S3+Bukauskas,+Kaitlyn

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7**Students will be able to ..., **(Facet Name)** Product: Type II Technology, Number of Days: (**Organize**)

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= **Logical/Mathematical:** The discussion will involve the risk factors of chronic diseases based upon genetics and lifestyle choices which may appeal to logical thinkers. **Visual/Spatial:** Students will use free-form web graphic organizers to visually layout the information obtained from class discussion. Classroom space will be used when students move the furniture (desks, tables) to clear some space for a song of Zumba. **Bodily/Kinesthetic:** To provide the students with an example of physical activity, the class will do a song of Zumba together for a light workout. **Musical/Rhythmic:** 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. **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. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that making healthful choices can lower the risk level for chronic diseases (**​Where**​) //Students examine the relationship between behavior and personal health.// (**What**) Health education regarding chronic disease and prevention can increase an individual's longevity and quality of life. (**Why**)
 * (H)** 1.2 Stats of the Nation app on iPad/laptop, Video: Obesity Map of the United States. (**Hook**)
 * (E)**1.3 Students will know vocabulary: chronic disease, heart disease, cancer, diabetes risk factors, resources: Centers for Disease Control. (**Equip**) Teacher will guide a class discussion about chronic disease. Teacher will break students into groups based upon their assigned seating to fill out free-form web graphic organizers and discuss chronic disease while they work. After students finish their organizers, the groups will share with the class. (**Explore**) Teacher will get students to stand and move some of the desks/tables to the side of the room to create some space. Class will do one 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. 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. (**Experience**)
 * (R)** 1.4 During class discussion, propose questions and call on every student throughout the class period to ensure understanding. (**Rethink**) 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). (**Revise**)
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** Quiz, **Checking for Understanding**: Fist to five and **Timely Feedback:** Self, peer, teacher (**Evaluate**)
 * (T)**1.6 **Verbal-Linguistic:** Class discussion will involve language and vocabulary words pertaining to the symptoms and prevention of chronic disease.
 * (O)** 1.7 Students will be able to recognize various chronic health diseases (**Self-Knowledge**) **Product**: Quizlet **Number of Days**: 2 (**Organize**) ||

Use conclusions from information chart to fill out information gained from class discussion. After guided discussion break students into groups based upon previously assigned seating to discuss and fill out graphic organizer. (**Explore**) Teacher will explain to the class how to create a brochure on a laptop. Students will work individually to create a brochure for a friend or family member describing 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. (**Experience**) **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 ( http://www.youtube.com/watch?v=6fhSGWdbm9g). **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. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that a healthy diet can improve overall health (**Where**) //Students examine the relati////onship between behavior and personal health.// (**What**) Learning about nutrition and the effects of a diet on the body may influence food consumption. (**Why**)
 * (H)** 2.2 iPad Eat This Not That game (**Hook****)**
 * (E)** 2.3 Students will know vocabulary- nutrient, unsaturated fats, saturated fats, trans fats, calorie. Nutrition is crucial for good health. (**Equip**). Teacher will guide class discussion about nutrition while creating a 'conclusions from information' chart on the white board.
 * (R)** 2.4 Students will discuss and share in partners (**Rethink**) Teacher will circulate room and discuss with students to ensure they are on the right track and provide verbal positive feedback (**Revise**)
 * (E)** 2.5 Formative Assessment- **Checking for Understanding:** Paired up discussions (circulate) **Timely Feedback:** Peer, teacher (**Evaluate**)
 * (T)**2.6 **Verbal-Linguistic:** Class discussion will involve the language involved in nutrition and health.
 * (O)** 2.7 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. (**Explanation**) **Product:** Brochure **Number of Days:** 2 (**Organize**) ||

**Logical/Mathematical:** Students will be using a calorie counter on the Supertracker website to gain insight into their expected calorie consumption in a day versus their actually calorie consumption. <span class="wiki_link_ext">**Visual/Spatia**l: Supertracker website provide results that appeal to visual learners because they break information down into visual layouts, graphs, and pie charts. <span class="wiki_link_ext">**Bodily/Kinesthetic:** For one week, students will be asked to track their daily physical activities on Supertracker. <span class="wiki_link_ext">**Musical/Rhythmic:** Students will have option to discuss and perform workouts that involve music during the week of Supertracker usage, such as zumba. <span class="wiki_link_ext">**Intrapersonal:** For one week students will track their personal food consumption and activity in a log or journal with a reflection of their thoughts. <span class="wiki_link_ext">**Interpersonal:** Students will discuss nutrition and information as a class. <span class="wiki_link_ext">Naturalist: Students have the option of taking part in outdoor physical activities to improve their fitness. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that a healthy diet can improve overall health (**Where**) //Students examine the relationship between b//e//havior and personal health.// (**What**) Students can gain insight into their dietary choices and modify behaviors (**Why**)
 * (H)** 3.2 Fast food calorie charts (**Hook**)
 * (E)** 3.3 Students will know vocabulary- nutrient, unsaturated fats, saturated fats, trans fats, calorie. Understand connection between physical activity and calorie burning. (**Equip**). Teacher will guide class discussion on diet and calories. Next, teacher will line up students in order of their birthdays throughout the year and use this to pair up students into groups of two to research information on the internet and SuperTracker to fill out free form web graphic organizer (**Explore**). Teacher will guide brief class discussion to share the findings of the students, then lead students into creating their own Supertracker accounts where they will fill out profiles and input their consumed foods and physical activity events. Teacher will circulate the room as students fill out their Supertrackers and instruct students to continue SuperTracker usage for one week while keeping a written log of their findings. (**Experience****).**
 * (R)** 3.4 Students will keep a written log/journal about their thoughts and reflections regarding their Supertracker results. (**Rethink**) Teacher will circulate and provide positive verbal feedback during the Supertracker process. (**Revise**)
 * (E)** 3.5 Formative Assessment- **Checking for Understanding:** Thumbs up/down **Timely Feedback:** Self, teacher (**Evaluate**)
 * (T)**3.6 **Verbal-Linguistic:** Students will discuss and learn new vocabulary words about nutrition during the class discussion.
 * (O)** 3.7 Students will be able to document their food intake and activity to track their caloric intake (**Interpretation**) **Product:** Supertracker **Number of Days:** 2 (**Organize**) ||

<span class="wiki_link_ext">**Logical/Mathematical:** Students will focus on logical cause and effect reactions regarding health decisions and consequences <span class="wiki_link_ext">**Visual/Spatial:** Students will use visual aid of a graphic organizer to collaborate their thoughts based upon class discussion. <span class="wiki_link_ext">**Bodily/Kinesthetic:** Students will physically place information and representative graphics into collage to organize their main thoughts. <span class="wiki_link_ext">**Musical/Rhythmic**: As an alternative to creating a collage, students may create a song or rap about lifestyle choices and chronic disease risks. <span class="wiki_link_ext">**Intrapersonal:** Students will work independently on their collage projects. <span class="wiki_link_ext">**Interpersonal:** Students will share their graphic free web organizers with the class to receiving feedback. <span class="wiki_link_ext">**Naturalist:** Depending on weather, students will have the option to participate in class outdoors. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that making healthful choices will lower the risk livel for chronic disease **(Where)** //Students examine the relationship between behavior and personal health// **(What)** Students can gain information that potentially modifies their behavior and increases their long term health/quality of life. **(Why)**
 * (H)** 4.2 Pictures of ongoing smoking effects on the lungs and skin **(Hook)**
 * (E)** 4.3 Students will know vocabulary- chronic disease, short-term effects, long-term effects. Facts on smoking in relation to lung cancer. **(Equip)** Teacher will guide class discussion on the long-term health ramifications of certain lifestyle behaviors, such as smoking, using blown up images to engage the students including posters of the human lungs and skin after years of cigarrett smoking. Teacher will guide class discussion on the other health consequences of smoking.**(Explore)** Teacher will pass out papers to students and instruct students to create free form web graphic organizers about smoking based upon the class discussion. Teacher will circulate the room and provide verbal feedback as students. work. After graphic organizers are completed, teacher will guide a class discussion in which students are called upon to describe their free form web to the class, including how they grouped together the information they learned. Teacher will instruct class on how to create collages. Students will work individually on collage, which will be submitted to the teacher. Students have the option to print collage to hang in the classroom. **(Experience)**
 * (R)**4.4 Students will receive feedback on their graphic organizer from the teacher as he/she circulates around the room as well as from their peers through sharing graphic organizer with the class. (**Rethink**) Teacher will collect collage products and provide written feedback. (**Revise**)
 * (E)**4.5 Formative Assessment- **Checking for Understanding:** Sharing with class **Timely Feedback:** Self, teacher (**Evaluate**)
 * (T)**4.6 **Verbal-Linguistic:** Students will learn vocabulary and language appropriate to health, chronic disease, and lung cancer.
 * (O)** 4.7 Students will be able to relate unhealthy habits to long-term health consequences. **(Empathy)** **Product:** Collage **Number of Days:** 1-2 **(Organize)** ||

<span class="wiki_link_ext">**Logical/Mathematical:** Students will work with statistics regarding chronic diseases and risk levels. <span class="wiki_link_ext">**Visual/Spatial:** Students can create Glosters as ways to visually space out the information. <span class="wiki_link_ext">**Bodily/Kinesthetic:** Students will be physically moving layout in order to provide sequential information into Glogster <span class="wiki_link_ext">**Musical/Rhythmic**: <span class="wiki_link_ext">**Intrapersonal:** Students will work individually on Glogster projects. <span class="wiki_link_ext">**Interpersonal:**Students will share and receive feedback regarding their graphic organizer and Glogster from peers and teachers verbally. <span class="wiki_link_ext">**Naturalist:** Students will have the opportunity to do their course work outside. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that making healthful choices will lower the risk level for chronic disease. **(Where)** //Students examine the relationship between behavior and personal health.// **(What)** Students will better understand the connection between life choices and chronic disease development. **(Why)**
 * (H)**5.2 Chronic disease prevention video (http://www.youtube.com/watch?v=5UjAnb5pR8M) **(Hook)**
 * (E)** 5.3 Students will know vocabulary- chronic disease, risk level, genetics, predisposition. Students will understand the preventable aspects of chronic disease development. **(Equip)** Teacher will instruct students to fill out main ideas and details graphic organizers individually to brainstorm previous knowledge about chronic disease and prevention. Students will share their ideas through class discussion. (**Explore).** Teacher will guide class discussion to increase student knowledge on various forms of chronic diseases and the ways in which an individual can develop the diseases. Teacher will instruct class on how to use Glogster. Teacher will instrcut students to become comfortable with Glogster and to create their own to represent healthy lifestyles and/or habtits. **(Experience)**
 * (R)**5.4 Students will share brainstorming graphic organizer results. (**Rethink**) Teacher will circulate and provide positive verbal feedback during the brainstorming process. Teacher will collect Glogster. **(****Revise**)
 * (E)**5.5 Formative Assessment- **Checking for Understanding:** Tree branch **Timely Feedback:** Self, teacher (**Evaluate**)
 * (T)**5.6 **Verbal-Linguistic:** Students can use words as headers or sections on their Glogster poster.
 * (O)**5.7 Students will be able to produce lifestyles and habits that would combat health disparities. **(Application)** **Product:** Glogster **Number of Days:** 1-2 **(Organize)** ||

Teacher will break class into groups of 4-5 and assign each group a situation in which they encounter a dilemma about their health. Students will create a skit about personal health responsibility which must be recorded by either a camera, computer, These skits will be played 'for the class the following day. <span class="wiki_link_ext">**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. <span class="wiki_link_ext">**Visual/Spatial:** While creating their nutrition and healthy lifestyle Glogsters, students get to create their personal layout and spaces for their information and graphics. <span class="wiki_link_ext">**Bodily/Kinesthetic:** Students will physically move the information to a layout that better suits their understanding.. <span class="wiki_link_ext">**Musical/Rhythmic**: D <span class="wiki_link_ext">**Intrapersonal:** Students will work individually on a Gloster. <span class="wiki_link_ext">**Interpersonal:** Students will have opportunity to share Gloster and graphic organizer to the class
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand the importance of personal health responsibility. **(Where)** //Students examine the relationship between behavior and personal health.// **(What)** Students will learn to take charge of and advocate for their own personal health. **(Why)**
 * (H)** 6.2 Article about advocacy **(Hook)**
 * (E)** 6.3 Students will know what it means to have personal health responsibility, students will understand health advocacy for self and others. **(Equip)** Teacher will guide discussion on advocacy and personal health responsibility in relation to health consequences. (**Explore)**
 * (R)**6.4 Students will keep a written log/journal about their graphic organizer information to reference for their skit. (**Rethink**) Teacher will circulate and provide positive verbal feedback during the skit preparation. (**Revise**)
 * (E)**6.5 Formative Assessment- **Checking for Understanding:** Asking questions of the class and encouraging feedback from everyone **Timely Feedback:** Self, teacher (**Evaluate**)
 * (T)**6.6 **Verbal-Linguistic:** Students have opportunity to share research findings verbally with class.
 * (O)**6.7 Students will be able to analyze the importance of personal health responsibility. **(Application)** **Product:** Skit **Number of Days:** 1-2 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe