L1+Bukauskas,+Kaitlyn

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

** LESSON PLAN FORMAT **

__** Topic: **__ Chronic Disease Students will understand that making healthful choices can lower the risk level for chronic diseases. Students will know vocabulary: chronic disease, heart disease, cancer, diabetes risk factors, resources: Centers for Disease Control, World Health Organization. Student will be able to recognize various chronic health diseases. Maine Learning Results: Health Education and Physical Education Standards Content Area: Health Standard Label: A. Health Concepts Standard: A1-Healthy Behaviors and Personal Health Grades: 6-8 Students examine the relationship between behavior and personal health. Performance Indicators: a, b, c. Students will complete a quiz about chronic disease, nutrition, physical fitness, and personal health responsibility using pen and paper to hand in to teacher. ** English: **Students will be writing quiz questions into their Quizlet and reading the questions of others to incorporate their knowledge. Teacher will guide a class discussion about chronic disease. Teacher will break students into groups based upon their assigned seating to discuss and fill out free-form web graphic organizers. After students finish their organizers, the groups will share with the class. Teacher will discuss physical activity and guide a class discussion on the types of exercise the students enjoy doing. As a class, students will move some of the desks and classroom furniture to create some space. Teacher will talk about the experience of trying new physical activities to discover workouts that are enjoyable to increase motivation. Teacher will guide the class to try a song of Zumba together to experience a type of physical activity they can do and follow up with a class discussion about physical activity and chronic disease (students can refer to this workout in lesson 3). Teacher will guide the class to learn to make Quizlets by instructing while each student has a laptop to follow along with. Once students have learned the basics of creating a Quizlet, students will work in pairs based upon their assigned seating to create two Quizlets per pair about chronic disease based upon the information they obtained during the lesson. Teacher will circulate room to check student Quizlets and provide verbal feedback. Students will exchange Quizlets with another pair and each complete a quiz individually and then submit for assessment. Students will correct the answers they got wrong on a sheet of looseleaf with an explanation of their new answer. If students have completed the Quizlet created by their peers and have extra time, they can access a Quizlet created by the teacher on the class wiki page which consists of questions at a higher difficulty to complete. These questions may require some research by the student on the CDC.gov resource.
 * __ Teacher’s Name __**** : ** Ms.Bukauskas **__Lesson #:__** 1 __**Facet:**__ Self-Knowledge
 * __ Grade Level __**** : ** 6-8 **__Numbers of__ __Days:__** 2-3
 * __ PART I: __**
 * __ Objectives __**
 * Product: ** Quizlet
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** Students will learn how behaviors can effect long-term chronic disease risk levels.
 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 only) __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: **During class discussion, propose questions and call on every student throughout the class period to ensure understanding.
 * Section II – timely feedback for products (self, peer, teacher): **Students will create Quizlets in pairs about chronic diseases. Teacher will circulate around the classroom to check in on the creation of the free-form-web and Quizlet to ensure students are on track and provide verbal feedback. After Quizlets are created, students will exchange with another pair to complete quiz. For any answers that students get wrong, students will write on a piece of looseleaf the correct answer and why it is the right answer and submit to the teacher their Quizlet results (and looseleaf if they had any incorrect).
 * __ Summative (Assessment of Learning): __** Students will be instructed to learn how to create a Quizlet online. Students will work in pairs to create two quizlets about chronic diseases. Teacher will conference with students during this process to ensure that quizlets are challenging of information learned in class and that quizlets are fair. Upon completion, the quizlets will be distributed among the class so that each student receives one quizlet that was made outside of his or her paired group. Students will work individually to complete quizlet.
 * __ Integration __**
 * Technology: ** The quizlet is an example of a Type II product because it allows students to interact with the Quizlet to better the master the content of the lesson and as an outlet of technology that can test/assess students.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: ** The class as a group will discuss risk factors of chronic diseases based upon genetics and lifestyle choices which may appeal to logical thinkers.
 * Verbal: ** Class discussion will involve language and vocabulary words pertaining to the symptoms and prevention of chronic disease.
 * Visual: ** Students will use free-form web graphic organizers to visually layout the information obtained from class discussion. Classroom space wil be used when students move the furniture (desks, tables) to clear some space for a class workout (Zumba).
 * Musical: **Students will be listening to music during a song of Zumba to move their bodies rhythmically to the music for a fun, light workout.
 * Intrapersonal: **Students will complete and self-assess a Quizlet each (made by their peers) about chronic disease: symptoms and prevention.
 * Interpersonal: **Students will work with a partner to create a Quizlet together about chronic disease. Students will work with the same partner to complete a Quizlet created by another pair.
 * Kinesthetic: **To provide the students with an example of physical activity, the class will do a song of Zumba together for a light workout.
 * Naturalist: **Weather permitting, class discussion about chronic diseases, symptoms, and prevention can take place outside with students sitting together. The second class discussion (physical activity and chronic disease) will incorporate talk about exercises and activities that take place outdoors which develop better health.
 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * Plan for accommodating absent students: ** When a student is absent from class, he or she can access the notes and assignments from the day on the teacher's class wiki page. On this date's wikipage there will be an iMovie with instructions which demonstrate how to create a Quizlet. Also on the wikipage will be a link to a Quizlet created by the teacher. An absent student would create a quizlet and send it to the teacher, and answer the questions to the Quizlet posted on the wiki page. For any excused absence as determined by the school, all deadlines will be extended dependent upon the date student returns to class. For all unexcused absences, students will be held to original deadlines. All students are responsible for submitting late work, to which they will receive partial credit.
 * __ Extensions __**
 * Type II technology: ** The Quizlet is an example of a Type II product because it allows students to interact with the Quizlet to better the master the content of the lesson and as an outlet of technology that can test/assess students. Through the website students have the option to flip through instant online 'flashcards' or to use their content knowledge and creativity to create their own. Students can incorporate graphics into their 'flashcards' as well.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // White board or chalk board //
 * // Handouts- Free-form web graphic organizer (at least 1 per group) //
 * // Laptops- 1 per student //
 * // Tutorial video to instruct students on the usage of Quizlet //
 * // Handouts- instructions for Quizlet //
 * // Quizlet account for each student and teacher //
 * // Youtube link to simple Zumba song //
 * // Projector //
 * __ Source for Lesson Plan and Research __**
 * Free-form web graphic organizer- handout for // students to group their information ( http://my.hrw.com/nsmedia/intgos/html/PDFs/Freeform_Web.pdf)//
 * // Quizlet tutorial- instructional video for students to access and for absent students to learn how to use Quizlet website ( http://www.youtube.com/watch?v=8FpGQI_Yyjc)//
 * // Quizlet website- Students can create a quiz based upon 'flashcards' containing questions and answers with the option of adding graphics (quizlet.com) //
 * // Zumba song/tutorial video link- ( http://www.youtube.com/watch?v=cQar6gGgNKQ)//
 * // Centers for Disease Control and Prevention (cdc.gov) //
 * // World Health Organization (who.int/) //
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

__ Day One (80 minute days) __ (15 min) Hook: iPad app: Stats of the Nation. Project iPad onto large screen for class and facilitate discussion based upon the demographic information displayed on the map regionally and across the country. (15 min) Obesity map: Project computer screen onto large screen for class and show students the CDC obesity map slideshow. (10 min) Teacher will continue to facilitate class discussion. Teacher will incorporate information about chronic disease (examples, symptoms, facts, prevention) (5 min) Teacher will break class into groups based upon their seating. Teacher will handout free-form web graphic organizers and instruct groups to fill out the graphs based upon the knowledge they gained in the discussion. (15 min) Students will work in groups to fill out their graphic organizers. Teacher will take attendance while students work. (10 min) Teacher will facilitate class discussion in which the student groups will share their graphic organizers. (10 min) Class discussion will turn into a talk about physical activity and what physical activity means to the students.

Homework assignment: Students will be asked to write down some physical activities and exercises they do in their own lives.

__Day Two__

(15 min) Hook: Teacher will instruct students to help move the furniture/desks/tables in the room to the side to make space for each student to move freely. Teacher will explain what Zumba is to the students and project computer screen onto large screen visible by students. Teacher will play the Middle School Zumba video and encourage students to follow along and do a light exercise by following the steps in the video. (5 min) Teacher and students will rearrange the room to it's normal state. (10 min) Teacher will facilitate class discussion about the Zumba and physical activities. Students will share the ideas they came up with in their homework assignment to explore various types of physical fitness activities. (10 min) Teacher will facilitate class discussion about chronic disease prevention and physical activity. (10 min) Teacher will ask students to bring up Quizlet.com on their laptops. Teacher will project computer onto large screen to show students how to use the website. (20 min) Teacher will divide the class into groups of two based upon seating arrangement. Each pair will be asked to create two quizlets about chronic disease and physical fitness. Teacher will circulate the room while students are working to check in on their progress and provide verbal feedback. Teacher will take attendance while students work. (20) Students will go back to their original seating. Students will complete a quizlet created by another group by working individually. If students finish early, they can access a more difficult Quizlet from the class wiki to work on which involves researching the CDC website to get the answers.

Day 1: The classroom will be set up with the desks being in rows of twos. When students work in groups, everyone will slide the pairs of desks together into four desk arrangements for group work so that they can easily slide back to original formation afterwords. Students will understand that making healthful choices can lower the risk level for chronic diseases. //Students examine the relationship between behavior and personal health.// Health education regarding chronic disease and prevention can increase an individual's longevity and quality of life. When students enter the room, an iPad will be projected onto the large screen with the 'Stats of the Union' application displayed. Teacher will spend 10-15 minutes exploring the application with the class while facilitating a discussion about the demographic findings. Next, teacher will connect a computer to the projector to display the CDC-Obesity Map and show the students the percentage of obese adults in the U.S. from 1985-2010 slideshow (logical, verbal, visual) while facilitating a class discussion about the results in each state and as a nation (interpersonal, naturalist). Teacher will pass out a pre-assessment quiz to students and let it be known that the quiz will not be graded in their personal records. Teacher will explain the purpose of the quiz, which is to assess where the students currently are in their content knowledge of chronic disease and personal health.

Students will know (see content notes) vocabulary: chronic disease, heart disease, cancer, diabetes risk factors, resources: Centers for Disease Control. Teacher will guide a class discussion about chronic disease. Teacher will break students into groups of four based upon their assigned seating to fill out free-form web graphic organizer in their groups. This will encourage further discussion between the students about what they are learning. After students finish their organizers, the teacher will guide a class discussion in which the students can share their work and results of their discussions. During class discussion, the teacher will propose questions to review the content covered and call on every student throughout the class period to ensure understanding. Questions will include: what is a chronic disease, what are some examples of chronic diseases, are chronic diseases contagious, are chronic diseases preventable, what are risk factors, what are some risk factors for cardiovascular disease, what are some risk factors for lung cancer, what are some risk factors for diabetes. Teacher will facilitate discussion about physical activity and spend 10 minutes talking with the class about what physical activity means for the students. Teacher will assign a homework assignment to the students in which they are to write down a list of physical activities/exercises that they do in their school and personal lives.
 * Where, Why, What, Hook Tailors:** Logical, verbal, visual, interpersonal, naturalist**.**
 * Equip, Explore, Rethink, Tailors:** Interpersonal, verbal, visual**.**

Day 2: Students will be able to recognize various chronic health diseases. By the end of lesson, students will create a Quizlet product. When students enter the classroom, the teacher will have a computer hooked up to the projector and ask the students stand and move some of the desks/tables to the side of the room to create some space. The teacher will introduce and explain Zumba (a cardiovascular workout in which the individual uses dance/following steps to exercise to music) to the class. The teacher will play the middle school Zumba video and allow the class to follow along to do a light workout. Afterwords, students will bring the desks back to original formation and the teacher will guide a class discussion about physical activity in which the students will review the activity they just tried as well as share their physical activity lists they created for homework. The teacher will facilitate the class discussion to connect physical activity to chronic disease prevention (see content notes). While the computer is connected to the projector, the teacher will go to the Quizlet website and demonstrate to students how to create a Quizlet. Students will work in pairs based upon their assigned seating (students will be sitting in rows of two) to create two Quizlets per pair of students about chronic disease and physical activity based upon the information they obtained during the lesson. The teacher will circulate around the room to check for understanding and provide verbal feedback. Students will exchange Quizlets with another pair of students and each complete a quiz individually. Students will correct the answers they got wrong on a sheet of looseleaf with an explanation of their new answers. Students who finish early can check the class wiki for a more challenging quiz to complete in which they will need to do some research on the CDC website to find the correct answers.
 * Explore, Experience, Revise, Refine, Tailors:** Verbal, visual, musical, intrapersonal, interpersonal, kinesthetic.

Students will create Quizlets in pairs about chronic diseases. Teacher will circulate around the classroom to check in on the creation of the free-form-web and Quizlet to ensure students are on track and provide verbal feedback. After Quizlets are created, students will exchange with another pair to complete quiz. For any answers that students get wrong, students will write on a piece of looseleaf the correct answer and why it is the right answer and submit to the teacher their Quizlet results (and looseleaf if they had any incorrect). This lesson fits into the overall unit because it connects physical fitness and personal risk factors back to chronic disease and personal health responsibility. To build upon this theme, the next lesson will be about the connection between nutrition and chronic disease as well as nutrition and personal health responsibility.
 * Evaluate, Tailors:** Interpersonal, intrapersonal, visual.

//** Definitions: **// __ Chronic diseases- __ illnesses that are long-lasting, noncommunicable, and very rarely cured completely. Chronic diseases include heart disease, cancer, stroke, diabetes, and arthritis. __Heart disease:__ Any disease that affects the heart, also called cardiovascular disease __Cancer:__ Disease in which abnormal cells divide without control and are able to invade other tissues/spread to other parts of the body __Stroke__: Also known as a ‘brain attack’, a stroke is a condition that occurs when a blood clot blocks an artery or a blood vessel breaks, which results in an interruption of the blood flow to an area of the brain. As a result, brain cells begin to die and brain damage may occur. __Diabetes:__ There are 3 kinds of diabetes, which is a metabolic disease in which an individual has high blood glucose as a result from inadequate insulin production, the individual’s body does not respond properly to insulin, or both. The three types of diabetes are type 1, type 2, and gestational diabetes. __Risk factor:__ Any variable that can increase the risk of developing a disease or infection. Some risk factors are modifiable, others are predisposed. Chronic diseases are one of the leading causes of death and health care costs in the United States. Chronic diseases cause 70% of deaths each year in the United States. Approximately 1/4 of people living with a chronic illness experience significant limitation in daily functions and activities. Chronic diseases are the most preventable health disparity. The four modifiable behaviors that affect the risk factors of developing a chronic disease are tobacco use, insufficient physical activity, poor eating habits, and excessive alcohol use. A national goal for the Centers for Disease Control and Prevention to reducing health disparities is to prevent, delay, detect, and control chronic diseases. //** Statistics: **// Nearly 1 in every 2 adults live with at least one chronic disease. More than 75% of health care costs are the result of chronic conditions. Chronic diseases affect all ages and demographics of people. Heart disease and stroke are the first and third leading cause of death each year in the United States. Diabetes is the leading cause of kidney failure and causes new cases of blindness each year in the U.S. in people ages 20-74 years old. Obesity is a growing concern in the United States. For adults, 1 in every 3 adults are obese and 1 in every 5 young people (ages 6-19) are obese. More than 43 million people in the United States smoke. More than one-third of the United States population do not meet the minimum recommendations for physical activity. Physical Activity and chronic disease- Physical activity can help reduce the risk of some chronic diseases such as cancer and heart disease because it can reduce overall body fat as well as intra-abdominal obesity, which is the most dangerous type of fat when it comes to chronic disease risk factors. Physical fitness can also reduce the risk of developing type 2 diabetes by altering physical fitness, body fat percentage, and metabolic risk factors. //** Resources: **// __ Centers for Disease Control and Prevention- __ United States organization run by the federal Department of Health and Human Services __ World Health Organization- __ Health agency established by the United Nations to promote health and prevent the spread of communicable diseases.
 * __ Content Notes __**
 * // Facts: //**

__** Handouts **__ (these are the attachments) // Free-form web graphic organizer // // Instructions for Quizlet // // Checklist //


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**// Students will be provided with straightforward instructions and timely feedback so that they are aware of what is expected of them and their progress. //


 * // Microscope: //**// Students will observe the connections between physical exercise and chronic disease //


 * // Puppy: //**// Teacher will use verbal feedback and communication to ensure that the classroom is a safe and comfortable learning environment. //


 * // Beach Ball: //**// Students will use creativity in brainstorming ideas on their homework. //


 * // Rationale: //**// Each of the learning styles will be utilized so that all students feel engaged and encouraged to learn //


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //**// Teacher will collect quizlet corrections. //

Summative: // Students will receive feedback from peers while working on quizlets. //


 * // Rationale: //**// Quizlets will be used because it gives students an opportunity to use technology while learning content in two different ways- by creating questions for peers and by answering questions made by peers. //**// . //**


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //** See Content notes.

Maine Learning Results:
 * // MLR or CCSS: //**

Health Education and Physical Education Standards

Content Area: Health

Standard Label: A. Health Concepts

Standard: A1-Healthy Behaviors and Personal Health

Grades: 6-8

Students examine the relationship between behavior and personal health.

Performance Indicators: a, b, c


 * // Facet: //**// Self-Knowledge //


 * // Rationale: //**// Students will learn to recognize various forms of chronic health disease. //


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * // Type II Technology: //** The quizlet is an example of a Type II product because it allows students to interact with the Quizlet to better the master the content of the lesson and as an outlet of technology that can test/assess students.


 * // Rationale: //**

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale: Students**// Students will collaborate on the creation of quizes which will encourage further discussion on content knowledge between peers.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Students will use quizlets to create internet quizes or flashcards to incorporate a digital tool into their learning process to enhance their education. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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