L3+Beaulieu+Rachel

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **  
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * Teacher’s Name: Ms. Beaulieu **
 * Date of Lesson:** Lesson Three: Health Promotion
 * Grade Level: 6-8**
 * Topic:** Health Education: Multi-dimensions of Health


 * __Objectives__**
 * Student will understand that** the lack of disease (prevention) leads to enhanced health and an overall better well-being.
 * Student will know** what disease prevention and health promotion are.
 * 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 health promotion and how it leads to health promotion. They will also be able to relate this to the four dimensions of health.

Formative assessment for learning will take place though observing students while they work on their graphic organizer, which is a [|Goal-Reasons Web] I will ask that they write one goal they have in regards to health promotion. I will show them examples of health promotion in a various range of ideas which will give them something to be thinking about for their graphic organizer, but their idea is not limited to those in which I show. Using the [|Goal-Reasons Web] students will write down one specific topic in health that they would like to promote, "have a goal in," which will help inform other people about their specific topic choice. Formative assessment will take place through observation and discussion with the students. I will also be collecting their [|Goal-Reasons Web] which will allow me to assess if I was clear in what I was asking of the students and their prior knowledge in health promotion.
 * __Assessment__**
 * Formative (Assessment for Learning)**

//**Health Promotion: Web-page (80 points)**// During the lesson on health promotion students will create a web-page regarding health promotion. This should show how they've come to understand that the lack of disease (prevention), which is obtained in part by health promotion, leads to enhanced health and an overall better well-being. I will be looking more for a web-page with great content and underlying meaning than content then a well decorated web-page. If students can do both that is great, but content comes first. Summative assessment will take place in this lesson through scoring students web pages. I will also ask that they turn in reflective piece on the class that the web pages are due to allow for me to assess how much they learned from the experience and also how I can do a better job.
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology**: Technology will be integrated into this lesson through both Type I and Type II. Type I will be obtained through students researching on their laptops while type II will be obtained through creating web pages, either on [|Nvu] or [|Dreamweaver].
 * Art**: Students will be creating a web page, which will take unique approaches to the subject matter and creativity to do a successful job.
 * English**: Students will be researching and writing on their web pages in addition to their graphic organizer, [|Goal-Reasons Web].

The type of grouping during this lesson will be partners. Partners will be selected by the teacher, myself, after class one of this lesson. I will assign partners based on what students write on their [|Goal-Reasons Web]. Through this graphic organizer students will be writing one goal that they have in terms of health and with the connecting circle spaces, students will write reasons for that goal, ideas about it, and any information they already know about it.
 * __Groupings__**

- Multiple Intelligences - 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. - Kinesetic: Designing web-page, taking photographs, finding information.
 * __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. • If a student misses one or more classes during the tutorial and class time regarding creating a web page, I will instead ask for them to have typed He//alth Promotion// piece in which they either insert images or draw them.

Students who find that they are finishing early or are very quick to understand web page design and have completed their product will be asked to create an advertisement sheet which summarizes their //Health Promotion Site// and gives the web address.
 * Extensions**

[|Dreamweaver] and Tutorial OR [|Nvu] and Tutorial [|Goal-Reasons Web] (one copy for each student in the class and five additional in case of errors) Laptop cart Overhead Projector Pencils 5 Examples of Health Promotion: Companies/Advertisement: [|Milk], [|General Mills] , [|Physical Activity] , [|Tobacco] , [|Emotional Health] Plain, Chocolate and Strawberry Milk Soy Milk (for students who are lactose and tolerant) Folder on Milk (includes fact on why milk is good for you)
 * __Materials, Resources and Technology__**

[|World Health Organization: Health Promotion] This a very reliable site with a great deal of information on health promotion, as both an overview and example in specific. [|Health Promotion: Moreland Community Health Service] Site that includes a lot of health promotion activities that are currently going on.
 * Source for Lesson Plan and Research**


 * __Maine Standards for Initial Teacher Certification and Rationale__**

//**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:**** This lesson meets Standard Three by including the following learning styles. With each learning style there being represented in this lesson, students will be provided learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Technology **: Technology will be integrated into this lesson through both Type I and Type II. Type I will be obtained through students researching on their laptops while type II will be obtained through creating web pages, either on [|Nvu] or [|Dreamweaver].
 * Beach Ball:** Creativity in regards to web page design, there is a lot of flexibility and room for unique thinking.
 * Clipboard:** Creating a health promotion site, formulas and skills used behind //web page design//.
 * Microscope:** //This// project requires students to analyze the why and how through choosing a specific topic to formulate health promotion around.
 * 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, partners, will divide the work to allow every member to be involved in the project, in an engaged, meaningful way.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**//
 * Rationale:**** This lesson addresses the Maine Standard for Initial Teacher Certification by addressing what students believe they already know about health promotion and its importance versus what they will be learning and the new knowledge they will come out of this lesson with. Through this lesson they will be expanding upon their thoughts and understandings on what physical promotion is and through discussion, research, and the creation of their Health Promotion Site students will have real-life applicable skills.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// Multiple Intelligences: - Verbal: Writing and discussion of health promotion. - Musical: Music will be playing during research period - 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. Refection piece that goes with webpage design. - Kinesetic: Designing web-page, taking photographs, finding information.
 * Rationale:**** This lesson demonstrates knowledge of the diverse ways in which students learn and develop by in involving the multiple intelligences.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**//
 * Rationale:**** This lesson addresses the //Maine Standard for Initial Teacher Certification// by assessing the students in a variety of informal and formal strategies. In the informal strategies students will participate in the Goal-Reasons Web, which is a pre-assessment of how much they know about health promotion, as well as class discussion, informal questioning, observing and class work on the web page design. For the formal strategies students will incorporate information from research and information learned in class on health and health promotion into their products. Students previous knowledge and newly gained knowledge and understanding, from class discussion, class work and research will create their //Health Promotion Site.// Students grades will be based upon a [[image:file:///C:%5CDOCUME%7E1%5Cuser%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_image001.gif width="32" height="32" link="http://edu221spring09class.wikispaces.com/file/view/web_page_check_list.docx"]] [|web_page_check_list.docx], passed out prior to assigning projects, and will then be handed out after projects are complete.

__Teaching and Learning Sequence__ Agenda: Hook: Share milk (or soy milk) with students along with a milk video [|Milk] (15 mins) Show and discuss five examples of health promotion: [|Milk], [|General Mills] , [|Physical Activity] , [|Tobacco] , [|Emotional Health] (30 mins) Self-assessment/Discussion: Graphic organizer: [|Goal-Reasons Web] (20 mins) Health Promotion discussion, questioning and answering (15 mins)
 * Day 1**:

Explanation on how to use [|Dreamweaver][| or Nvu] (30 mins) Giving out partners (5 mins) Remaining dedicated to allowing students to research and begin their web pages (45 mins)
 * Day 2**:

Discussion with students on peer review process (15mins) Working on web pages throughout class (65 mins)
 * Day 3**:


 * Day 4**: Students will show and present web pages (reviewing others while not presenting) (80 mins).

I will begin this lesson in my classroom that is set up in clusters groups of four. I will begin with showing students a promotional video on milk. I will also be sharing with students a sample of milk (strawberry, chocolate, regular or soy). After the hook I will show them examples of health promotion in a various range of ideas which will give them something to be thinking about for their graphic organizer, but their idea is not limited to those in which I show. Using the [|Goal-Reasons Web] students will write down one specific topic in health that they would like to promote, "have a goal in," which will help inform other people about their specific topic choice. After this process I will collect them and use them to assign partners.
 * Hook, Where, Why, What, Tailor: Verbal, Visual, Intrapersonal and Interpersonal**

Following day one of this lesson I give a tutorial "how-to" session on [|Dreamweaver][| or Nvu] for about twenty minutes. Followed by five minutes of letting the students know who their partners are. They will then begin working on researching and putting together their web pages. I will be playing music during the research paper and walking around to help students. Students will also have the opportunity to use digital cameras and take some of their own pictures during this time.
 * Equip, Explore, Experience Tailor: Intrapersonal, Interpersonal, Kinestetic and logical.**

Students will be able to have the entire class period to work on their web pages after I take fifteen minutes to discuss the peer review process, which will be happening next class.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Verbal, Intrapersonal, Interpersonal, Logical, Visual, Spatial**

The last day of this lesson all students will present their web page. They will be peer reviewing while they are not presenting.
 * Evaluate, Tailors: Kinesthetic, Verbal, Visual, Intrapersonal, Interpersonal**

"Health promotion strategies are not limited to a specific health problem, nor to a specific set of behaviors. The World Health Organization (WHO) as a whole applies the principles of, and strategies for, health promotion to a variety of population groups, risk factors, diseases, and in various settings. Health promotion, and the associated efforts put into education, community development, policy, legislation and regulation, is equally valid for prevention of communicable diseases, injury and violence, and mental problems, as they are for prevention of noncommunicable diseases." WHO
 * Content Notes:**
 * What is health promotion**?

[|Goal-Reasons Web] 
 * Handouts**
 * Reflection: **