L4+Fortin,+Jackson


 * **UNIVERSITY OF MAINE AT FARMINGTON**


 * COLLEGE OF EDUCATION, HEALTH AND**** REHABILITATION **


 * LESSON PLAN FORMAT**


 * Teacher’s Name: Jackson Fortin****Lesson #:****4****Facet:****Explanation**


 * Grade Level: 9-Diploma****Numbers of Days:****2**


 * Topic:****Health Influence**


 * PART I:**


 * Objectives**


 * Student ****will understand that** culture influences health practices/behaviors.


 * Student will know** critical details, vocabulary/definitions, and key factual information about certain cultures and their beliefs and influences.


 * Student will be able to do** describe the differences between cultures influences on health practices/behaviors.


 * Product:** Students will be in groups of four to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way.


 * Maine** **Learning Results (MLR) or Common Core State Standards (CCSS) Alignment**

Maine Learning Results:

Content Area: Health Ed. & P.E.

Standard Label: D. Influences on Health

Standard: D1. Influences on Health Practices/Behaviors

Grade Level Span: 9-Diploma

Performance Indicator: Students analyze and evaluate influences on health and health behaviors a, b, c, d, e, and f


 * Rationale:** It is important to understand what happens when two cultures with different health beliefs collide. How can this effect health belief for both cultures?


 * Assessments**


 * Formative (Assessment for Learning)**


 * Section I – checking for understanding during instruction**

I will use the students journals to check for their understanding by asking them to write about what they learned about the differences in cultures and how we can learn from different cultures. Students will also write down any questions they have about the class and put it into a question box where it will be addressed in the next class. Hand signals will also be used to check for understandings periodically throughout the class. At the end a class I will have the students complete an exit ticket about what they learned in class.


 * Section II – timely feedback for products (self, peer, teacher)**

I will use a rubric to evaluate students Google doc project. Along with that I will give students positive specific feedback on what they did well and some things they need to work on. I will also have students self-assess themselves with the rubric that I will give them.


 * Summative (Assessment of Learning):**

Students will create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way. The project will get students thinking critically about other cultures and their beliefs.


 * Integration**


 * Technology:** Students will be in groups of 2 or 3 to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way.


 * Content Areas:**

English: Students will need to use proper English when writing in their google docs.

History: Students will have to do research on the cultures history.


 * Groupings**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction**

The main idea map graphic organizer will be a way for student groups to organize their thoughts about two different cultures. The organizer allows students to come up with some main points that they would like to talk about in their project along with giving them more space to get into more specific detail about certain topics.


 * Section II – Groups and Roles for Product**

Students will continue working with their partner, and then two groups will combine to form one group. Groups will be picked by a hat. Student groups will then take the two cultures that the original groups researched and combine their knowledge to create a Google doc. Presentation about how the two cultures and similar and different.


 * Differentiated Instruction**


 * MI Strategies**


 * Verbal:** Students will discuss cultures and what happens when two different ones collide.


 * Logical:** Students will need to make a presentation that is organized and flows well.


 * Musical:** Students can incorporate cultural music into their presentation to give examples of practices/beliefs.


 * Spatial:** Students will need to incorporate pictures/images into their presentation.


 * Naturalist:** Students who have cultures who have strong beliefs with nature can use natural elements to help their presentation.


 * Interpersonal:** Students will work in groups for the Google docs. project.


 * Intrapersonal:** Students will do individual research on cultures.


 * 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:** The student will be responsible to come see me to get important assignments. Students will also be responsible to schedule a meeting with me to be caught up on what was covered in class. Students will be expected to have their work done on time unless a meeting with me was scheduled and we talked about a different due date.


 * Extensions**


 * Type II technology:** Students will be in groups of 2 or 3 to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way.


 * Gifted Students:**

Students will be asked to answer more in depth questions about their culture comparison; this will require the student to do further research about the cultures and may involve the student creating hypotheses about why two cultures may disagree on certain topics.


 * Materials, Resources and Technology**

//List all the items you need for the lesson.//

Laptops Projector Handouts Cultural Music (Hmong)


 * Source for Lesson Plan and Research**

//List all URL and describe.//

[]

//The Spirit Catches You and You fall Down//


 * 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 1 (5 minutes) Hook: Story about Hmong and U.S. health culture. (10 minutes) Hand out main idea map organizer, explain and have students fill it out. (10 minutes) We will discuss the story. What did you think about how the situation was handled? (15 minutes) Introduction to the book the spirit catches you and you fall down. (10 minutes) Introduce the Google Doc. Project. Assign groups. (20 minutes) Allow groups to talk/share their knowledge about their cultures. (10 Minutes) Students will reflect in their journals about the class.

Homework: Students will need to finish their Google doc project.

Day 2 (10 Minutes) Recap the previous class. Answer questions from the question box or from students. (10 Minutes) Groups can put the final touches on their project. (40 minutes) Student groups will present their project to the class. (10 minutes) Students will write in their journals about what they learned through this project.

Students will understand that culture influences health practices/behaviors. Students will be able to explain the positive and negative outcomes of two different cultures colliding. It is important to learn about how different cultures interact with one another so that we have the knowledge of how to diffuse conflict between cultures. When the students come in desk/tables will arranged in pairs. Students will arrange themselves by sitting next to their partner(s). I will then tell them a brief story about a Hmong family that came to the United States and their experience with U.S. health beliefs. After that I will handout the main idea map graphic organizer and explain how I want them to fill it out. Students will take the next couple of minutes to fill out their organizer. After that we will discuss the story for a brief period and then get into more details about that specific story.
 * Where, Why, What, Hook, Tailors: Interpersonal, Intrapersonal, Verbal, Logical**

Students will need to know critical details, important vocabulary/definitions, and key factual information. Much of this information would have been covered in lesson 3. However more critical details will be introduced. By using the book The Spirit Catches You and You Fall Down I will be able to go teach more critical details about how different cultures collide and some of the issues surrounding that. Some examples might be population density of certain cultures, accommodating medical treatment for different cultures, etc. Throughout the lesson students will use their main idea map graphic organizer to help organize their thoughts about how two cultures conflicting over health beliefs can be negative on individual health. After introducing the material to the students, a class discussion will be held to clear up any misconceptions students have. Next the glogster teams will be partnered up with another team to form a new team that will create a Google Doc. Presentation on their two cultures and what might happen if they collided. Students will work on their Google Docs. in class.
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Verbal, Logical, Spatial, Musical**

Students will be able to explain the differences that two cultures have and the consequences that could happen if cultures do not respect each others beliefs. Once they have completed their Google Doc. Project I will have each team member individual self assess the team along with the project itself. By having them self assess the group it should give me an idea of how the work was distributed among the group. At the end of class I will have the students write in their journals about what they thought about the story. I will also ask them how they will use what knowledge they took from the story and apply it in their lives. Other forms of formative assessments I will use will be the question box which will be checked every morning; questions will be addressed at the beginning of every class. I will use a exit ticket at the end of the first day to see if they understand the material along with periodically checking their understanding with hand signals throughout the class.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Spatial, Musical**

Students will be asked to write in their journals about various questions I will propose to them along with reflecting on the class. I will also be presenting specific questions that students should reflect upon. Other formative assessments that I will use will be the question box and hand signals. The Google Doc. will be evaluated through a rubric.
 * Evaluate, Tailor: Interpersonal, Intrapersonal, Logical**


 * Content Notes**

Students will know…..

//Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)//

The lessons content will be all about the family from the book listed in the resource part of the plan. I will also use other specific examples to strength how cultures collide.

// The Spirit Catches You and You Fall Down // : > They are Lia’s [|parents] who love her very much and become totally committed to her care even after she enters the vegetative state. However, they are partially to blame, but nowhere nearly as much to blame for their child’s medical condition as the doctors who treated her. > They are Lia’s main doctors at the Merced Community Medical Center and unlike most of the physicians there, are [|open] to understanding the Hmong culture. However, they never understand the concept of the soul in healing illnesses and for them, the bottom line is always about life. > She is the [|social worker] who makes Lia her personal cause. She fights against the medical establishment whenever she can on Lia’s behalf and truly cares for the Hmong as a culture. Lia and her family are a traditional family who came to the United States due to conflict in their home country. Lia is considered sick and Lia’s family must make decisions on whether they will follow their cultural health beliefs or submit to the United States way of dealing with health.
 * Lia Lee: She is the epileptic (//dab)// Hmong child who is at the center of this story. She eventually ends up in a vegetative state, because understanding her from the perspective of the whole patient was ignored.
 * Foua Yang and Nao Kao Lee
 * Neil Ernst & Peggy Philp
 * Jeanine Hilt

How we view people who need medical attention: The United States and Hmong cultures have very different ideas of what constitutes who is considered to be in need of medical attention. U.S. culture as said in lesson 3 is a highly medicalized culture which is based upon years of research and testing to help patients with illness/diseases. Health professionals know when someone needs extended treatment. Hmong culture is much different they belief in a lot of religious beliefs as gone over in lesson 3. In the Lee’s situation when Lia did not show signs of epilepsy they believed she was all better and there for did not give her medical attention.

Cultural Awareness: Someone's cultural awareness is their understanding of the differences between themselves and people from other countries or other backgrounds, especially differences in attitudes and values.

Cultural Barriers: The differences between cultures that make things more difficult for both cultures get past. Examples of cultural barriers can be language, religion, personal space, appearance, etc. Language was a big problem in the Lee’s case, not being able to understand what or how much medicine to give their daughter was disastrous; the same went for the nurses who tried to help them with the medicine.

A little medicine, a little neeb (compromising): In the book the doctors and the Lia’s family compromise to give her the care that she needs. That way Lia gets the medicine to help her symptoms while the family is able to perform some of their cultural practices.


 * Handouts**

//List the items that need to be printed out for the lesson.//

Google doc rubric Maine Idea Map Graphic Organizer


 * 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 think about how the two cultures would interact.

**Microscope:**

Students will research a culture which will allow them to analyze what would happen if two different cultures collided.

**Puppy:**

During classroom discussions and the group presentations students will be respectful and supportive to one another. Also in a caring environment it should be possible to develop trust with peers in order for others to fee comfortable sharing in class.


 * Beach Ball: **

Students will have time to move around, along with having items in which they will interact with.

**Rationale:**

The lesson is designed to accommodate the various learning styles of students. By accomodating the various learning styles it makes for a better environment for more students to feel comfortable 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:**

I will use the students journals to check for their understanding by asking them to write about what they learned about the differences in cultures and how we can learn from different cultures. Students will also write down any questions they have about the class and put it into a question box where it will be addressed in the next class. Hand signals will also be used to check for understandings periodically throughout the class. At the end a class I will have the students complete an exit ticket about what they learned in class.


 * Summative: **

Students will be in groups of 2 or 3 to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way. This project will be evaluated by a rubric.

**Rationale:** By having students create a google docs. presentation it allows them to explore a variety of tools that they can incorporate in their project and customize it to the cultures they have researched. Students will learn how to form their thoughts in creative ways which will promote them to continue exploring new ideas.

**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)

**MLR or CCSS:**

Maine Learning Results:

Content Area: Health Ed. & P.E.

Standard Label: D. Influences on Health

Standard: D1. Influences on Health Practices/Behaviors

Grade Level Span: 9-Diploma

Performance Indicator: Students analyze and evaluate influences on health and health behaviors a, b, c, d, e, and f

**Facet:** Students will be able to explain how two cultures can affect one another in a positive and negative way. They will also be able to explain the importance of understanding how cultures affect each other.

**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:**

**Verbal**: Students will discuss cultures and what happens when two different ones collide.

**Logical**: Students will need to make a presentation that is organized and flows well.

**Musical**: Students can incorporate cultural music into their presentation to give examples of practices/beliefs.

**Spatial**: Students will need to incorporate pictures/images into their presentation.

**Naturalist**: Students who have cultures who have strong beliefs with nature can use natural elements to help their presentation.

**Interpersonal**: Students will work in groups for the google docs. project.

**Intrapersonal**: Students will do individual research on cultures.

**Type II Technology:** Students will be in groups of 2 or 3 to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way.


 * Rationale **//://

The Google doc project will be a good way for students to compare and contrast two different cultures. This form of technology allows students to create a digital presentation which will make it easy for students to organize their ideas in a creative way.


 * NETS STANDARDS FOR TEACHERS**


 * 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.**

a. Promote, support, and model creative and innovative thinking and inventiveness

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

Students will use google docs. along with their own research and their peers research that they will be working with to collaborate to create a product that shows they understand the material and are able to present the information in a creative way.

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


 * 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

Google docs. will be a tool that allows students to incorporate a digital tool in their learning. In which will encourage students to experiment and challenge their 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 By having the students use google docs. it will allow them to create a presentation that allows for multiple intelligences to flourish. ||  ||   || 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].
 * [[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. ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __ **** : Jackson Fortin ** **__Lesson #:__ 4 __Facet:__ Explanation**
 * __ Grade Level __ **** : 9-Diploma ** **__Numbers of Days:__ 3**
 * __ Topic: __ Health Influence **


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** culture influences health practices/behaviors.
 * Student will know ** critical details, vocabulary/definitions, and key factual information about certain cultures and their beliefs and influences.
 * Student will be able to do ** describe the differences between cultures influences on health practices/behaviors.
 * Product: ** Students will be in groups of 2 or 3 to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way.

Maine Learning Results: Content Area: Health Ed. & P.E. Standard Label: D. Influences on Health Standard: D1. Influences on Health Practices/Behaviors Grade Level Span: 9-Diploma Performance Indicator: Students analyze and evaluate influences on health and health behaviors a, b, c, d, e, and f
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** It is important to understand what happens when two cultures with different health beliefs collide. How can this effect health beliefs for both cultures?


 * __ Assessments __**

During the lesson I plan on using
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **


 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will be in groups of 2 or 3 to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way.

English: History: Science:
 * Content Areas: **

The main idea map graphic organizer will be a way for student groups to organize their thoughts about two different cultures. The organizer allows students to come up with some main points that they would like to talk about in their project along with giving them more space to get into more specific detail about certain topics.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **


 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal: ** Students will discuss cultures and what happens when two different ones collide.
 * Logical: ** Students will need to make a presentation that is organized and flows well.
 * Musical: ** Students can incorporate cultural music into their presentation to give examples of practices/beliefs.
 * Spatial: ** Students will need to incorporate pictures/images into their presentation.
 * Naturalist: ** Students who have cultures who have strong beliefs with nature can use natural elements to help their presentation.
 * Interpersonal: ** Students will work in groups for the google docs. project.
 * Intrapersonal: ** Students will do individual research on cultures.


 * __ 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: ** The student will be responsible to come see me to get important assignments. Students will also be responsible to schedule a meeting with me to be caught up on what was covered in class. Students will be expected to have their work done on time unless a meeting with me was scheduled and we talked about a different due date.


 * __ Extensions __**


 * Type II technology: ** Students will be in groups of 2 or 3 to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way.


 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**

// List all URL and describe. // http://www.teach-nology.com/worksheets/graphic/mainideamap.html
 * __ Source for Lesson Plan and Research __**


 * __ 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) //

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**


 * __ 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: //**


 * // Microscope: //**


 * // Puppy: //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // 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: //**


 * // Summative: //**


 * // Rationale: //**


 * // 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.//**

(See Content Notes)
 * // Content Knowledge: //**

Maine Learning Results: Content Area: Health Ed. & P.E. Standard Label: D. Influences on Health Standard: D1. Influences on Health Practices/Behaviors Grade Level Span: 9-Diploma Performance Indicator: Students analyze and evaluate influences on health and health behaviors a, b, c, d, e, and f
 * // MLR or CCSS: //**


 * // Facet: //**


 * // 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: //**
 * Verbal: ** Students will discuss cultures and what happens when two different ones collide.
 * Logical: ** Students will need to make a presentation that is organized and flows well.
 * Musical: ** Students can incorporate cultural music into their presentation to give examples of practices/beliefs.
 * Spatial: ** Students will need to incorporate pictures/images into their presentation.
 * Naturalist: ** Students who have cultures who have strong beliefs with nature can use natural elements to help their presentation.
 * Interpersonal: ** Students will work in groups for the google docs. project.
 * Intrapersonal: ** Students will do individual research on cultures.


 * // Type II Technology: //** Students will be in groups of 2 or 3 to create a digital presentation on google docs. that compares and contrast two different cultures health practices/beliefs/influences. The two cultures must be from two different continents (U.S. culture cannot be used). The information should deal with numerous topics such as medicine, rituals, etc. All information should be well organized and presented in a creative way.
 * // 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

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 ||  ||   || 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].
 * [[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.