L1+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 One: //Make Meaning of Physical Health//
 * Grade Level: 6-8 and 9-12**
 * Topic:** Health: Multi-dimensions of Health

- Students will understand that health is multi-dimensional, that there are four dimensions of health, physical, mental/intellectual, emotional, and social health. - Students will understand why physical health is important. They will know that exercise keeps your heart healthy, manages body weight and makes you feel good. - Students will know what physical health is and how to explain it. Including but not limited to, cardiovascular health, flexibility, muscular strength and endurance, flexibility, body composition, nutrition. - Students will be able to make meaning of physical health (fitness).
 * __Objectives__**:

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

In this lesson we are going to be working on physical health, which is one of the four dimensions.
 * Rationale:**

Formative assessment will take place through the students responding to the graphic organizer which is a // [|Sandwich Chart] .// This, which they will fill out on their own during time in class I give them, will work by them writing in the topic for the top piece of bread, physical health, then including the details of physical health, fitness, nutrition, adequate sleep and so on, whatever they consider "details" of physical health" within the tomato and lettuce, and the conclusion they will fill out later in regards to what they personally have come to think about health, in the bottom piece of bread. I will ask them to fill this chart out prior to a discussion, except for the bottom section, on physical health, to see where they are at. Students will use the //Sandwich Chart// to share with the class through //Face-Face Interaction//. //Face-Face Interaction// which will be pairs of two, assigned through slips of paper, //Jumbled Variation Partnership,// handed out at the beginning of the semester, which will include a number, an animal, a sports team and a color, and one of the four seasons, today being by like animals, to work through what they currently know about physical health. During //Face-Face Interaction// students will have a chance to bounce ideas off each other in regards to what they put on their //Sandwich Chart//, in addition to teaching one's knowledge to the other. I will be walking around and joining //Face-to-Face Interaction// conversations to see what students are discussing, including what they have learned prior to class and what they learning from each other, as formative assessment. In addition to using the //Sandwich Chart// and //Face-Face Interaction// for pre-assessment it will also be used as a follow up to our discussion, my lesson on physical health and what it incorporates. This will include me sharing information with the class on physical health after asking them questions and answering those in which need further explanations or when new information needs to be introduced. Following this discussion, I will ask them to go back to their partners from the initial //Face-Face Interaction// and compare what their past knowledge on physical health is to what their new knowledge is, in addition to filling out their conclusion, bottom piece of bread. Another from of formative assessment that will take place during this lesson is during //iMovie// design and by writing, exploring, and recording the information for the //iMovie//. In addition, peer editing and allowing students to make changes to their product will be considered formative assessments within this lesson.
 * __Assessment:__**
 * Formative (Assessment for Learning) **

During our lesson on physical fitness, students will be required to create an //iMovie//, with a group of three other students, which may incorporate a friend, themselves, or any other character that can demonstrate some particular fitness moves. I will be giving them instructions on how to use //iMovie// before hand and if have students have any more questions or concerns after my demonstration I’ll work with them, It’s a good opportunity for students to demonstrate physical health and what they’ve found to be an excellent representation of exercise. Students will also be expected to explain why it meant something to them, the particular exercise moment or routine. Why is it important?
 * __Summative (Assessment of Learning)__**:
 * Step-by-Step Exercise Video: //iMovie// (70 points)**

English: Students will be writing scripts to their //iMovie// in addition to wring on their //Sandwich Chart//.
 * __Integration:__**
 * Technology **: Students will be creating //iMovies// in regards to physical health.
 * Physical Education**: Students will be using their bodies, in action, in addition to teaching others how to use theirs, for the creation of their //iMovie//.
 * Art**: Students will be creating an //iMovie//, which will take acting, possible props and setting up a unique environment.

//Face to Face Interaction //, pairs assigned through slips of paper, //Jumbled Variation Partnership,// handed out at the beginning of the semester, which will include a number, an animal, a sports team and a color. This lesson will include, "like animals," from //Jumbled Variation Partnership// for //Face to Face Interaction// and for the //iMovie// groups, three to four students per group, colors from //Jumbled Variation Partnership.//
 * __Grouping__:**

Logic: Skills used behind //iMovie// design. Music: Play music while peer editing is going on, and allow/encourage music to be used in the //iMovie//. Visual: //iMovie// itself and the examples used for it. Interpersonal: Working in groups. Intrapersonal: Reflecting on their own ideas and creating new ones/improving old ones. Natualistic: Bring in fruit and vegetables, growing vegetables Kinesetic: Getting up and moving to view others //iMovies//, demonstration of exercise moves.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Differentiated Instruction: __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Strategies: **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Verbal: Writing and discussion the dimensions of health within and outside project.

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. *If a student may not physically be able to participate in the //iMovie//, that person will instead be involved more so in the planning process.
 * Modifications/Accommodations**

When a student is absent during this lesson: •If misses the demonstration and "how-to" on //iMovie//, 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 are getting to a great start or sense that they may finish early on their //iMovie// are encouraged to I am going to encourage to draft and design modifications for particular fitness levels and/or disabilities (Type I). Groups that do finish early on their //iMovie// products are going to be encouraged to film and extended version of their product in which modifications for particular fitness levels and/or disabilities are demonstrated (Type II).
 * Extensions/Higher Level Thinking**

- [|Jumbled Variation Partnership.doc] - [|Sandwich Chart] : Graphic Organizer -Lab top cart (Student Computers) -Computer (For my use) -Projector -Cameras -Directions on //iMovie// - [|Demonstractive Fitness Movie] : Hook
 * __Materials, Resources and Technology__**

<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> [|iMovie: How To] This is a good website in the sense that it will help to answer many questions regarding //iMovie//. [|Physical Health Resource] This page had a lot of information in regards to physical health. [|Physical Health and and People with Disabilities] This is the CDC. Important information to read when trying to better understand physical activity and people with disabilities and how to best serve them. [|Young Adults and Physical Health: CDC] This is a website, CDC, that informs the reader on the needs of young adults in terms of physical health.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Source for Lesson Plan and Research: __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">

<span style="font-size: 12pt; font-family: "Times New Roman","serif";"> 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.
 * __<span style="font-size: 12pt; font-family: "Times New Roman","serif";">Maine Standards for Initial Teacher Certification and Rationale __**<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * //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?
 * Beach Ball:** Creativity in regards to //iMovie//, there is a lot of flexibility and room for unique thinking.
 * Clipboard:** Creating //iMovie//, formulas and skills used behind //iMovie// design.
 * Microscope:** //iMovie// This project requires leadership skills and for someone to analyze the why and how.
 * Puppy:** //iMovie// 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 e involved in the project, in an engaged, meaningful way.

This lesson addresses the Maine Standard for Initial Teacher Certification by addressing what students believe they already know about physical health and getting them to expand upon their thoughts and understandings on what physical health is through discussion, research, and the creation of an //iMovie// based on exercise. The curriculum goal is to have students understand the importance of health, all of the dimensions, and how the dimensions are interrelated. Students will interpret what exercise, nutrition and adequate rest do for their bodies. Students are going to apply what they have learned about physical health, which involves keeping your heart healthy, manages body weight and makes you feel good, and use their perspective to create an //iMovie// demonstrating a part of physical health, exercise, and a combination of the following: cardiovascular health, flexibility, muscular strength and endurance, flexibility and body composition. Students are also going to learn how to empathize with the group they working with and the rest of their classmates through creating the //iMovie// and by have other ability and comprehension in mind. They will have to watch and listen to each others //iMovie// presentation and consider the positives as well as newly leaned material.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * __Rationale:__** How does this lesson demonstrate my competency with the standard?

__Rationale:__** How does this lesson demonstrate my competency with the standard? > Verbal: Writing and discussion the dimensions of health within and outside project. > Logic: Skills used behind //iMovie// design. > Music: Play music while peer editing is going on, and allow/encourage music to be used in the iMovie. > Visual: //iMovie// itself and the examples used for it. > Interpersonal: Working in groups. > Intrapersonal: Reflecting on their own ideas and creating new ones/improving old ones. > Natualistic: Bring in fruit and vegetables, growing vegetables > Kinesetic: Getting up and moving to view others web pages, demonstration of exercise moves. > > > **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** > **__Rationale:__** How does this lesson demonstrate my competency with the standard? > 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 Sandwich chart, which is a pre-assessment of how much they know about physical health, as well as class discussion, informal questioning, observing and class work on the //iMovie//. For the formal strategies students will incorporate information from the prior lesson physical health as well as their new gained information, from class discussion, class work and research to create an //iMovie// representing their new knowledge on physical health and the aspect of exercise. Student will be grade based upon a rubric for both their product and their presentation. > > > __Teaching and Learning Sequence__ > Agenda: > **Day 1**: > Physical Health explanation, brief (10 mins) > Video on cardiovascular fitness (Hook) (10 mins) > Self-assessment/Discussion (Graphic organizer: Sandwich Chart) (20 mins) > Physical Health discussion, questioning and answering (15) > Reflection: Filling out bottom half of chart, discussing new knowledge (10) > **Day 2**: > Explanation on how to use //iMovie// (10 mins) > Project Criteria, group pairing and class time to work (70 mins) > > **Day 3**: > Presentations > > I will begin this lesson in my classroom that is set up in clusters, four desks in each cluster, in a U shape, with my desk and projector at the center of the U and forwards. I will begin with a brief explanation as to what physical health is. I will then show the video, my hook, which is of a gentleman demonstrating cardiovascular health through jump-roping. They will understand why physical health important, because its good for your heart, lungs and overall body, helps maintain a healthy weight and allows you to feel your best. After this lesson students will be able to explain the interrelationship of physical, mental/intellectual, emotional and social health. > **Hook, Where, Why, What, Tailor: Verbal, Visual, and Naturalistic.** > > Following the video sample, students will fill out their own Sandwich Chart,except the bottom, followed by Face-to-Face interaction with like animal pairing. They will discuss their charts with one another. I will then go more in-depth into a discussion on physical health and finish by having them conclude on their chart and discuss what they now know to their partner. Through this lesson students will understand that health is multi-dimensional, that there are four dimensions of health, physical, mental/intellectual, emotional, and social health. Students will know what physical health is and how to explain it. Including but not limited to, cardiovascular health, flexibility, muscular strength and endurance, flexibility, body composition, nutrition. They will explore physical health through a graphic organizer, Sandwich Chart and experience through Face to Face Interaction. > **Equip, Explore, Experience Tailor: Intrapersonal, Interpersonal, Kinestetic** > > > In the beginning of my second day in this lesson I will go over //iMovie// with the students. We will be using laptops and learning through hand on exploring. After the tutorial of //iMovie// I will put them into groups, by color from //Jumbled Variation Partnership//, and they will begin researching and discussing what they want to do for their particular //iMovie.// There will be three to four students per group and each one will take on a job. One will be the recorder, recording the ideas, one will be the facilitator, keeping the group time focuses and allowing everyone to talk, another student will do the hands on research (not to say the other students in the group will not actively participate as well), but this student, the “researcher,” will be using the laptop for the majority of the time, and the other student will be the time manager, which will be the job of keeping track of the time. They will be rethinking by reflecting on newly gained knowledge, some of which learned through the graphic organizer process, in addition to the actual //iMovie// design. Students will be rehearsing through writing, exploring, and recording the information for the //iMovie// and finally refining by peer editing and I will allow students to make changes to their product before it is do for presentation. > **Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Verbal, Intrapersonal, Interpersonal, Logical, Visual, Spatial** > > The last day of this lesson all students will present their //iMovie//. I will be scoring students based on both the product and their presentation. There will be one product rubric for the entire group and a presentation rubric for each student with the group. I will ask that are courteous listeners and attentive to their classmates presentations. All students will write a half page reflection on what they learned while creating the presentation with their group about physical health. > **Evaluate, Tailors: Kinesthetic, Verbal, Visual, Intrapersonal, Interpersonal** > > **Content Notes** <span style="font-size: 12pt; font-family: "Times New Roman","serif";"> > > **Handouts** > //Sandwich chart// > Product Rubric > Presentation Rubric > //Jumbled Variation Partnership// <span style="font-size: 12pt; font-family: "Arial","sans-serif";"> <span style="font-size: 12pt; font-family: "Arial","sans-serif";">
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Technology: Students will be creating //iMovies// in regards to physical health.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">“Adolescents and young adults, both male and female, benefit from physical activity.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Physical activity need not be strenuous to be beneficial.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Moderate amounts of daily physical activity are recommended for people of all ages. This amount can be obtained in longer sessions of moderately intense activities, such as brisk walking for 30 minutes, or in shorter sessions of more intense activities, such as jogging or playing basketball for 15-20 minutes.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Greater amounts of physical activity are even more beneficial, up to a point. Excessive amounts of physical activity can lead to injuries, menstrual abnormalities, and bone weakening.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">FACTS **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Nearly half of American youths aged 12-21 years are not vigorously active on a regular basis.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">About 14 percent of young people report no recent physical activity. Inactivity is more common among females (14%) than males (7%) and among black females (21%) than white females (12%).
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Participation in all types of physical activity declines strikingly as age or grade in school increases.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Only 19 percent of all high school students are physically active for 20 minutes or more, five days a week, in physical education classes.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Daily enrollment in physical education classes dropped from 42 percent to 25 percent among high school students between 1991 and 1995.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Well designed school-based interventions directed at increasing physical activity in physical education classes have been shown to be effective.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Social support from family and friends has been consistently and positively related to regular physical activity.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">BENEFITS OF PHYSICAL ACTIVITY **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Helps build and maintain healthy bones, muscles, and joints.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Helps control weight, build lean muscle, and reduce fat.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Prevents or delays the development of high blood pressure and helps reduce blood pressure in some adolescents with hypertension.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">WHAT COMMUNITIES CAN DO **<span style="font-size: 12pt; font-family: "Times New Roman","serif";">
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Provide quality, preferably daily, K-12 physical education classes and hire physical education specialists to teach them.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Create opportunities for physical activities that are enjoyable, that promote adolescents' and young adults' confidence in their ability to be physically active, and that involve friends, peers, and parents.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Provide appropriate physically active role models for youths.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Provide access to school buildings and community facilities that enable safe participation in physical activity.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Provide a range of extracurricular programs in schools and community recreation centers to meet the needs and interests of specific adolescent and young adult populations, such as racial and ethnic minority groups, females, persons with disabilities, and low-income groups.
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Encourage health care providers to talk routinely to adolescents and young adults about the importance of incorporating physical activity into their lives ( [|Young Adults and Physical Health: CDC] ).”
 * <span style="font-size: 12pt; font-family: "Times New Roman","serif";">Reflection: **