior to class time. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">** __ Source for Lesson Plan and Research __ ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Timeline (handout) -http://www.eduplace.com/graphicorganizer/pdf/timeline.pdf <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Jigsaw (cooperative learning exercise) - http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Prezi (product website) - [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">SMARTboard (Jeopardy game template) -http://exchange.smarttech.com/search.html <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Product Rubric- created by the teacher <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Presentation Rubric- created by the teacher <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** __ Maine Standards for Initial Teacher Certification and Rationale __ ** <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** // 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. // **  <span style="font-family: 'Times New Roman',Times,serif;">** //  Rationale:  // ****  Learning styles, as described in EDU221, such as, beach ball, clipboard, microscope and puppy are all considered in this lesson. **    <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students who have a “clipboard” style will have the opportunity to use a timeline and outline as graphic organizers. Other students who relate to a “microscope” style will be able to have a deeper understandings and discussions through the jigsaw cooperative learning activity. The “beach ball” students will be to use a variety of resources to gain information (ex. SMARTboard, PREZI, and jigsaw activities). The “puppies” in the classroom will comfort in knowing that they are in an environment that is safe, they will have the opportunity to work with peers or alone for some parts of the lesson. I will also be available to offer more information and answer questions from students who are not comfortable asking peers. <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. // **  <span style="font-family: 'Times New Roman',Times,serif;">** //  Rationale:  // ** ** I will present information so that students will know and understand physical and cognitive growth for adolescence in early, middle and late stages, and the coinciding body system functions in development as required by **: <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">// Maine Learning Results: Health Education and Physical Education A. Health Concepts A5 Growth and Development Grade 6-8 Students describe specific characteristics of adolescent human growth and development // <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">It is suggested that they be exposed to this information through multiple facets of understanding, I will ask them to work on a timeline that reflects their own growth milestones, and this activity has the students refer to their ** self-knowledge. ** Then they will be presented with information, which will ** explain ** the appropriate timing of development. This presentation will be in the form of a Jeopardy game, covering the physical and cognitive characteristics throughout early, middle and late adolescence. The learning will be further reinforced through a Jigsaw cooperative learning activity; the students will have the opportunity to present their ** interpretation ** of information through their own ** perspective **, while others take notes on an outline handout. The learning will ** applied ** in the final product where they will digitally display what they have learned. Students will then write a personal reflection on their developmental expectations giving them the opportunity to display opinion and ** empathy **. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">*Please refer to content notes for detailed information on subject matter. <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. // **  <span style="font-family: 'Times New Roman',Times,serif;">** //  Rationale:  // ****  I will use a SMARTboard and PREZI for Type II technologies as instructional strategies. **  <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Verbal-Linguistic: students will discuss stages during the cooperative learning activity Logical/Mathematical: students will be required to fill out worksheets on the stages of adolescence Visual/Spatial: Students will see a Smartboard presentation displaying the stages Bodily/Kinesthetic: Students get interact with the Smartboard Jeopardy game Intrapersonal: Students will write a personal reflection. Interpersonal: Students will work in groups to create a PREZI product <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Technology: Students are producing a PREZI to display their understanding of the characteristics. <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. // **  <span style="font-family: 'Times New Roman',Times,serif;">** //  Rationale:  // ****  I will use a variety of assessments such as graphic organizers (timeline and outline) a Jeopardy game, and a PREZI product. **  <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Pre-assessment: Time-line with each students personal milestones and a Jeopardy game that requires students to respond with the appropriate stages of development. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Summative Assessment- I will collect the outlines, grade them for complete and accurate content, and then give feedback. These outlines will be handed back to be used for the creation of the PREZI. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Formative Assessment- Students will create a PREZI that will be graded for understanding of content and structure of presented information. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">** __ Teaching and Learning Sequence __ **** :   ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The classroom will be set up to accommodate three groups <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Agenda: 4 day lesson <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day 1: 80 minutes <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day 2: 80 minutes <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day 3: 80 minutes · Begin class- students will receive their outlines back with the teacher feedback and have time to revise and ask questions (10 minutes). · The rest of class time will be a work session to create the PREZI. Students will have tech support and be able to ask each other questions (70 minutes). · Homework- Students will make revisions on the outline, type. Due on day 4 <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day 4: 80 minutes · Students will have part of the class time to work on final product (40 minutes) · Students will present PREZI (40 minutes). · Students must hand in a revised copy of the outline, typed (this will be graded). · Homework- Student will write a personal reflection on the entire lesson (this will not be graded). <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;"> Students will understand that there are age appropriate characteristics in growth and development. It is important for adolescence to have knowledge and understanding of the development of their bodies, students will understand that they are different from others, but they can expect their personal growth to be similar to the information presented. As we grow we must consider that there are appropriate characteristics that coincide with our age. //** Students describe specific characteristics of adolescent human growth and development **//**. **As students enter the room they will be instructed to sit at the desk groupings that are reserved by their names (the desks will be set into three groups). I will take some time to pass out the Time line handout. I will explain the instructions. Students will take some time to reflect and document personal growth milestones on the time line. <span style="font-family: 'Times New Roman',Times,serif;"> The teacher will do a Smartboard Jeopardy game on the characteristics throughout the stages of adolescence. The students will have a chance to get out of their seats and interact at the board during the lesson. The will takes turns answering questions for the game. <span style="font-family: 'Times New Roman',Times,serif;">** Where, Why, What, Hook, Tailors: Verbal-Linguistic, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Interpersonal, Intrapersonal  ** <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;"> Students will know body systems, stages of growth, physical characteristics of puberty for early, middle and late human adolescence. They will have their first introduction to this material in brief discussion during the time allotted to do the time line graphic organizer, by identifying stages of growth and development these time lines will be handed in and used as a pre-assessment for understanding and creation of the jeopardy game. They will again have the information presented to them through the jeopardy game. The students will gain further understanding and knowledge while doing the [|Jigsaw], cooperative learning exercise. Each group member is assigned stages of development and the identifying characteristics to learn and then to teach to his group members. To help in the learning, students across the classroom, working on the same sub-section, get together to decide what is important and how to teach it. After practice in these "expert" groups the original group reform and students teach each other. Students will be required to take notes on all material. They will fill out an outline and it will be graded separately from the final product. <span style="font-family: 'Times New Roman',Times,serif;">** Equip, Explore Rethink, Revise Tailors: Verbal- Lingustic, Visual/Spatial, Bodily/Kinesthetic, Interpersonal  ** <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;"> After doing the SMARTboard game, graphic organizer, cooperative learning exercise and outline the students will be creating a PREZI that will display an understanding of a chosen stage of adolescence. The students will have time in class to work on this. I will be available to answer questions and give advice for the presentations. Each student will be given a copy of the grading rubrics so that they know what to expect and can create the presentation accordingly. The students will also have the outline that they created available, this can be used for all of the information they present and/or they can find similar information on the internet. <span style="font-family: 'Times New Roman',Times,serif;">** Explore, Experience, Rethink, Revise, Refine, Tailors: Logical- Mathematical, Visual/Spatial, Interpersonal  ** <span style="font-family: 'Times New Roman',Times,serif;"> Students products will be graded on team work- Almost always listens to, shares with, and supports the efforts of others in the group, originality- PREZI shows a large amount of original thought. Ideas are creative, inventive and help the editors understand characteristics, attractiveness- Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation, content- Covers all growth and development characteristics in-depth with details and examples. Subject knowledge is excellent, permissions-all permissions to use graphics "borrowed" from web pages or scanned from books have been requested, received, printed and saved for future reference, sources- source information collected for all graphics, facts and quotes. All documented in desired format. The presentation will be graded with a separate rubric comprehension, preparedness, answered questions, presentation of introduction, staying on topic and listening to others. <span style="font-family: 'Times New Roman',Times,serif;">** Evaluate, Tailors: Visual/Spatial Logical-Mathematical, Interpersonal  ** <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">** __ Content Notes __ ** <span style="background: white; margin: 0in 13.2pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Body make-up: ** <span style="background: white; margin: 0in 26.4pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Boys: ** Bones and muscles grow, and strength increases. Fat is lost in some parts of the body, such as the arms and legs. Broad shoulders may develop. Body odor becomes adult-like and acne (pimples) may appear. Their voice deepens and hair begins to grow on the face, pubic area, underarms, and other parts of the body. <span style="background: white; margin: 0in 26.4pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Girls: ** Girls store more fats than boys. Their body develops with wider hips and smaller waistlines. Their body odor and voice change. Pubic and underarm hair starts to appear and grow. They may also get acne. <span style="background: white; margin: 0in 13.2pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Sexual growth: ** <span style="background: white; margin: 0in 26.4pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Boys: ** Hair over the pubic area increases in amount, and becomes darker, thicker, and curlier. At 11 to 12 years of age, the penis and testes begin to enlarge while the scrotum begins to thin out and redden. At about 13 years of age, boys may start making sperm and may ejaculate or have wet dreams. <span style="background: white; margin: 0in 26.4pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Girls: ** Breasts begin to develop. This usually occurs at 8 to 13 years of age. Around two years later, they usually start menstruating (having a monthly period). Menstrual cycles may be irregular for the first few years. This means that girls may miss monthly periods once in a while. Irregular periods may last for as long as seven years after they begin. <span style="background: white; margin: 0in 13.2pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Height: ** <span style="background: white; margin: 0in 26.4pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Boys: ** Boys grow about 4 inches per year during this time frame. During early adolescence, their height may reach 55 to 63 inches. Later, they grow to a height of 65 to 69 inches. Their full height reaches about 69 to 70 inches. On average, boys grow about 11 inches in their height during this time frame. <span style="background: white; margin: 0in 26.4pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: 'Times New Roman',Times,serif;">** Girls: ** Girls are usually two years ahead of boys in height. They increase in height the fastest at age 12, growing 3 and one-half inches per year. During early adolescence, they usually grow to a height of 55 to 63 inches. Girls reach about 64 and one-half inches for their full height. Girls grow about 10 inches during this time frame. <span style="background: white; margin: 0in 13.2pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Weight: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">B<span style="font-family: 'Times New Roman',Times,serif;">oys: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Boys increase their weight fastest when their height growth is also fastest. This occurs at around 14 years of age. Boys in early adolescence weigh around 73 to 114 pounds. Later, most boys weigh about 121 to 149 pounds, and this increases to 159 to 161 pounds. Increase in weight is around 20 pounds per year. Weight gained during this time frame is about 50 percent of an adult’s body weight. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">__ [] __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">[] <span style="background: white; margin: 0in 26.4pt 0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: 'Times New Roman',Times,serif; font-size: 7pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif;">** __ Handouts __ ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Time line- requires the students to fill out their personal physical and cognitive changes along a “Time Line”, ordering to the best of their memories. This will not be graded, but will be used as a reference throughout the lesson. This can be used for ideas to produce the final product. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Outline- formatted as a typical outline. This will be used as a concrete answer sheet. Each student will fill out the handout during the Jigsaw cooperative learning activity. This will also be a reference for the final product. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Jigsaw activity- students will receive handouts that will explain the physical characteristics of boys and girls. <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Rubrics- created by the teacher students will receive both the product rubric and presentation rubric
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Copies of time line (1 per student)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Copies of outline (1 per student)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">One copy each of the Jeopardy category answers (early, middle and late- all separate)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Jigsaw # cards
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">SMART board w/ cords and cart holding projector
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Laptop with downloaded SMARTboard game
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Table numbers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Three name lists that identify the jeopardy groups
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Three response indicators (red paper strips)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Numbered chairs in the room
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Copies of presentation and product rubrics (1 of each per student)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Begin class- As students enter the room they will be instructed to sit at the desk groupings that are reserved by their names (the desks will be set into three groups). I will take some time to pass out the Time line handout. I will explain the instructions. Students will take some time to reflect and document personal growth milestones on the time line. I will set up the SMARTboard presentation while students are working on this handout, at the front of the room. (20 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">There will be a discussion with the students about the time line and how not all students have the same milestones (not all will feel comfortable sharing) (these time lines will be handed in and used as a pre-assessment for understanding and creation of the jeopardy game). (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Briefly discuss the growth and development characteristics of a human adolescent (10 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Explain and start the Jeopardy game. Students will take turns, according to their numbered seats. I will read the answers will quickly discuss the questions amongst their groups. The first student answer correctly will receive the points. Students will be competing as groups against the other groups (40 minutes).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Begin class- As students enter they will be given a slip of paper with two numbers. These numbers identify where they will be sitting (please see the grouping notes for details). The desks will be set to accommodate three groups. The students will be given a category of notes, there will be three different categories of characteristics, early middle and late (these are the answers from the jeopardy game). Students will be given an outline handout and instructions to fill it out using the jeopardy notes (10 minutes).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Jigsaw activity- The groups will then split up to form new, smaller, groups according to their second number. In the new groups there will an “expert” representing a stage. Each “expert” will take turns teaching his/her group members about this stage, while the other students fill in the rest of their outlines. Each “expert” will have five minutes each. I will keep track of the time. Each student is responsible for completing their own outline. I will move throughout the room to oversee group communications. The students should have a complete outline at this point and hand for feedback (20 minutes).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The students will then pair up (in some cases there may be groups of three) they will be presented with the instructions for their final product, the PREZI. They will have the rest of the class period to start chose a category of characteristics and then they will be able to get started on the presentation. They will receive the rubrics and have the opportunity to ask questions about it (50 minutes)
 * Girls:** Weight starts to increase fastest about six months after a girl reaches her full height. Girls weigh about 75 to 114 pounds during early adolescence, increasing to 118 to 132 pounds, and ending at 130 to 134 pounds. Girls gain about 18 pounds per year after about 12 and one-half years of age.