L4+Beaulieu+Rachel

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


 * Teacher’s Name:** Ms. Beaulieu
 * Date of Lesson:** Lesson Four: //Disease Prevention through a Healthy Lifestyle//
 * Grade Level: 6-8**
 * Topic:** Health Education


 * __Objectives__**
 * Student will understand that** through health promotion, disease prevention can be obtained.
 * Student will know** terminology: disease prevention and health promotion as well as health is complex and involves and interaction of multiple factors.
 * Student will be able to** be open to health promotion.

Students explain the interrelationship of physical, mental/intellectual, emotional and social health
 * __Maine Learning Results Alignment__**
 * Maine Learning Results**: Health Education and Physical Education
 * A. Health Concepts,** //A2. Dimensions of Health//
 * Grade Level**: 6-8
 * Rationale:** Within this lesson students will be learning about the lack of disease and how it leads to disease prevention. They will also be able to relate this to the four dimensions of health.

Formative assessment will take place both through the graphic organizer, which is a sense chart and through the blog responses. Students will use the sense chart during a "//Tasting Session//" that will occur at the beginning of lesson one. The teacher will bring in an assortment of fruits and vegetables. This assortment will include fruit and veggies that are not as common as the ones usually served in the cafeteria or possibly at home, such as star fruit and mango. During the "//Tasting Session//," students will get a plate a collect an array of fruits and vegetables. They will then go back to their seat where they will fill out the //Sense Chart// for each food and veggie. The names will be given of each piece of fruit or veggie before hand. The //Sense Chart// will include the five sense. These may be self-explanatory, but the teacher will still remind the students which each represents in accordance to the fruits and veggies. The hear, one of the least self-explanatory in regards to this assignment will be about what students have heard about the particular fruit or veggie they are about to try. //Blogging// will also be a form of formative assessment because the teacher will check them to see what the students already know or what they are now learning. During this lesson on healthy foods and the how they help to ward of disease students will be asked to do blog entries regarding their current food choices and the possible changes this lesson will have on your future ones. Students will be encouraged to think about their opinions, actions and choices in regards to food before our activities and discussion around nutrition and what may have changed after. Each student will have their own //Blogger// account.
 * __Assessment__**
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**
 * //Adapting New Habits: Blog Entries on Blogger.com//** **//(40 points)//**


 * __Integration__**
 * Technology:** Blogging is a type II technology by responding electronically to the assignment rather than paper. Allowing other students and myself to comment and ask questions.
 * English:** English will be incorporated in this lesson through students expressing their personal views and knowledge, in a manner in which allow others to understand them. They will also be writing on their sense chart.
 * Art: ** Art will be incorporated through the creativity and design of their blog.

Grouping will take place through assigning students to a partner who ate a similar breakfast. Everyone will have one partner, and using small group skills students will work together after eating the variety of fruits and vegetables will use the laptops and research to find two articles online that express in some way or another facts on how healthy lifestyle, stress reduction, good nutrition, exercise, social, emotional and mental health, lead to disease prevention. 
 * __Groupings__**

- Verbal: writing and discussion the dimensions of health within and outside project, reading articles and web sites. - Logic: Creating the comic book itself. - Music: Use music/encourage the use of MP3 players during class blogging time - Visual: The fruit in vegetables and blogging itself. - Interpersonal: Working in small groups, collaboration. - Intrapersonal: Blogging. - Naturalistic: Bringing in the fruit and vegetables/growing vegetables in the classroom.
 * __Differentiated Instruction__**
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. I will also go to meetings when I have a student in my classroom who has special needs, and modifications and accommodations will be set in place for that particular student.
 * Modifications/Accommodations**

When a student is absent during this lesson: • If a student knows they're going to be absent, I would prefer if they would please let me know ahead of time. I know that at some point or another students are going miss my class, and this particular lesson, but if I know ahead of time it will give me some time so that can I give the student the assignment(s). • Students who have missed a class due to illness, family emergency, and sports or extracurricular related activities must meet with me to find out what they have missed. The student and I will come up with a plan that will allow the homework assigned during the period of absence to be made up. The amount of missed time and the quantity of homework will be considered when looking at a date to have the homework passed in. • If a student comes to class with partially or incomplete homework assignments when they were not absent I will give them a chance to make it up, with a reasonable explanation, written, paragraph form, as to why they couldn't complete their assignment. Full credit will be given if assignment is turned in next class, and partial to no credit will be given to any assignment turned in after initial chance.

The extension during this lesson in which students may take advantage of if they have completed their five blog entries, this lessons assignment ill extend for a full week, then students may add links to articles and more information to enable more connection between what they write about in their blogs and what is available for outside resources.
 * Extensions**

- [|Sense Chart: Graphic Organizer] - Fruits and Vegetables - Pencils - Pens - Paper Plates - Forks - Napkins - Cups - Laptop cart - Over-head projector - Blogging Tutorial: [|Blog in Plain English] - [|Blogger Tour] - Students will be using Blogger ( [|www.blogger.com]  ) to create their pages and post their blogs.
 * __Materials, Resources and Technology__**

- [|Blog in Plain English] - [|Blogger Tour] - [|www.blogger.com] - [|CDC]  This is a great site that is filled with information on fruits and vegetables and their benefits. - [|Nutrition Guide]  This is a nice chart on the benefits of fruits and vegetables.
 * __Source for Lesson Plan and Research__**


 * __Maine Standards for Initial Teacher Certification and Rationale__**

Rationale:** This lesson meets Standard Three by including the following learning styles. With each learning style being represented in this lesson, students will be provided learning opportunities that support their intellectual, physical, emotional, social, and cultural development. 
 * //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.//
 * - Technology:** Blogging is a type II technology by responding electronically to the assignment rather than paper. Allowing other students and myself to comment and ask questions.
 * - Beach Ball:** Creativity in regards to //Blogging// and the creation of a //Blog Spot.//
 * - Clipboard:** The skills behind //Blogging// and adding links and so forth to their page.
 * - Microscope:** This lesson and in class work requires leadership skills and for someone to analyze the why and how.
 * - Puppy:** While teaching this lesson I will make sure that all students feel comfortable with what is being taught, and that they know I'm always here to answer questions. In addition, I will have clear guidelines on how group work will be divided to allow every member to be involved in the project, in an engaged, meaningful way.

Rationale:** This lesson plan was based upon knowledge of the subject matter through including a rich exposure to the dimensions of health. It is also designed with students needs in mind due to the array of activities. This lesson is based on the unit, Dimensions of Health and fulfills to define and overview all of the dimensions within the whole picture to help students understand that whole health and disease prevention can be obtained.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** How does this lesson demonstrate my competency with the standard? This lesson demonstrates my competency with this standard because I have integrated the following intelligences which allows for the class as individuals to be more effectively taught as a group. Verbal: writing and discussion the dimensions of health within and outside project, reading articles and web sites. Logic: Creating the comic book itself. Music: Use music/encourage the use of MP3 players during class blogging time Visual: The fruit in vegetables and blogging itself. Interpersonal: Working in small groups, collaboration. Intrapersonal: Blogging. Naturalistic: Bringing in the fruit and vegetables/growing vegetables in the classroom.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Formative assessment will take place both through the graphic organizer, which is a sense chart and through the blog responses. Students will use the sense chart during a "//Tasting Session//" that will occur at the beginning of lesson one. The teacher will bring in an assortment of fruits and vegetables. This assortment will include fruit and veggies that are not as common as the ones usually served in the cafeteria or possibly at home, such as star fruit and mango. During the "//Tasting Session//," students will get a plate a collect an array of fruits and vegetables. They will then go back to their seat where they will fill out the //Sense Chart// for each food and veggie. The names will be given of each piece of fruit or veggie before hand. The //Sense Chart// will include the five sense. These may be self-explanatory, but the teacher will still remind the students which each represents in accordance to the fruits and veggies. The hear, one of the least self-explanatory in regards to this assignment will be about what students have heard about the particular fruit or veggie they are about to try. //Blogging// will also be a form of formative assessment because the teacher will check them to see what the students already know or what they are now learning, **Summative assessment will happen through blogging.** During this lesson on healthy foods and the how they help to ward of disease students will be asked to do blog entries regarding their current food choices and the possible changes this lesson will have on your future ones. Students will be encouraged to think about their opinions, actions and choices in regards to food before our activities and discussion around nutrition and what may have changed after. Each student will have their own //Blogger// account.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Total Class Time: Two Periods (120 minutes) (1) Sampling of Fruits and Veggies (Hook) //(20 minutes)// (2) Self-assessment/Discussion: Students fill out their sense chart //(15 minutes)// (3) Students are put with a partner and research fro two websites that represent that a healthy lifestyle will lead to overall well-being and disease prevention. (20 minutes) (4) Blogging Tutorial (Remaining Time)
 * __Teaching and Learning Sequence__**
 * __Agenda__**:
 * Day 1**: (80 minutes)

(5) Students will have half the class to set up their blogging account and work on their assigned blogs. They will write four blog entries in regards to how their lifestyle choices have changed (or how they would like them to) in regards to the four dimensions of health.
 * Day 2:** (40 minutes)

I will begin this lesson in my classroom that is set up in a circle. Students will use the sense chart during a "//Tasting Session//" that will occur at the beginning of lesson one. The teacher will bring in an assortment of fruits and vegetables. This assortment will include fruit and veggies that are not as common as the ones usually served in the cafeteria or possibly at home, such as star fruit and mango. During the "//Tasting Session//," students will get a plate a collect an array of fruits and vegetables. They will then go back to their seat where they will fill out the //Sense Chart// for each food and veggie. The names will be given of each piece of fruit or veggie before hand. The //Sense Chart// will include the five sense. These may be self-explanatory, but the teacher will still remind the students which each represents in accordance to the fruits and veggies. The hear, one of the least self-explanatory in regards to this assignment will be about what students have heard about the particular fruit or veggie they are about to try.
 * Hook, Where, Why, What, Tailor: Verbal, Naturalistic, Intrapersonal**.

Following the food sampling and filling out the sense chart, students will work with a partner (based on what students ate for breakfast) and they will research on their laptops for two articles that express the relationship between health (including one or all of the four dimensions) and the prevention of disease (longer life or greater overall well-being). Students will report out what they found.
 * Equip, Explore, Experience Tailor: Intrapersonal, Interpersonal.** **Kinestetic** **and logical.**

We will have a //Blog// tutorial with the remaining time for day one.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Intrapersonal, Interpersonal, Visual, Spatial.**

Student will work on creating their //Blog// accounts. With music playing in the background they will then begin blogging. Student’s grades will be based upon complete or incomplete. A student who has five, one to two paragraph, blog entries will receive the full forty points. Students who have an incomplete blogging account will be dealt with individually.
 * Evaluate, Tailors: Kinesthetic, Verbal, Visual, Intrapersonal, Interpersonal**

A growing body of research shows that fruits and vegetables are critical to promoting good health. To get the amount that's recommended, most people need to increase the amount of fruits and vegetables they currently eat every day. Fruits and vegetables contain essential vitamins, minerals, and fiber that may help protect you from chronic diseases. Compared with people who consume a diet with only small amounts of fruits and vegetables, those who eat more generous amounts as part of a healthful diet are likely to have reduced risk of chronic diseases, including stroke and perhaps other cardiovascular diseases, and certain cancers. Substituting fruits and vegetables for higher-calorie foods can be part of a weight loss strategy. Busy lives can benefit from food that's nutritious, yet easy to eat on-the-go, like fresh fruits and vegetables. Fruits and vegetables are a natural source of energy and give the body many nutrients you need to keep going. Fruits and vegetables come in terrific colors and flavors, but their real beauty lies in what's inside. Fruits and vegetables are great sources of many vitamins, minerals and other natural substances that may help protect you from chronic diseases. To get a healthy variety, think color. Eating fruits and vegetables of different colors gives your body a wide range of valuable nutrients, like fiber, folate, potassium, and vitamins A and C. Some examples include green spinach, orange sweet potatoes, black beans, yellow corn, purple plums, red watermelon, and white onions. For more variety, try new fruits and vegetables regularly (CDC)."
 * Content Notes**:
 * "Almost Everyone Needs to Eat More Fruits and Vegetables**
 * Fruits and Vegetables Can Protect Your Health**
 * Fruits and Vegetables and Weight Management**
 * Fruits and Vegetables on the Go!**
 * The Colors of Health**

-  [|Nutrient Information.doc] - [|Sense Chart: Graphic Organizer]
 * Handouts**


 * Reflection: **
 * Reflection: **