L6+Mowatt+Nicholas

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

Teacher’s Name: Mr. Mowatt**
 * Date of Lesson: 6**
 * Grade Level:** 9-12
 * Topic: Become open to living a healthy lifestyle.**

__Objectives__

 * Student will understand that** knowing and understanding yourself is very important when trying to improve an individuals overall health.
 * Student will know how** to bring the five aspects of health together and also tie in the importance of health promotion and disease prevention.
 * Student will be able to //analyze 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 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 will give students the knowledge needed in order for them to understand the importance of preventing disease and promoting health by analyzing the interrelationship of physical, mental/intellectual, emotional, spiritual, and social health.

__**Assessment**__
Journal entries will be the first assessment. A circle the sage activity will be the next assessment for understanding. The students will complete a plus/delta chart. I will go around the classroom and get involved with small group discussions. I will bring everyone together for a class discussion. Students are going to post their journal entries on the class wiki with hyperlinks related to the topic.
 * Formative (Assessment for Learning)**

I want them to create a game as the final product. This will be graded using a rubric.
 * Summative (Assessment of Learning)**

__Integration__

 * English:** Journal entries that are going to be completed relates to English.
 * Art:** The game boards that will be created are going to definately involve creativity and art skills of some sort.

__Groupings__

 * Circle the Sage:** First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** The students will need to report out to the rest of their class with their groups.
 * Logical:** Students will use points or some sort of scoring within their games.
 * Kinesthetic:** Students will be up and moving around throughout the entire class period.
 * Visual:** Students are creating some sort of game.
 * Naturalist:** Students will be able to reflect upon their favorite activities and this will give them a chance to write about nature if they choose.
 * Intrapersonal:** The journal entry gives students a chance to complete self-reflections.
 * Interpersonal:** Students are working in groups to come up with lists of healthy lifestyles.
 * Musical:** We will listen to appropriate music while completing the various tasks.

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**

In order for students to complete this assignment they will have to come to me and work out a schedule because I will not be giving any extra class time for the completion of this assignment.
 * Extensions**

__**Materials, Resources and Technology**__

 * Plus/Delta chart
 * Rubrics

__Source for Lesson Plan and Research__
Rubric: [] Graphic Organizer: http://www.eduplace.com/graphicorganizer/ Cooperative learning groups: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The journal entries and activities within this lesson challenge my students intellectually, emotionally, socially, and culturally. The group work within the lesson allows my students to develop socially. For my students who really enjoy variety, I believe they will find that creating a boardgame depicting healthy lifestyle choices beneficial (Beach Ball). For those students that enjoy organization, they will be pleased to know that they will have a checklist for the wiki assignment and a rubric for the boardgame (Clipboard). The students who prefer discussions they will really benefit from the reflection portions of the class period (Microscope). For all of the students who feed off an encouraging environment, the positive discussions that will be occuring during the class period will become highly conducive (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 that was gained through the readings that were assigned (see content notes). The curriculum goals are reached by using the MLRs. The facet I used for this lesson was "analyze", through the wiki posts, the interrelationship of physical, mental, social, and emotional health. The higher order of thinking comes from the students' ability to connect their wiki posts with beneficial hyperlinks within the text. Using reflections and having them think up examples of healthy lifestyle choices they will need to continue to participate with in order to continue being involved with the activities they are involved in.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** All of the Multiple Intelligences addressed within the lesson touch upon a variety of instructional strategies. Wikispace posts is the form of technology used for this lesson.  **Verbal:** The students will need to report out to the rest of their class with their groups. Rationale:** The assessment strategies consist of activities such as, group work, individual work, reflections, journal entries, Plus/Delta charts, class discussion, group discussions and the hyperlinks within the class wiki posts and a game board creation. All of these assessments are used to evaluate and support the development of the learner. Students are going to have journal entries to reflect on the information presented. They will participate in a circle the sage exercise. The journal entries will be posted on the class wiki with hyperlinks relating to their topics. They are all going to participate in completing a Plus/Delta chart. Their will be some group discussions with me. The class will have one large discussion bringing all groups ideas together. The final product will be creating a board game.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Logical:** Students will use points or some sort of scoring within their games.
 * Kinesthetic:** Students will be up and moving around throughout the entire class period.
 * Visual:** Students are creating some sort of game.
 * Naturalist:** Students will be able to reflect upon their favorite activities and this will give them a chance to write about nature if they choose.
 * Intrapersonal:** The journal entry gives students a chance to complete self-reflections.
 * Interpersonal:** Students are working in groups to come up with lists of healthy lifestyles.
 * Musical:** We will listen to appropriate music while completing the various tasks.
 * //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: Video (5-15 mins) Journal entry (10 mins) Circle the Sage (25 mins) Plus/Delta Chart (5 mins) Group discussions (5 mins) Class discussions (10 mins) Introduction to Board Game (10 mins) Day 2: Board game creation (45 mins) Play board games (30 mins) Closing (5 mins)

The class will be set up in a horseshoe shape to begin class. Students will understand that knowing and understanding yourself is very important when trying to improve an individuals overall health. This will help to bring the five aspects of health together and also tie in the importance of health promotion and disease prevention. Students analyze the interrelationship of physical, mental/intellectual, emotional, and social health. Students will come in and watch a youtube video on someone that can no longer participate in an activity because of an unhealthy lifestyle choice that they had made in the past. **Where, Why, What, Hook, Tailor: Intrapersonal and Musical.** All content is within content notes (see content notes). 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 am going to have my students post their journal entry online with hyperlinks that show examples of their hobby or relate to their journal entries. I will then ask all of the groups to share out to the rest of the class so they can see any similarities or differences amongst the groups. **Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Verbal and Musical.** The facet in which this particular lesson deals with is "analyze" through wiki posts with hyperlinks as to how social, emotional, mental, and physical health are all interrelated. I am going to have my students post their journal entry online with hyperlinks that show examples of their hobby or relate to their journal entries. I will ask my students to write a journal entry about their favorite activities and what lifestyle habits they will need to adopt, or continue to participate in, so that they are able to continue enjoying the activity they may be taking for granted everyday. Then the students will do a Circle the Sage exercise to see if their peers agree or not with their lifestyle habits. I will then ask all of the groups to share out to the rest of the class so they can see any similarities or differences amongst the groups. I will then go around to each of the groups and ask them to explain why they believe their lifestyles choices are positive or negative. Students will then get into groups and make a plus/delta chart of that consists of what healthy lifestyle choices are to them. **Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Intrapersonal, Verbal, Musical.**

Students will be continually self evaluating and self-assessing as they move from one activity into the next. Feedback is almost immediate as we move from one activity into the next with reflections and discussions. All of the information within this lesson will connect to "real life" situations. I will then want my students to create a game that has to do with healthy lifestyle choices. **Evaluate, Tailor: Interpersonal, Intrapersonal, Verbal.** 


 * Content Notes**


 * Handouts**