L2+Mowatt+Nicholas

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

Teacher’s Name:** Mr. Mowatt
 * Date of Lesson: 2**
 * Grade Level:** 9-12
 * Topic:** Making sense of health.

__Objectives__

 * Student will understand that** physical, mental/intellectual, emotional, social, and spiritual health are all interdependent to one another.
 * Student will know that** their overall health is made up of many different aspects that come together as a whole.
 * Student will be able to** analyze the interrelationship of physical, mental/intellectual, emotional, spiritual, and social health.

__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 ability to understand the importance of health as a whole.

__**Assessment**__
Students will be assessed through the RoundRobin Brainstorming exercise, a cluster/word web, matching their health aspect with the correct experience, presenting the most difficult experience/aspect. The students are going to make sense of health that enhances their well-being through a story and put it into comic life.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Integration__

 * English:** Writing exercises and the story are going to be used by the students within this lesson.
 * Technology:** Comic Life will be the students' products for this lesson.

__Groupings__
I will be using the RoundRobin Brainstorming exercise in order to discuss how by effecting one aspect of health it will chance another.
 * RoundRobin Brainstorming** divides the class into small groups (4-6) and one person in that group is the recorder. A question is asked that has many answers and the students are given time to think about the answers. After they have been given time to think the members of the team share their responses with one another in round robin style. The recorder is taking down the answers of each group member. The person next to the recorder starts and each person within the group, in order, gives an answer until time is called.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students discuss amongst their groups why or why they do not agree if an example is matched to the correct aspect.
 * Logical:** Students will estimate about how many situations daily they are dealing with one of the five health aspects.
 * Kinesthetic:** They will discuss what and reflect upon their physical aspect of health.
 * Visual:** The students will work to create the cluster/word web.
 * Naturalist:** They will have to think of ways that nature can change each of the health aspects.
 * Intrapersonal:** The students will reflect on the partiular health aspect that appears most often in each of their own lives.
 * Interpersonal:** They will be in small groups to discuss whether or not they agree or disagree with their peers desicion.
 * Musical:** Within their reflections they can write on which aspect music would help improve the most.

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**

The students are going to be given plenty of class time to finish all tasks. What they are unable to finish in class will be finished at the beginning of the next class period. I want to have all of my students continue discussing how each of the health aspects are encountered in their lives daily on the class wiki (Type II). If they don't post on the class wiki, I want them to focus on writing a journal entry, once per week, of an experience that relates to an aspect of health within their own lives (Type I).
 * Extensions**

__**Materials, Resources and Technology**__

 * Comic Life
 * RoundRobin Brainstorming directions
 * Paper
 * Writing utensils
 * Cluster/word web
 * Laptops

__Source for Lesson Plan and Research__

 * Comic Life:** [|**http://plasq.com/comiclife-win**]
 * Rubric:** [|**http://rubistar.4teachers.org/index.php**]
 * RoundRobin Brainstorming: []**
 * Cluster/word web:** [|**http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf**]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The group work aids students in gaining social, intellectual, and cultural development. Individual work aids students in gaining emotional development. The food within this lesson aids students in developing physically. For the students in my class that feed off variety, they will enjoy the comic life assignment where they are able to create their product as creatively as they wish (Beach Ball). For the students in my class that enjoy organization they will find structure with the rubric and cluster/word web that they will be creating (Clipboard). The students in my class that enjoy exploring and discussions will enjoy the RoundRobin activity (Microscope). For those students who long for an encouraging atmosphere, they will find comfort in sharing their ideas with the RoundRobin exercise and being in a respectful, supportive group (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:** All activities take into consideration the subject matter and multiple intelligences of the students in order to plan effective instruction. The MLRs guide the formation of the curriculum goals.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Using Comic Life as a technology and addressing the Multiple intelligences I am meeting all of my students' needs.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Students discuss amongst their groups why or why they do not agree if an example is matched to the correct aspect.
 * Logical:** Students will estimate about how many situations daily they are dealing with one of the five health aspects.
 * Kinesthetic:** They will discuss what and reflect upon their physical aspect of health.
 * Visual:** The students will work to create the cluster/word web.
 * Naturalist:** They will have to think of ways that nature can change each of the health aspects.
 * Intrapersonal:** The students will reflect on the partiular health aspect that appears most often in each of their own lives.
 * Interpersonal:** They will be in small groups to discuss whether or not they agree or disagree with their peers desicion.
 * Musical:** Within their reflections they can write on which aspect music would help improve the most.

Rationale:** By using group work, individual work, reflections, the RoundRobin Brainstorming activity, Comic Life, the story, and the food there is a large variety in which the students will be evaluated in order to support the developement of the learner. Students will be assessed through the RoundRobin Brainstorming exercise, a cluster/word web, matching their health aspect with the correct experience, presenting the most difficult experience/aspect. The students are going to make sense of health that enhances their well-being through a story and put it into comic life.
 * //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: Snack Introduction (5-10 mins) RoundRobin exercise (20 mins) Cluster/word web exercise (30 mins) Web review (10 mins) Presentations of aspects (10 mins) Day 2: Directions & Questions (10 mins) Story & Comic life (70 mins)

The kids will walk into the classroom and the desks will be set up into small groups of four desks put together. Students will understand that physical, mental/intellectual, emotional, social, and spiritual health are all interdependent to one another. They are going to analyze the interrelationship of physical, mental/intellectual, emotional, spiritual, and social health. They are going to need to know that their overall health is made up of many different aspects that come together as a whole. I am going to bring in various snacks such as fruit and candy and let the students have some and then ask them what health aspect food effects most significantly. **Where, Why, What, Hook, Tailor: Visual, Verbal, and Intrapersonal.**

Students will 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 have my students get into small groups and brainstorm as many examples of each health aspect using a cluster/word web. Now the partners have to explain in a few short sentences why they believe that the health aspect was matched correctly or incorrectly and share it in small groups. **Equip, Explore, Rethink, Tailor: Interpersonal, Visual, and Verbal.**

I will have my students get into small groups and brainstorm as many examples of each health aspect using a cluster/word web. I will ask my students to give some "real life" examples of how effecting one aspect changes another (or other) aspects of health using the RoundRobin Brainstorming exercise. Through each exercise they are demonstrating their understanding of the aspects of health. Now the partners have to explain in a few short sentences why they believe that the health aspect was matched correctly or incorrectly and share it in small groups. I will have them switch their papers with the person sitting next to them and then they will go over their peers web to make sure their own experiences are in the correct health aspect. Students will reflect on the one aspect that appears most often in each of their own lives. **Explore, Experience, Rethink, Revise, Refine, Tailor: Visual, Intrapersonal, and Verbal.**

After sharing in small groups students will present the ones they had a difficult time deciding which example matches to one of the aspects. Students will be self assessing through sharing, reflecting and writing during this lesson. Feedback will be almost immediate once they move on to the next task. The Comic Life assignment will help them to gain an understanding of the aspects of health which will be needed as a base for all health topics. **Evaluate, Tailor: Intrapersonal and Verbal.**


 * Content Notes**


 * Handouts**