L1+Mowatt+Nicholas

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

Teacher’s Name: Mr. Nicholas Mowatt**
 * Date of Lesson: 1**
 * Grade Level: 9-12**
 * Topic: Describing Health as a Whole**

__Objectives__

 * Student will understand that** promoting health and preventing disease enhances their well-being.
 * Student will 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.
 * Student will be able to** describe, in essay form, concepts related to health promotion.

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education- A. Health Concepts A2. Dimensions of Health Grades 9-12 Health Students comprehend concepts related to health promotion and disease prevention to enhance health. Students analyze the interrelationship of physical, mental/intellectual, emotional, and social health.
 * Rationale:** This lesson gives students the knowledge and practices needed to fully understand the importance of health as a whole by understanding the five aspects of health and understanding the importance of disease prevention and health promotion.

__**Assessment**__
Students are going to take 5 to 10 minutes answering what they believe are the most important health practices in their own lives. This can range from diet and exercise to hobbies that they use to relieve stress. I am going to have my students brainstorm activities that they believe contribute to improving health using the Think-Pair-Share group exercise. My students will also reflect upon how they relieve stress in their own lives and organize it within a Problem/Solution chart. They will reflect upon daily stressors, then they will take a look at their reflections and write about how those stressors make them feel. The students are going to get into small groups and share their interviews, their reflections, and their in-depth feeling reflection. All of this information is going to be organized in Inspiration.
 * Formative (Assessment for Learning)**

The students are going to take their information from their Inspiration exercise and use it to write an essay. The essay will describe concepts realted to health promotion. The product will be assessed by a rubric.
 * Summative (Assessment of Learning)**

__Integration__

 * Technology:** Students will be using Inspiration as a way to organize their thoughts.
 * English:** The students will be writing an essay about stress and how it correlates to thier individual health.

__Groupings__
I will be using the Think-Pair-Share cooperative learning exercise in order to complete the Problem/Solution chart.
 * Think-Pair-Share** - Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** The students will be sharing their stressors with their peers and how the stressors make them feel.
 * 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.

Will review students IEP's, 504 or ELLIDEP and make appropriate modifications and accommodations. Those who miss class due to illness, family emergency, and/or sports/extracurricular activities are responsible in communicating that to me in a time appropriate manner. The students will have to take up the resposibility in coming to see me for missed work and assignments due to absence. We will then plan a logical calender together to figure out how the work will be completed and when. This is in addition to keeping up with the current assignments. Homework that was done to the best of the student's ability, but not finished will be extended for only one extra day. If the student did not attempt to complete the assignment they will have the one day to complete the assignment. However, if that day lands on a Friday than the student will have to meet with me during his/her lunch period so the assignment can be completed during that time and handed in by the end of the day. I will also expect the student to communicate with me as to why the homework was not attempted. The assignment will also be graded with a lower grade due to being late and not being attempted, but we will decide together what we believe the assignment should recieve as a grade.
 * Modifications/Accommodations**

Students will be given class time to complete the interview exercise. They will also be given class time to complete all reflections covered in class. Class time will also be given to them in order to complete the Inspiration exercise. They are expected to complete the essay for homework. A due date will be discussed when the essay is assigned, but it will be tentative depending on events that may occur between the time the essay was assigned and the due date. I am going to encourage my students to continue discussing stress on their blogs and also encourage them to read their classmates blogs (Type II). If they chose not to participate in the blogs then I want them to begin keeping a journal and have them continue to write about the stress in their lives (Type I).
 * Extensions**

__**Materials, Resources and Technology**__

 * Student laptops (Inspiration exercise)
 * Rubric for essay
 * Interview
 * Problem/Solution charts

__Source for Lesson Plan and Research__
[] Rubric: [] Problem/Solution charts: [] Think-Pair-Share activity: [] Stress information: [] [] []**
 * Inspiration software: []

__Maine Standards for Initial Teacher Certification and Rationale__
Rationale:** The reflections allow the students to be challenged intellectually, emotionally and culturally. The group work allows for the students to develope socially. By brainstorming and sharing their ideas on how they deal with stress it may give them more examples on how they may develope physically. For my students who enjoy variety I believe they will find many different options within Inspiration to create their own unique outline for their essays (Beach Ball). For those of my students who enjoy organization and visual directions Inspiration is a great organization tool that they will be using for outlining their essays (Clipboard). For my students who appreciate discussions we will be sharing our personal experiences with stress that are encountered on a regular basis (Microscope). For my students that feed off of an encouraging environment we are going to be using class discussions as a way to share our stressors with one another in a positive and respectful manner (Puppy).
 * //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:** The instruction covers knowledge that was gained through assigned readings (see content notes). The curriculum goals are reached by using the MLRs. The facet I used for this lesson was “describe”, in essay form, how stress relates to the students everyday lives and how they themselves deal with stress. The higher order thinking comes from the students being able to write about how stress relates to their own lives. By forcing them to think about stress in relationship to their own lives they are forced to use the knowledge they have acquired through the various activities within this lesson. They will be able to do this using the definitions, terminology, and the ideas that were presented to them within this entire lesson. **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.// Rationale:** All of the Multiple Intelligences addressed within the lesson touch upon a variety of instructional strategies. Inspiration is the technology that is used in this lesson in order for the students to organize their essay.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Verbal:** The students will be sharing their stressors with their peers and how the stressors make them feel.
 * 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.

Rationale:** The assessment strategies consist of activities such as, group work, individual work, quick responses, inspiration, problem/solution chart, and the essay. All of these assessments are used to evaluate and support the developement of the learner. Students are going to take 5 to 10 minutes answering what they believe are the most important health practices in their own lives. This can range from diet and exercise to hobbies that they use to relieve stress. I am going to have my students brainstorm activities that they believe contribute to improving health using the Think-Pair-Share group exercise. My students will also reflect upon how they relieve stress in their own lives and organize it within a Problem/Solution chart. They will reflect upon daily stressors, then they will take a look at their reflections and write about how those stressors make them feel. The students are going to get into small groups and share their interviews, their reflections, and their in-depth feeling reflection. All of this information is going to be organized in Inspiration. The students are going to take their information from their Inspiration exercise and use it to write an essay. The essay will describe concepts realted to health promotion. The product will be assessed by a rubric.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Agenda: Day 1: Barbara Walters Interview (5-10 mins) Think-Pair-Share exercise (5mins) Problem/Solution Chart (10 mins) Quick Write (10 mins) Sharing Interviews/Reflections (15 mins) Inspiration (20 mins) Essay homework assingnment introduction (10 mins)

As students enter the room the interview handout will be on all of the desks. The desks will be set up in rows to begin class. The students will take five to ten minutes to complete the interview handout. The students are going to understand that promoting health and preventing disease enhances their well-being. 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. Students comprehend concepts related to health promotion and disease prevention to enhance health and analyze the interrelationship of the five aspects of health. I plan to use a Barbara Walters interview worksheet in order to get them "hooked" into the lesson. I also want to have stress relieving music playing during the entire class period. **Hook, Where, Why, What, Tailor: Intrapersonal, Kinesthetic and Musical.**

Students will need to 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. I will be delivering the instructions verbally, as well as writing them on the board. They will then reflect upon how daily stresses in their lives make them feel. I want the students to take a look at their reflections and write about how those stressors make them feel. Now I want my students to get into small groups and share their interviews, their reflections, and their in-depth feeling reflection. **Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Verbal and Musical.**

I am going to have my students brainstorm activities that they believe contribute to improving health using the Think-Pair-Share group exercise. 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. Students will reflect upon what it is that directly or indirectly effects their health on a daily basis. If students are unable to come up with day to day stressors than they will take a look at long term stressors. Now I want the students to take a look at their reflections and write about how those stressors make them feel. The students will be able to describe concepts related to health promotion. They will have the last twenty minutes of class to organize all of the short activities that have been completed in class in Inspiration. The Inspiration activity is going to be used as an outline for their essay. I will use the think-pair-share model to group my students. **Explore, Experence, Rethink, Revise, Refine, Tailor: Interpersonal, Intrapersonal, Musical.**

Students will be self-assessing themselves through all of the reflection exercises. Feedback is given almost immediately through the next activity that is planned. My students are going to use all of the activities that were completed in class in order to complete the essay that is due for homework. This is how I plan to cover stress. **Evaluate, Tailor: Inerpersonal.**


 * Content Notes**


 * Handouts**