S3+Mowatt+Nicholas

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. I am going to write a scenerio on the board asking students to imagine that they are a famous athlete or role model. In an interview with Barbara Walters you have to share what you believe is the most important health practice in your life. This can range from your diet and exercise to hobbies that you use to relieve stress. Just remember that you have millions of your fans watching this interview on national television. Take 5 to 10 minutes answering this question. **(Hook)** 3. Students will know: Terminology: disease, nutrition, exercise, stress, relaxation, spiritual health, fitness, water, environment, community, and pollution. Definitions: Physical health, mental/intellectual health, emotional health, and social health. Critical details: The five aspects of health; emotional, mental, physical, spiritual, and social. **(Equip)** I am going to have my students brainstorm activities that they believe contribute to improving health using the Think-Pair-Share group exercise. **(Experience)** I am going to have my students reflect upon how they relieve stress in their own lives and organize it within a Problem/Solution chart. **(Explore)** 4. Students will reflect upon what it is that directly or indirectly effects their health on a daily basis.**(Reflect)** If students are unable to come up with day to day stressors than they will take a look at long term stressors.**(Revising)** Now I want the students to take a look at their reflections and write about how those stressors make them feel. **(Rethink)** 5. Now I want my students to get into small groups and share their interviews, their reflections, and their in-depth feeling reflection. **(Evaluation)** 6. **Verbal:** The students will be sharing their stressors with their peers and how the stressors make them feel. 7. Students will be able to: • describe concepts related to health promotion. Product(s): Essay, inspiration **(Organize).** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that promoting health and preventing disease enhances their well-being. **(Where)** Students need to know that by understanding themselves and their personal health they will be more likely to decrease the risk of disease and really develop a sense of self. **(Why)** **//Students comprehend concepts related to health promotion and disease prevention to enhance health and analyze the interrelationship of the five aspects of health.//** **(What)**
 * Kinesthetic:** The students will be reflecting on what activities they participate in to relieve their stress.
 * Visual:** I want my students to draw what it is that gets them stressed.
 * Naturalist:** I would like for students to do their reflections and group sharing outside.
 * Intrapersonal:** The students will reflect on what it is that directly or indirectly effects their health on a daily basis.
 * Interpersonal:** The students will get into small groups and share their interviews, reflections, as well as, their in depth feelings.
 * Musical:** While working on class activities we will listen to stress relieving music. **(Tailor)**

9. Bring in various snacks such as fruit and candy and let the students have some and then ask them what health aspect food effects most significantly. **(Hook)** 10. Students will know: Terminology: disease, nutrition, exercise, stress, relaxation, spiritual health, fitness, water, environment, community, and pollution. Definitions: Physical health, mental/intellectual health, emotional health, and social health. Critical details: The five aspects of health; emotional, mental, physical, spiritual, and social. **(Equip)** I will ask my students to give some "real life" examples of how effecting one aspect changes another (or other) aspects of health using the RoundRobin Brainstorming exercise. **(Experience)** I will have my students get into small groups and brainstorm as many examples of each health aspect using a cluster/word web. **(Explore)** 11. Students will reflect on the one aspect that appears most often in each of their own lives. **(Reflect)** I will have them switch their papers with the person sitting next to them and then they will go over their peers web to make sure their own experiences are in the correct health aspect. **(Revising)** Now the partners have to explain in a few short sentences why they believe that the health aspect was matched correctly or incorrectly and share it in small groups. **(Rethink)** 12. After sharing in small groups students will present the ones they had a difficult time deciding which example matches to one of the aspects. **(Evaluation)** 13.**Verbal:** Students discuss amongst their groups why or why they do not agree if an example is matched to the correct aspect. 14. Students will be able to: • make sense of health that enhances their well-being. Product(s): Story, Comic Life **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that physical, mental/intellectual, emotional, social, and spiritual health are all interdependent to one another. **(Where)** Students need to know that their overall health is made up of many different aspects that come together as a whole. **(Why)** **//Students analyze the interrelationship of physical, mental/intellectual, emotional, spiritual, and social health.// ( What)**
 * Logical:** Students will estimate about how many situations daily they are dealing with one of the five health aspects.
 * Kinesthetic:** They will discuss what and reflect upon their physical aspect of health.
 * Visual:** The students will work to create the cluster/word web.
 * Naturalist:** They will have to think of ways that nature can change each of the health aspects.
 * Intrapersonal:** The students will reflect on the partiular health aspect that appears most often in each of their own lives.
 * Interpersonal:** They will be in small groups to discuss whether or not they agree or disagree with their peers desicion.
 * Musical:** Within their reflections they can write on which aspect music would help improve the most. **(Tailor)**

16. Students will make a list of what they believe is their top 10 most unhealthy habits. **(Hook)** 17. Students will know: Terminology: disease, nutrition, exercise, stress, relaxation, spiritual health, fitness, water, environment, community, and pollution. Definitions: Physical health, mental/intellectual health, emotional health, and social health. Critical details: The five aspects of health; emotional, mental, physical, spiritual, and social. **(Equip)** I will give my students a reading assignment a day or so before this class that discusses unhealthy habits in the U.S. The students will use the assignment in a Three-step interview to review the material that was read for homework. **(Experience)** I am going to have my students, in partners, create a list of what they believe are the top 10 most unhealthy habits using the tree chart. **(Explore)** 18. Students will reflect back on to what some of the unhealthy habits were in the U.S. **(Reflect)** I will write what they brainstormed on the board and then we will make a list of the ones they believe are most relevant to where they live. **(Revising)** Then my students will try and depict a creative example off the board in groups of four. This can be done by drawing, writing, in a poem or song, on a poster, or a collage, etc. **(Rethink)** 19. They will then share their work to the class by giving a short description of why they picked the one they chose and why they chose to use the product that they did. **(Evaluation)** 20. **Verbal:** Will be their discussions of their own personal health. 21. Students will be able to: • analyze the interrelationship of physical, mental/intellectual, emotional, and social health. Product(s): Journal, Blog with hyperlinks **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that promoting health and preventing disease enhances their well-being. **(Where)** Students need to understand that knowing themselves becomes very important when improving their overall health. **(Why)** //**Students comprehend concepts related to health promotion and disease prevention to enhance health.**// **(What)**
 * Logical:** They will have to estimate how many unhealthy habits they have, as well as the healthy ones.
 * Kinesthetic:** They will need to move around the room in order to complete their group examples.
 * Visual:** The examples that we come up with on the board.
 * Intrapersonal:** Coming up with the examples of the lifestyle choices that they practice on a daily basis.
 * Musical:** As we work we will listen to music that plays soft enough not to cause distraction. **(Tailor)**

one another.**(Where)** Students will know and recognize unhealthy lifestyle choices based on the five aspects of health. **(Why)** **//Students comprehend concepts related to health promotion and disease prevention to enhance health.//** **(What)** 23. I will have my students watch a short iMovie video that I created based on the five aspects of health. **(Hook)** 24. Students will know: Terminology: disease, nutrition, exercise, stress, relaxation, spiritual health, fitness, water, environment, community, and pollution. Definitions: Physical health, mental/intellectual health, emotional health, and social health. Critical details: The five aspects of health; emotional, mental, physical, spiritual, and social. **(Equip)** Students will partner up with their seasonal partners, then partner with another group of seasonal partners in order to work on the product. **(Experience)** Students will use a Fact/Opinion chart to complete the task of identifying unhealthy and healthy choices. **(Explore)** 25. Students used the Fact/Opinion chart to reflect upon healthy and unhealthy choices. **(Reflect)** Students will now use their partners and partner with another group of seasonal partners to discuss thier answers. **(Revising)** As a class we will go over the answers and explain why or why they are healthy or unhealthy choices. **(Rethink)** 26. Students will write a quick response to help self-assess what they have just learned. **(Evaluation)** 27. **Verbal:** Students are talking in groups. 28. Students will be able to: • recognize unhealthy lifestyle choices. Product(s): iMovie/ Newscast. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students understand that physical, mental/intellectual, emotional, spiritual, and social health are all interdependent to
 * Logical:** Students are explaining why they made the choices they did.
 * Visual:** Students are using a Fact/Opinion chart.
 * Naturalist:** Students are able to do this activity outdoors.
 * Intrapersonal:** Students are able to reflect on their choices in the quick write.
 * Interpersonal:** Students work in groups to discuss the answers that they chose.

30. Students will read an article on a famous person's point of view of a healthy lifestyle. **(Hook)** 31. Students will know: Terminology: disease, nutrition, exercise, stress, relaxation, spiritual health, fitness, water, environment, community, and pollution. Definitions: Physical health, mental/intellectual health, emotional health, and social health. Critical details: The five aspects of health; emotional, mental, physical, spiritual, and social. **(Equip)** I am going to give my students time for a Three-minute review. **(Experience)** The students will then create a brochure as an outline for a power point presentation. **(Explore)** 32. Students will write a short piece, with evidence, of why their lifestyle is healthy. **(Reflect)** I will then have my students peer edit one anothers how to brochure using a rubric that I created. **(Revising)** They will make the final edits to their brochure to get it powerpoint ready. **(Rethink)** 33. The students are responsible for the powerpoint presentation. **(Evaluation)** 34. **Verbal:** Students will peer edit their brochures. 35. Students will be able to: • create healthy habits that prevent disease. Product(s): Brochure, Powerpoint **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that physical, mental/intellectual, emotional, and social health are all interdependent to one another. **(Where)** By studying the interrelationship of the five aspects of health students will gain the ability to create healthy habits. **(Why)** //**Students analyze the interrelationship of physical, mental/intellectual, emotional, and social health.**// **(What)**
 * Logical:** If my students would like to model their brochure to this intelligence they could do so.
 * Kinesthetic:** The brochure will allow students to chose this intelligence as a lifestyle if they choose.
 * Visual:** The brochure is going to have visual components on it.
 * Naturalist:** The students will be able to create their brochures in a manner that best suits their learning style.
 * Intrapersonal:** The students are creating their own brochures.
 * Interpersonal:** Students are peer editing one anothers work.
 * Musical:** They will have to have music to go with their powerpoint that correlates with their topic. **(Tailor)**

37. Students will come in and watch a youtube video on someone that can no longer participate in an activity because of an unhealthy lifestyle choice that they had made in the past. **(Hook)** 38. Students will know: Terminology: disease, nutrition, exercise, stress, relaxation, spiritual health, fitness, water, environment, community, and pollution. Definitions: Physical health, mental/intellectual health, emotional health, and social health. Critical details: The five aspects of health; emotional, mental, physical, spiritual, and social. **(Equip)** I will ask my students to write a journal entry about their favorite activities and what lifestyle habits they will need to adopt, or continue to participate in, so that they are able to continue enjoying the activity they may be taking for granted everyday. Then the students will do a Circle the Sage exercise to see if their peers agree or not with their lifestyle habits. **(Experience)** I am going to have my students post their journal entry online with hyperlinks that show examples of their hobby or relate to their journal entries. **(Explore)** 39. Students will then get into groups and make a plus/delta chart of that consists of what healthy lifestyle choices are to them. **(Reflect)** I will then go around to each of the groups and ask them to explain why they believe their lifestyles choices are positive or negative. **(Revising)** I will then ask all of the groups to share out to the rest of the class so they can see any similarities or differences amongst the groups. **(Rethink)** 40. I will then want my students to create a game that has to do with healthy lifestyle choices. **(Evaluation)** 41.**Verbal:** The students will need to report out to the rest of their class with their groups. 42. Students will be able to: • be open to living healthy lifestyles. Product(s): Journal, post on wiki with hyperlinks **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that knowing and understanding yourself is very important when trying to improve an individuals overall health. **(Where)** This will help to bring the five aspects of health together and also tie in the importance of health promotion and disease prevention. **(Why)** //**Students analyze the interrelationship of physical, mental/intellectual, emotional, and social health.**// **(What)**
 * Logical:** Students will use points or some sort of scoring within their games.
 * Kinesthetic:** Students will be up and moving around throughout the entire class period.
 * Visual:** Students are creating some sort of game.
 * Naturalist:** Students will be able to reflect upon their favorite activities and this will give them a chance to write about nature if they choose.
 * Intrapersonal:** The journal entry gives students a chance to complete self-reflections.
 * Interpersonal:** Students are working in groups to come up with lists of healthy lifestyles.
 * Musical:** We will listen to appropriate music while completing the various tasks. **(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe