L3+Mowatt+Nicholas

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

Teacher’s Name: Mr. Mowatt**
 * Date of Lesson: 3**
 * Grade Level: 9-12**
 * Topic: Analyzing personal health.**

__Objectives__

 * Student will understand that** that promoting health and preventing disease enhances their well-being.
 * Student will know** that understanding themselves becomes very important when improving their overall health.
 * Student will be able to //comprehend concepts related to health promotion and disease prevention to enhance 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**__
Students will make a list of what they believe is their top 10 most unhealthy habits. I am going to have my students, in partners, create a list of what they believe are the top 10 most unhealthy habits. Students will reflect back on to what some of the unhealthy habits were in the U.S. The students will use the assignment in a Three-step interview to review the material that was read for homework. I will write what they brainstormed on the board and then we will make a list of the ones they believe are most relevant to where they live. Then my students will try and depict a creative example off the board in groups of four. This can be done by drawing, writing, in a poem or song, on a poster, or a collage, etc. They will then share their work to the class by giving a short description of why they picked the one they chose and why they chose to use the product that they did.
 * Formative (Assessment for Learning)**

The students are going to take all of the in class exercises and create a journal. The journal will then become numerous Blog posts with hyperlinks. They will also be responsible for commenting on one anothers blog entries. The product will be assessed using a checklist.
 * Summative (Assessment of Learning)**

__Integration__

 * Technology:** The students will be Blogging their journal entries, as well as, commenting to one anothers Blog entries.
 * English:** They will be creating various lists. They are also responsible for writing a short reflection.
 * Art:** They will be creating a product of some sort by creating a poster, collage, or drawing a picture.
 * Music:** Another product option is writing song lyrics or creating a song.

__Groupings__
The students will use the assignment in a Three-step interview to review the material that was read for homework. **Three-Step Interview** Each member of a team will choose another member to be a partner. During the first step the individuals interview their partners by asking clarifying questions. During the second step the partners reverse roles. For the third and final step, members share their partner's response with the team.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Will be their discussions of their own personal health.
 * Logical:** They will have to estimate how many unhealthy habits they have, as well as the healthy ones.
 * Kinesthetic:** They will need to move around the room in order to complete their group examples.
 * Visual:** The examples that we come up with on the board.
 * Intrapersonal:** Coming up with the examples of the lifestyle choices that they practice on a daily basis.
 * Musical:** Students will have the option of creating music as a product to represent what they believe are some of the unhealthy habits in the U.S.

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**

Students will make all lists during the class period. Student reflections will be completed during the class period. The students will complete the Three-step interview in class. The drawing, writing, in a poem or song, on a poster, or a collage, etc. will be worked on during the class period and whatever is not completed will have to be completed outside of class. They will then share their work at the end of class or at the beginning of the next class period. The journal will be created outside of class and finished during the next class period (Type I). The Blog posts with hyperlinks will be finished during the next class as well (Type II). They will also be responsible for commenting on one anothers blog entries outside of class.
 * Extensions**

__**Materials, Resources and Technology**__

 * Student laptops
 * Poster paper
 * Markers
 * Pens
 * Pencils
 * Scissors
 * Glue
 * Magazines
 * Colored pencils
 * Crayons
 * Checklist (grading)

**Source for Lesson Plan and Research**
Blogger Tutorial: [] Three-step interview: [] Tree Chart: [] Readings: []** [] [] [] []
 * Blogs: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The reflections that are used 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 many different options in creating a representation/interpretation of a healthy lifestyle (Beach Ball). For those students that enjoy organization will be pleased to know that they will have a checklist for the Blog assignment (Clipboard). The students who prefer discussions they will really benefit from the reflecting 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). 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 Blog posts, how unhealthy and healthy lifestyle choices affect their overall personal health. The higher order of thinking comes from the students' ability to connect their Blog posts with beneficial hyperlinks within the text and commenting on one anothers Blogs. Using reflections and having them think up examples of unhealthy habits within their own environment will cause them to apply the knowledge that they have gained throughout the lesson.  Rationale:** All of the Multiple Intelligences addressed within the lesson touch upon a variety of instructional strategies. Blogging is the technology that is used in this lesson in order for the students to organize their journal entries. Students will be using their Blog entries as a way to communicate their thoughts to their peers. 
 * //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.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Will be their discussions of their own personal health.
 * Logical:** They will have to estimate how many unhealthy habits they have, as well as the healthy ones.
 * Kinesthetic:** They will need to move around the room in order to complete their group examples.
 * Visual:** The examples that we come up with on the board.
 * Intrapersonal:** Coming up with the examples of the lifestyle choices that they practice on a daily basis.
 * Musical:** As we work we will listen to music that plays soft enough not to cause distraction.

Rationale:** The assessment strategies consist of activities such as, group work, individual work, reflections, Blogging, Tree chart, and the hyperlinks within the Blog posts, as well as the comments to the Blog entries of their peers. All of these assessments are used to evaluate and support the development of the learner. Students will take the first 5 to 10 minutes creating a list of what they believe is their top 10 most unhealthy habits. I am going to have my students, in partners, brainstorm a list of what they believe are the top 10 most unhealthy habits. Students will reflect back on to what some of the unhealthy habits were in the U.S. The students will use the assignment in a Three-step interview to review the material that was read for homework. I will write what they brainstormed on the board and from there we will make a list of the habits they believe are most relevant to where they live. The students will try and depict a creative example off the board in groups of four. This can be done by drawing, writing, in a poem or song, on a poster, or a collage, etc. They will share their work to the class by giving a short description of why they picked the one they chose and why they chose to use the product that they did. The students are going to take all of the in class exercises and create a journal. The journal then become numerous Blog posts with hyperlinks. They will also be responsible for commenting on one anothers blog entries. The product will be assessed using a checklist.
 * //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: Top 10 most unhealthy habits (5 mins) Top 10 most unhealthy habits PARTNERS (5 mins) Reflection U.S. unhealthy habits/Tree chart/Three step interview (20 mins) Local unhealthy habits BOARD (15 mins) Group product representations (25 mins) Assignments and Agenda for next class (10 mins) Day 2: Quick overview of class agenda (5 mins) Short presentations of products (20 mins) Journals (20 mins) Blog posts with hyperlinks (10 mins) Blog comments (15 mins) Assignment(s) (10 mins)

As students enter the room the desks will be set up in groups of four. The students will then take five minutes to list ten unhealthy habits. Another five minutes will be taken to brainstorm ten unhealthy habits in partners. Using a Tree chart and the Three-step interview students will reflect on unhealthy habits in the U.S. I will then take fifteen minutes recording local unhealthy habits on the board. Students will have the next twenty-five minutes working on their group product representations. The last ten minutes of class will be spent covering the assignments and agenda for next class. For day two of this lesson I will give students a quick overview of the class agenda. They will have twenty minutes to present their products from last class. After the presentations they will create journal entries based on the activities of the previous class, as well as this classes activities. The journal entries will then become Blog posts with hyperlinks and students will have ten minutes to complete that piece. The next fifteen minutes will be used for students to comment on one anothers Blog entries. The last ten minutes of class will be spent going over assignments. Students will understand that promoting health and preventing disease enhances their well-being. Students need to understand that knowing themselves becomes very important when improving their overall health. Students comprehend concepts related to health promotion and disease prevention to enhance health. Students will make a list of what they believe is their top 10 most unhealthy habits. I also want to have stress relieving music playing during the entire class period. ** Where, Why, What, Hook, Tailor: Intrapersonal and Musical. **

Students will know: Terminology: disease, nutrition, exercise, fitness, water, environment, community, and pollution. Definitions: Physical health, mental/intellectual health, emotional health, spiritual health and social health. Critical details: The five aspects of health; emotional, mental, physical, spiritual, and social. I am going to have my students, in partners, create a list of what they believe are the top 10 most unhealthy habits using the tree chart, as well as the Three-step interview. Then my students will try and depict a creative example off the board in groups of four. This can be done by drawing, writing, in a poem or song, on a poster, or a collage, etc.
 * Equip, Explore, Rethink, Tailor: Intrapersonal, Interpersonal, Verbal and Musical. **

I am going to have my students, in partners, create a list of what they believe are the top 10 most unhealthy habits using the tree chart, as well as the Three-step interview. I will give my students a reading assignment a day or so before this class that discusses unhealthy habits in the U.S. The students will use the assignment in a Three-step interview to review the material that was read for homework. Then my students will try and depict a creative example off the board in groups of four. This can be done by drawing, writing, in a poem or song, on a poster, or a collage, etc. I will write what they brainstormed on the board and then we will make a list of the ones they believe are most relevant to where they live.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Intrapersonal, Verbal, Musical. **

They will then share their work to the class by giving a short description of why they picked the one they chose and why they chose to use the product that they did.
 * Evaluate, Tailor: Interpersonal, Intrapersonal, Verbal. ** 


 * Content Notes**


 * Handouts**