L6+Bukauskas,+Kaitlyn


 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN 6 **

__** Topic: **__Health Advocacy and Personal Health Responsibility Students will understand the importance of personal health responsibility. Students will know what it means to have personal health responsibility, students will understand health advocacy for self and others. Student will be able to recognize the importance of personal health responsibility and health advocacy. 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. ** English: **Students will be writing a script for their skit. Teacher will guide a class discussion about personal health responsibility and health advocacy. Students will be given a cluster web graphic organizer to help focus their thoughts and enhance their note-taking process. Teacher will break students into groups of 3-4 based upon seating. Each group will be given a different health issue that poses a threat to one's health without proper action and advocacy. Students will use this scenerio to create a short skit which will be filmed and presented to the class. Advanced students would be assigned more difficult/complex health topics for their skit/video
 * __ Teacher’s Name __**** : ** Ms.Bukauskas **__Lesson #:__** 6 __**Facet:**__ Application
 * __ Grade Level __**** : ** 6-8 **__Numbers of__ __Days:__** 2
 * __ PART I: __**
 * __ Objectives __**
 * Product: ** Recorded skit
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** Students will learn how personal health responsibility and health advocacy can effect longevity and quality of life.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: **During class discussion, propose questions and use 5-4-3-2-1 to check for understanding.
 * Section II – timely feedback for products (self, peer, teacher): **Students will create skits in groups of 3-4. Teacher will circulate room during the process of creating the skits to ensure groups are on task and to provide verbal feedback.
 * __ Summative (Assessment of Learning): __** Students will record their skits using one of several available means (phone, computer, camera). Filmed skits will be graded upon a rubric and presented to the class.
 * __ Integration __**
 * Technology: ** The skits will be recorded on technology of the student's choice, such as cell phone, camera, laptop, ect.
 * __ 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 health advocacy and it's importance.
 * Verbal: ** Class discussion will involve language and vocabulary words pertaining to personal health and advocacy.
 * Visual: ** Students will use free-form web graphic organizers to visually layout the information obtained from class discussion. Students will the skits made by their peers to further enhance the information learned.
 * Musical: **Students have the option to incorporate music into their skits.
 * Intrapersonal: **Students will work individually to fill out their cluster web graphic organizer.
 * Interpersonal: **Students will work in groups of 3-4 to create a skit about persona health responsibility.
 * Kinesthetic: **Students have the opportunity to be hands on/physically display information through their skit.
 * Naturalist: **Students have the option to incorporate outdoor scenes to their skit/video.
 * __ 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 notes from the class discussion and a written instruction on the video skit assignment. An absent student would have the option to write a paper in place of the video (since he or she would be working alone) or to create an individual video. 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 skits will be recorded using technology of the student's choice, including cell phone, camera, laptop, ect.
 * Gifted Students: **

>
 * __ Materials, Resources and Technology __**
 * // White board or chalk board //
 * // Handouts- cluster graphic organizer (at least 1 per group) //
 * // Laptops- At least 1 per group //
 * // Handouts- instructions for assginment //
 * // Projector //
 * __ Source for Lesson Plan and Research __**
 * Cluster web web graphic organizer- handout for students to group their information http://www.eduplace.com/graphicorganizer/
 * __ 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: Health Advocacy article (15 min) Teacher facilitate class discussion on health advocacy (10 min) Teacher will continue to facilitate class discussion about personal health responsibility (5 min) Teacher will break class into groups of 3-4 based upon seating. (5 min) Teacher will explain skit assignment. (15 min) Students will work in groups to work on their skits. (10 min) Teacher will have groups share their progress for feedback. (15 min) Class will continue to work on projects.

__Day Two-__ Students will present their videos. In between each video teacher will facilitate discussion about the topic covered.

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. Teacher will pass out and discuss Health Advocacy article. Teacher will facilitate class discussion on personal health responsibility and health advocacy.
 * Where, Why, What, Hook Tailors:** Logical, verbal, visual, interpersona**l, intrapersonal.**

Students will know (see content notes) what it means to have personal health responsibility, students will understand health advocacy for self and others. vocabulary: chronic disease, heart disease, cancer, diabetes risk factors, resources: Centers for Disease Control. Teacher will break students into groups of 3-4 based upon seating and assign a health scenerio to each one using strips of paper with typed up scenerios described on them. Students will write and act out skits upon their scenerio which will be recorded by a techonology of their choice.
 * Equip, Explore, Rethink, Tailors:** Interpersonal, verbal, visual**.**

Day 2: Students will present their skits in front of the class using the projector. After each presentation, teacher will facilitate class discussion about the health topic at hand in regards to personal health responsibility and health advocacy. Teacher will check for understanding using thumbs up/down.
 * Explore, Experience, Revise, Refine, Tailors:** Verbal, visual, musical, intrapersonal, interpersonal, kinesthetic.

//** Definitions: **// __Advocacy__ __Personal Health Responsibllity__
 * __ Content Notes __**

__** Handouts **__ (these are the attachments) // cluster web graphic organizer // //rubric//
 * __ 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 importance of personal health responsibility //


 * // 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 view recorded skits and evaluate based upon rubric. //

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


 * // Rationale: Skits will be used and recorded through the use of tehc//**


 * // 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: Application //**


 * // Rationale: //**// Students will learn to apply their health knowledge to positive decition-making a dd //


 * // 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 skits will be recorded with the techology of student choice and played on the projector.


 * // 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 be acting out real life situations in which their health may be compromised if not advocated for.


 * 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.**
 * a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

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

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].
 * //Rationale: Students will use digital tools they are excited by to record their skits and play them on the projector for the class.//** ||  ||   ||
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.