S3+Beaulieu+Rachel

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:** //Students will understand that:// **(U)** • through health promotion, disease prevention can be obtained. • health is multi-dimensional, that there are four dimensions of health physical, mental/intellectual, emotional, and social health. • the lack of disease (prevention) leads to enhanced health and an overall better well-being. =Lesson 1= 2. (Hook) Show a video that demonstrates someone being physically active, fun and exciting. 3. (Equip) Students will know what physical health is and how to explain it. Including but not limited to, cardiovascular health, flexibility, muscular strength and endurance, flexibility, body composition, nutrition. (Explore) Graphic Organizer: Sandwich Chart (Experience) Face to Face Interaction. 4. (Rethink) Respond to the graphic organizer, bounce ideas off students, in addition to iMovie design (Rehearse) Writing, exploring, and recording the information for the iMovie (Refine) Peer edit and allow students to make changes. 5. Evaluating by peer scoring and teacher scoring. 6. (MI's) Verbal: Writing and discussion the dimensions of health within and outside project. Logic: Skills used behind iMovie design. Music: Play music while peer editing is going on, and allow music to be used in iMovie, encourage. Visual: iMovie itself and the examples used for it. Interpersonal: Working in groups. Intrapersonal: Reflecting on their own ideas and creating new ones/improving old ones. Natualistic: Bring in fruit and vegetables, growing vegetables Kinesetic: Getting up and moving to view others iMovies, demonstration of exercise moves. 7. Students' will be able to make meaning of physical health (fitness). Product: iMovie (Organize) || =Lesson 2= (Why) //Students explain the interrelationship of physical, mental/intellectual, emotional and social health. (//What) Students are expected to be able to define and explain the four components. 9. (Hook) Have a well respected community member, in relation to the topic, nurse, come in. 10. (Equip) Health is complex and involves and interaction of multiple factors. (Explore) Graphic Organizer: Tree-Chart. (Experience) Individual and Group Accountability. 11. (Rethink) Respond to the graphic organizer, bounce ideas off student, in addition to the comic book design (Rehearse) Writing and exploring the information for the comic book, using relative internet sites, magazine articles and books. (Refine) Peer edit and allow students to make changes. 12. Peer score and student and teacher combination editing--playing a role, publisher. 13. (MI's) Verbal: writing and discussion the dimensions of health within and outside project, reading articles and web sites. Logic: Creating the comic book itself. Music: Using music during "research period." Visual: The comic book itself, examples will be shown. Interpersonal: Working in groups- group accountability. Intrapersonal: Reflecting on their own ideas and creating new ones/improving old ones--Individual accountability. Natualistic: Bring in fruit and vegetables, growing vegetables Kinesetic: Activity with hook, nurse. 14. Students' will be to understand the interrelationship of the dimensions of health. Product: comic book (Organize) ||
 * 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:
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. (Where) Students will understand that health is multi-dimensional, that there are four dimensions of health, physical, mental/intellectual, emotional, and social health. (Why) Make meaning of physical health, what amount of exercise is needed to remain healthy. //(//What) //Students explain the interrelationship of physical, mental/intellectual, emotional and social health.//
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that health is multi-dimensional, that there are four dimensions of health physical, mental/intellectual, emotional, and social health (Where) Students will understand that all the components of health are one relationship.

=Lesson 3=

16. (Hook) Show class a health promotion sample that is fun and exciting. 17. (Equip) Why does promotion of health lead to a responsive audience (positively)? (Explore) Graphic Organizer: Fact and Opinion Chart. (Experience) Partners. 18. (Rethink) Respond to the graphic organizer, what brought you to have the specific fact or opinion? (Rehearse) (Refine) Discussion, and editing. 19. (Evaluate) Score web-page: students to students and teacher to students. 20. (MI's) Verbal: Writing and discussion of health promotion. Logic: Creating the web-page itself. Visual: Looking at different means of health promotion. Interpersonal: Working with a partner. Intrapersonal: Reflecting on their own ideas and creating new ones. Deciding on how to score others web-pages. Natualistic: Kinesetic: Designing web-page, taking photographs, finding information. 21: Students' will be able to design a web-page regarding health promotion. Product: web-page. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. (Where) Students will understand that the lack of disease (prevention) leads to enhanced health and an overall better well-being. (Why) To be open to health promotion. //(//What) //Students explain the interrelationship of physical, mental/intellectual, emotional and social health.//

23. (Hook) Bring fruit and vegetables of an assorted variety. 24. (Equip) Why does a healthy life style lead to disease prevention? Graphic Organizer: Sense Chart. (Experience) Small group skills: find links, two for each group. 25. (Rethink) Respond to Sense Chart ans make connections regarding healthy foods and the human body. (Rehearse) Share personal findings. (Refine) Students will research any information they are unsure of or want to dive deeper into. 26. (Evaluate) Review and score blogs. 27.(MI's) 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. 28. Students will be able to adapt new habits regarding healthy foods to prevent disease. Product: Journal through Blogger (Organize) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. (Where) Students will understand that the lack of disease (prevention) leads to enhanced health and an overall better well-being.(Why) Students will adapt new habits regarding healthy foods to prevent disease. //(//What) //Students explain the interrelationship of physical, mental/intellectual, emotional and social health.//

30. (Hook) A short quiz to test knowledge on on personal mental/intellectual and emotional health. 31. (Equip) What are the four dimensions of health, and what does each dimension involve? Graphic Organizer: Ice Cream Cone (Experience) Intedependent working. 32. (Rethink) Allow students to ask questions and discuss quiz. (Rehearse) Go over reasoning and science behind answers. (Refine) 33. (Evaluate) Grade Power Point/Inspiration. 34. (MI's) Verbal: Writing and discussion of mental and intellectual health within and outside the project, reading articles and web sites. Logic: Creating Power Point/Inspiration regarding their own intellectual and emotional health. Music: Music use in PP/Inspiration Visual: Inspiration Interpersonal: Discussion in class. Intrapersonal: Creating Power Point/Inspiration regarding their own intellectual heal Natualistic: Allow a segment of time to be outdoors. Kinesetic: Stretch Time, when outdoors. 35. Students will be able to analyze their own mental/intellectual health. Product: Power Point.Inspiration (Organize) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. (Where) Students will understand that health is multi-dimensional, that there are four dimensions of health, physical, mental/intellectual, emotional, and social health. (Why) Health is complex and involves and interaction of multiple factors. //(//What) //Students explain the interrelationship of physical, mental/intellectual, emotional and social health.//

37. (Hook) A cool prize has been obtained from doing a WebQuest, share it with the class and then explain how it was earned. 38. (Equip) What are the four dimensions of health, and what does each dimension involve? (Experience) Think Pair Shares. 39. (Rethink) Discussion on collages created on WebQuest (Rehearse) Review WebQuest (Refine) Teacher to Student meeting period. 40. (Evaluate) Scoring of WebQuests and the results of the project. 41. (MI's) Verbal: Think Pair Share time. Logic: Solving WebQuest. Visual: The WebQuest itself. Interpersonal: Working in groups- group accountability on WebQuest. Intrapersonal: Reflecting on what they have learned in regards to the multi-dimensions of health. Kinesetic: Stretch Time. 42. Students will be able to express the interrelationships of the multi-dimensions of health. Product: WebQuest (Organize) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. (Where) Students will understand that health is multi-dimensional, that there are four dimensions of health, physical, mental/intellectual, emotional, and social health. (Why) Reflect on the multiple-dimensions of heath, emotional and social health. //(//What) //Students explain the interrelationship of physical, mental/intellectual, emotional and social health.//

2004 ASCD and Grant Wiggins and Jay McTighe