L2+Bukauskas,+Kaitlyn

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms.Bukauskas **__Lesson #:__** 2 **__Facet:__** Explanation
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 2
 * __ Topic: __** Nutrition


 * __ PART I: __**

Students will understand that a healthy diet can improve overall health Students will know vocabulary- nutrient, unsaturated fats, saturated fats, trans fats, calorie. Nutrition is crucial for good health Students will be able to explain the ways in which a healthy diet can shape an individual's health in the short and long term
 * __ Objectives __**


 * Product: ** Brochure

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


 * Rationale: ** Students will learn the importance of nutrition and the impact of diet on health.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction ** During class discussion, teacher will encourage all students to participate and raise questions for the students to track their understanding of the content. Teacher will use the thumbs up/down process to check for understanding.


 * Section II – timely feedback for products (self, peer, teacher) ** Students will create brochures to display information about what a healthy diet can consist of and how diet effects overall health. While creating their brochures, students will be broken up into pairs to share their work so far and receive feedback from their peers. Teacher will circulate the room to check that students are on task and provide verbal feedback. After product completion, teacher will collect the brochures and provide feedback.


 * __ Summative (Assessment of ____ Learning): __** Teacher will instruct the class to make a brochure on their laptops. Students will work individually to create a brochure about healthy diets and nutrition which will be collected by the teacher for feedback. When the brochures are passed back to students, they will be encouraged to share them with someone at home to further the discussion about healthy diets.


 * __ Integration __**
 * Technology: **The creation of the brochure is a type 2 technology because it allows students to use their laptops to display what they are learning in creative ways. Computer programs that are being used to create the brochure, such as Microsoft Office, would be enhanced by the creative use of the internet to gather information and pictures.


 * English: ** Students will be reading and writing about nutrition and diets.
 * Science: ** Students will be gaining basic knowledge about nutrients.

Teacher will guide class discussion about nutrition while using the white board to spell out key words being discussed and to provide a visual of information for students. Students will be broken into groups based upon seating to discuss the information while filling out a sandwich graphic organizer. After the graphic organizers are complete, the teacher will facilitate a class discussion to share the findings.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Teacher will instruct the class to teach how to make a brochure on the laptop. Students will be asked to work individually to create a brochure for a friend or family member which describes what a healthy diet consists of, and how a healthy diet can effect overall health. Teacher will circulate the room while students are working on their brochures to verbally check for understanding. Halfway during their work time, students will pause to share their work with their neighboring peer for a quick evaluation/opportunity for feedback on their work. After the brochures are completed, they will be collected by the teacher.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

**Logical/Mathematical:** Students will fill out a conclusions from information graphic organizer based upon information they receive from the class discussion on nutrition guided by the teacher. **Visual/Spatial:** While creating their nutrition and healthy diet brochures, students get to create their personal layout and spaces for their information and graphics. **Bodily/Kinesthetic:** The finished product will be a brochure which students can physically hold and use as a prop/reference when discussing nutrion and healthy diets. **Musical/Rhythmic**: During class discussion, teacher can share a song/video about nutrition ( [] ). **Intrapersonal:** Students will work individually on a brochure. **Interpersonal:** Halfway through work time, students will divide up into pairs to share progress on their brochures and have opportunity to receive feedback and suggestions. **Naturalist:** Students will have choice of personalizing their brochure with graphics, which can include outdoor sceneries and crops. Class discussion will include topics of farming and crops.
 * __ MI Strategies __**
 * Verbal-Linguistic:** Class discussion will involve the language involved in nutrition and 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. //

Students have the option of doing an alternative assignment which would allow them to choose a specific 'fad diet' to research and create a brochure that describes the diet, explains why it has/had become a popular trend, and analyze whether it is helpful or detrimental to health.
 * 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 brochure. Also on the Wikipage, there will be a link to a brochure created by the teacher that can be viewed as an example of what is expected from this assignment. An absent student would create a brochure to be submitted to the teacher. 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 creation of a brochure is a Type II product because it allows students to interact with the internet and a variety of technology resources to gather information and use creativity to display it in a format to be shared with others. By doing so, students will master the content of the lesson as they are exploring it through technology.
 * 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 creating brochures //
 * // Printer/Printing ability within the school //
 * // Youtube link to nutrition song/video //
 * // Projector //

> > >
 * __ Source for Lesson Plan and Research __**
 * //Sandwich graphic organizer- handout for// stud//ents to group their information (http://www.eduplace.com/graphicorganizer/pdf/sandwich.pdf)//
 * //Brochure tutorial- students can access this tutorial video from the teacher wikipage to use outside of class ([])//
 * // Nutrition song- (@http://www.youtube.com/watch?v=6fhSGWdbm9g) //
 * Centers for Disease Control and Prevention (cdc.gov)
 * MyPlate.gov (myplate.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: Eat This Not That game. Teacher will project iPad onto large screen and class will work together to shout out answers to play the game as a class. This app is a fast-paced game about nutrition to get the students excited about the content. (15 min) Teacher will facilitate class discussion about the game, using specific examples from slides the students answered to discuss why they answered the way that they did. (10 min) Teacher will continue to facilitate class discussion. Teacher will incorporate information about nutrition and diet to explore specific content vocabulary. (5 min) Teacher will break class into groups based upon their seating. Teacher will handout sandwich graphic organizers and instruct groups to fill out the graphs based upon the knowledge they gained in the discussion and from resource websites (myplate.gov, cdc.org). (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 findings. (10 min) Class discussion will turn into a talk about personal health and diet.

__Day Two__

(10 min) Teacher will facilitate class discussion to review information learned from the prior day's lesson. (10 min) Teacher will project his/her laptop onto large screen viewable by all students to show how to make a brochure using a laptop. (20 min) Students will work individually to create a brochure about nutrition and healthy diets to share with a friend or family member. Teacher will circulate room to provide verbal feedback and instruction. (10 min) Teacher will instruct students to take a break from creating their brochure to turn to their neighbor and share the work they have so far. Students will give feedback to their neighboring peer. Teacher will circulate room to review and facilitate peer feedback process. (20 min) Students will work individually to complete their brochures. Teacher will circulate room to provide verbal feedback. (10 min) Students will share their work with the class. (10) Teacher will facilitate class discussion about what students have learned. Teacher will collect brochures (brochures that are not completed will be assigned for homework to be completed by next class) to provide further feedback.

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 a healthy diet can improve overall health. //Students examine the relationship between behavior and personal health.// Health education regarding nutrition and diet 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 'Eat This Not That' application displayed. Teacher will spend 10-15 minutes exploring the application with the class while facilitating a discussion about their answers to the game.
 * Where, Why, What, Hook:** Visual, logical, interpersonal.

Next, teacher will facilitate class discussion about nutrition using the white board to write out specific words. Teacher will break students into groups based upon their seating to discuss and research aspects of nutrition to fill out a graphic organizer. Upon completion, groups will share their findings with the class and slide desks back into original formation.
 * Equip, Explore, Rethink, Tailors: ** Interpersonal, verbal, visual, kinesthetic.

Day 2: Teacher will facilitate class discussion about the prior days' lesson and call on students to encourage participation from everyone. The teacher will use a laptop projected to a large screen to demonstrate to students a way to create a brochure on a laptop. Students will be asked to work individually to create a brochure that would be used to explain to a friend or family member the importance of nutrition and healthy diets. Halfway through the creation process, students will share their work with their neighboring peer to provide and receive feedback on their projects. Students will continue to work individually and share their product with the class. Teacher will collect product to provide feedback. Upon receiving their brochures back from the teacher, students will be encouraged to share their brochure with someone at home to further the discussion about nutrition and healthy diets.
 * Explore, Experience, Revise, Refine, Tailors: ** Visual, logical, intrapersonal, interpersonal, linguistic.


 * Students will know** (see content notes) vocabulary: nutrition, nutrient, unsaturated fats, saturated fats, trans fats, calorie, resources: Centers for Disease Control, MyPlate. Teacher will guide a class discussion about nutrition. Teacher will break students into groups of four based upon their assigned seating to fill out sandwich 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 nutrient, what are the different types of fats, what are some examples of healthy foods, how can you assess the health value of a food or diet.


 * __ Content Notes __**

//** Definitions: **// __ Nutrient- __ a nourishing ingredient in food. __Unsaturated fat:__ Remain liquid in room temperature __Saturated fat:__ Meat products, butter, diary products __Trans fat__: Fatty parts of meat and dairy products __Calorie:__ A unit of energy

It is recommended that an individual should try to keep trans fat consumption as low as possible. Trans fat increases LDL ('bad') cholesterol and can increase the risk of heart disease. Fruits and vegetables are sources of vitamins and minerals essential for health. Fruits and vegetables help manage body weight.
 * // Facts: //**

//** 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. __MyPlate-__ Website with information and resources about nutrition, diet, and health

Sandwich graphic organizer
 * __ 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: //**// 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 nutrition, diet, and health //


 * // 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 brochures. //


 * // 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 brochures //

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


 * // Rationale: //**// Brochures will be used because it gives students a way to use technology to better understand content information. Students will research and enforce their knowledge by presenting information in a way to teach it to others in their brochure. //


 * // 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: //**// Explanation //


 * // Rationale: //**// Students will learn to recognize a healthy diet and importance of nutrition //


 * // 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: Brochure enhanced by research and pictures from provided internet sources.


 * // Rationale: //** The creation of a brochure is a Type II product because it allows students to interact with the internet and a variety of technology resources to gather information and use creativity to display it in a format to be shared with others. By doing so, students will master the content of the lesson as they are exploring it through technology.

__//**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 create brochures to educate others about nutrition and addressing health needs through healthy diets..**

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**

//Rationale://** Students will use various health agencies and websites to explore nutrition and present information they are learning. ||  ||   ||