L2+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 Two: //Whole Health//
 * __Grade Level__: 6-8**
 * __Topic__:** Health Education: Multi-dimensions of health


 * __Objectives__**
 * Students will understand that** health is multi-dimensional, that there are four dimensions of health physical, mental/intellectual, emotional, and social health and students will understand that all the components of health are one relationship.
 * Student will know** terminology: Physical health, mental/intellectual health, emotional health, social health and disease promotion and prevention. They will also know critical details: Health is complex and involves and interaction of multiple factors.
 * Student will be able to** express the interrelationships of the multi-dimensions of health.

Students explain the interrelationship of physical, mental/intellectual, emotional and social health In this lesson we are going to be exploring the four dimensions of health in order to understand how overall health has the dimensions interrelated. Students are expected to be able to define and explain the four components following lesson.
 * __Maine Learning Results Alignment__**
 * Maine Learning Results**: Health Education and Physical Education
 * A. Health Concepts,** //A2. Dimensions of Health//
 * Grade Level**: 6-8
 * Rationale:**

Formative assessment of learning will take place through observing students graphic organizer, [|Tree Chart]. With this //Tree Chart// students will //write "Multi-dimensions of Health"// underneath the word //Topic// on the tree and they will then branch out their ideas on health and the many things they think about it regards to health on the branches of the tree.
 * __Assessment__**
 * Formative (Assessment for Learning)**

Within the lesson on exploring and defining what multi-dimensional health means students will create a mini book in //Comic Life//. This will demonstrate the interrelationships of the multi-dimensions of health by visually representing the connections. Students will show me what whole health means to them, and why someone needs each dimension present, in balance, in their life to be of optimal health. Students will be given instructions on how to use //Comic Life// and questions and time spent with me outside of class is always welcomed.
 * Summative (Assessment of Learning)**
 * //The Whole Picture: Mini Book in Comic Life (60 points)//**


 * __Integration__**
 * 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 //Tree Charts// and on their //Mini Comic Books// using correct spelling and grammaticism.
 * Science:** Science will be used in regards to discussing health with the nurse practitioner during the first day of this lesson.
 * Technology:** //Comic Life// will be used, Type II, to create the //Mini Comic Books.//

The type of grouping will be //Individual & Group Accountability//, keeping the size of the group small. This grouping will be formed from the //Jumbled Variation Partnership//, by animals, for the //Mini Comic Book Project//. Each group will need three different animals. I will do this by asking the students to go to different areas of the room based on the animals on their //Jumbled Variation Partnership// sheet and from there allow the students to create their own groups of three based on three different animals per group. An example of this: a group with a moose, a raccoon and a chipmunk within it. Through this grouping, the smaller the size of the group, three, the greater the individual accountability may be greater, each student will be assigning a group the role of "checker", the checker asks other group members to explain the reasoning and rationale underlying group answers and make sure they are on track with their ideas, the recorder or student who physically types/handles the computer, and the timer, makes sure to listen to the teacher and keep the group on tract with time.
 * __Groupings__**

(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. Naturalistic: Bring in fruit and vegetables, growing vegetables Kinesetic: Activity with hook, nurse, regarding moving
 * __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 misses the demonstration and "how-to" on //Comic Life//, give a time period in which you can get together. 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.

Groups that get to a great start or sense that they may finish early on their Mini Comic Books will be asked to extend their work on this project and this lesson by creating an, "About the Author" page which will be a write up about the student (one for each student in the group) describing themselves and letting the audience know a couple of important aspects of that student in regards to two of the four dimensions of health. An example of this is Betty Joe would describe herself, "My name is Betty Joe I grew up in Farmingdale, Maine and I'm currently in seventh grade as Halldale Middle School. I'm in Ms. Beaulieu's Health Class and I created this comic book to show what overall health is. In my daily life I eat fruit for breakfast, which is a part of physical health, and talk to my mom when I am sad, which is part of emotional health.
 * Extensions**

- [|Tree Chart] [|-][|Jumbled Variation Partnership.doc] -[|Comic Life program] and [|tutorial] -Computer Cart -Projector screen -Music to Play during research period: Roger St.Denis, //Spa// -Pencils -Paper -Nurse Practitioner: Denise Boothbay, works at UMF - [|student_sample_two.pptx]
 * __Materials, Resources and Technology__**

[|Wellness Center] : This website does a great job of over viewing the multi-dimensions of health. [|Chart on the dimension of health] : This is a simple chart that is a helpful visual in regards to the dimensions of health. [|Health Science: Dimensions of Health]
 * __Source for Lesson Plan and Research__**

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.
 * __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:__** How does this lesson demonstrate my competency with the standard?
 * Technology:** //Comic Life// will be used, Type II, to create the //Mini Comic Books.//
 * Beach Ball:** Creativity in regards to //Comic Life// and the creation of a //Mini Comic// Book.
 * Clipboard:** The skills behind //Comic Life// and creating the Mini Comic Book itself.
 * 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.


 * //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 the four dimensions of health and getting them to expand upon their thoughts and understandings on what whole health means through group discussion and through using the graphic organizer, which in this lesson is a Tree Chart. The curriculum goal is to have students understand the importance of health, all of the dimensions, and how the dimensions are interrelated and through this lesson students will understand that many aspect exist and come together to create whole health.

- 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. - Naturalistic: Bring in fruit and vegetables, growing vegetables - Kinesetic: Activity with hook, nurse, regarding moving
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * __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.


 * //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 discussion and fill in their //Tree Chart//. I will also be watching how they interact within their groups and will be accessing their final product, which is formal assessment. These strategies being used to evaluate and support the development of the learner by allowing many strength, of many types to come through the creation of the final product, the mini comic book.

Total Class Time: Two Periods (240 minutes) (1) Nurse Practitioner comes and talks with students about whole health and what that in compasses. //(20 minutes)// (2) Informal Discussion with students with Nurse present in regards to the multi-dimensions of health. //(10 minutes)// (3) Self-assessment/Discussion: Filling out the Graphic Organizer which is the //Tree Chart//. They will be given fifteen minutes to fill it out and then students will discuss what they wrote in the branches with the person sitting to their right for five minutes (20 minutes) (4) //Comic Life// Student Sample (see student sample, which is the hook in this lesson) and //Comic Life// tutorial. The students will get started after being put into groups of three (different animals): The "How To" on creating a mini comic book. (Remaining class period, 30 minutes)
 * __Teaching and Learning Sequence__**
 * __Agenda__**:
 * Day 1**:

(5) Students will have the entire class to work in their groups on their mini comic book. (6) Students will present their mini-comic books.
 * Day 2:**
 * Day 3 **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">:

I will begin this lesson in my classroom that is set up in a circle. There will be a nurse practitioner coming in to discuss his/her knowledge on the multi-dimensions of health. Students will have a better understanding of why overall health involves a relationship of many components. Following her presentations class will be opened up for discussion, with the nurse present, to allow questions and clarification.
 * Hook, Where, Why, What, Tailor: Verbal, Visual, and** **Kinestetic**

Following the nurses presentation and the discussion among the students, the nurse and myself I will hand out the tree chart and students will fill it out by beginning with writing, "Multi-dimensions of Health" under the word topic. They will then fill out words, phrases, actions or any other ideas they have in regards to health and the things in their life they do or know about that directly or indirectly relate to overall health. I will ask after fifteen minutes for students to go from working silently to discussing their chart with the person to their right.
 * Equip, Explore, Experience Tailor: Intrapersonal and Interpersonal.**

After hearing each other’s thoughts, students will have a chance to add more detail to their //Tree Chart//. From there we will move on to showing the hook, a student sample of a //Comic Life// and the //Comic Life// tutorial. I will run through how it works and everything thing the students will need to know in order to complete their product, //Comic Life//. I will put them in groups of three and the type of grouping will be //Individual & Group Accountability//. This grouping will be formed from the //Jumbled Variation Partnership//, by animals, for the //Mini Comic Book Project//. Each group will need three different animals. I will do this by asking the students to go to different areas of the room based on the animals on their //Jumbled Variation Partnership// sheet and from there allow the students to create their own groups of three based on three different animals per group. An example of this a group with a moose, a raccoon and a chipmunk all present. Within their groups, students will begin working on their project, a mini comic book.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Verbal, Intrapersonal, Interpersonal, Logical, Visual, Spatial**

The second class will be entirely devoted to working on their mini comic books. I will be playing music during this time and groups will be encouraged to do research on their laptops in order to more greatly define their mini comic books. I will walking around, answering questions, checking for understanding and correct usage as well as preparing them to print their product for the evaluation process, which is made up of a check list. The highest possible points students can receive on their mini comic book is sixty points.
 * Evaluate, Tailors: Kinesthetic, Verbal, Visual, Intrapersonal, Interpersonal**

There are several areas of health-related behavior that one must identify. In this lesson we will be discussing these four dimensions. There are several others, environmental and occupational, that may be mentioned at a later time but are not a part of this lesson, or this unit.
 * Content Notes:**

EMOTIONAL (PSYCHOLOGICAL) Psychological health refers to both our emotional and mental states, our thoughts and feelings. It involves awareness and acceptance of a wide range of feelings in oneself and others, the ability to express emotions, to function independently and to cope with the challenges of daily stressors.

MENTAL (INTELLECTUAL) Intellectual health refers to your ability to think and learn from life experience, being open to new ideas, and the ability of one to question and evaluate information. An individual with good intellectual health skills will be able to make decisions, set realistic, yet challenging goals, and figure out how to handle a problem.

PHYSICAL (NUTRITION and EXERCISE) Physical health is a state of well-being void of disease or illness. To achieve physical wellness and maintain it once it is achieved, one must feed their body with nutritious foods, exercise it regularly, avoid harmful behaviors and substances, and protect oneself from accidents.

SOCIAL (PEOPLE) Social health is the ability to interact effectively with other people and the social environment, to develop satisfying interpersonal relationships, and to fulfill social roles. It involves participation in the community and making contributions to society. Additionally social implies living in harmony with fellow human beings, developing positive independent relationships with others, and practicing healthy sexual behaviors. [|Health Science: Dimensions of Health] [|-Tree Chart] - -The Whole Picture: Mini Book in //Comic Life//
 * Handouts**
 * Anything the Nurse Practitioner decides to hand out regarding the multi-dimensions of health.


 * Reflection:**

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