L4+Bukauskas,+Kaitlyn

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

** LESSON PLAN FORMAT **

__** Topic: **__ Personal Health Students will understand that making healthful choices can lower the risk level for chronic diseases. Students will know vocabulary: chronic disease, short-term effects, long-term effects. Facts on smoking in relation to lung cancer. Student will be able to recognize the connection between behavior and disease risks. 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. ** Science: **Students will be exploring human anatomy and the effects that health choices have on the body. Teacher will guide a class discussion about personal health, health choices, and the impacts that health choices can have on the body in the short and long term. Teacher will pass out a graphic organizer to each student. Students will fill out the graphic organizer during class discussion. Teacher will use the thumbs up/down technique to ensure students are understanding of content within the discussion. Teacher will call on students to encourage participation. Teacher will break students into pairs based upon seating to work together in creating a collage about personal health choices and short/long term health consequences. Students will be assigned a topic for their collage (ex: smoking, excessive alcohol consumption, poor nutrition) and will use provided resources to research their topic. Upon completion, students will share their work with the class with a brief explanation for an opportunity for feedback from other peers. **Logical/Mathematical:** Students will focus on logical cause and effect reactions regarding health decisions and consequences **Visual/Spatial:** Students will use visual aid of a graphic organizer to collaborate their thoughts based upon class discussion. **Bodily/Kinesthetic:** Students will physically place information and representative graphics into collage to organize their main thoughts. **Musical/Rhythmic**: As an alternative to creating a collage, students may create a song or rap about lifestyle choices and chronic disease risks. **Intrapersonal:** Students will work independently on their collage projects. **Interpersonal:** Students will share their graphic free web organizers with the class to receiving feedback. **Naturalist:** Depending on weather, students will have the option to participate in class outdoors.
 * __ Teacher’s Name __**** : ** Ms.Bukauskas **__Lesson #:__** 4 __**Facet:**__ Empathy
 * __ Grade Level __**** : ** 6-8 **__Numbers of__ __Days:__** 1
 * __ PART I: __**
 * __ Objectives __**
 * Product: ** Collage
 * __ 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 __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: **During class discussion, propose questions and use 5-4-3-2-1 review strategy to check for understanding.
 * Section II – timely feedback for products (self, peer, teacher): **Students will create a collage individually about behavior and health consequences. Teacher will circulate around the classroom to check in on the creation of the collages to provide verbal feedback.
 * __ Summative (Assessment of Learning): __** Teacher will collect student collages and hang the products around the room to enforce the learned content.
 * __ Integration __**
 * Technology: ** The collages will be done using type 2 technologies such as Glogster so that students have the opportunity to create visuals of their learned content in fast-paced ways with more options for creativity using various technology tools.
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal-Linguistic:** Students will learn vocabulary and language appropriate to health, chronic disease, and lung cancer.

The collages will be done using type 2 technologies such as Glogster so that students have the opportunity to create visuals of their learned content in fast-paced ways with more options for creativity using various technology tools.
 * __ 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 a youtube link with a video containing a Glogster tutorial to instruct absent students on a way in which they can create their collage. Absent students will work individually on their project. On the wikipage there will be a link to an example of a collage created by a student of the previous year to demonstrate to students what is expected of them in this assignment. Resources for research will be linked to the wikipage. 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: **

Students have the option of creating a collage about personal health choices and consequences geared towards a specific demographic of their choice (ex. elementary school) to convince that demographic to make positive health choices.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // White board or chalk board //
 * // Handouts- Three column graphic organizer (1 per student) //
 * // Laptops- At least 1 per pair of students //
 * // Tutorial video to instruct students on the usage of Glogster //
 * __ Source for Lesson Plan and Research __**
 * Three column graphic organizer- handout for // students to group their information ( Three column graphic organizer )//
 * // Glogster tutorial- instructional video for students to access and for absent students to learn how to use Glogster website (@http://www.youtube.com/watch?v=qW5SSn9nno0) //
 * // Glogster website- Students have the option of using this as their collage tool (@http://www.glogster.com/) //


 * __ 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 __ (15 min) Hook: Pictures of the ongoing effects of smoking/tobacco use. (25 min) Teacher facilitates class discussion on health behaviors and consequences. Students participate both verbally and by filling out graphic organizer. (10 min) Teacher will break students into groups and provide collage assignment and instructions. (25 min) Students will work in pairs to create a collage depicting short and long term health consequences resulting from modifiable behaviors. (25 min) Students will print and share their work with the class.

Day 1: The classroom will be set up with desks in rows of two facing front. The teacher will have a projector set up attached to his or her laptop. Teacher will begin lesson by showing students photos, images, and posters from the laptop and from physical posters of short and long term health effects that can result from modifiable health behaviors (ex. inside/outside photos of the effects from smoking). Teacher will allow students to participate optionally during this experience to share their feelings and experiences in a class discussion. Teacher will then facilitate a class discussion about modifiable health behaviors and explore lifelong health effects. Students will be given graphic organizers to fill out during the instruction and will be encouraged to participate verbally. The graphic organizers will break information into three columns- health habit/behavior, short-term effect, and long-term effect.
 * Where, Why, What, Hook Tailors:** Logical, verbal, visual.

Day 1 (Continued):Teacher will break students into groups of two based upon their seating (student desks will be lined up in rows of two). Each pair of students will use laptops to create a collage about a modifiable health behavior and it's potential consequences. Students will then share their collage with the class with a verbal explanation of their collage and what they have learned. Collages will be printed and hung in the room to reinforce content knowledge.
 * Equip, Explore, Rethink, Tailors:** Interpersonal, verbal, visual**.**

//** Modifiable health behaviors: Health actions that are chosen and acted upon by the individual, aspects of one's health that are made by choice **// //** __ Chronic diseases- __ illnesses that are long-lasting, noncommunicable, and very rarely cured completely. Chronic diseases include heart disease, cancer, stroke, diabetes, and arthritis. **// __ 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.
 * __ Content Notes __**

//** 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. Glogster.com

__** Handouts **__ (these are the attachments) // Three column graphic organizer // // Instructions for collage assignment //


 * __ 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 modifiable habits and potential health consequences //


 * // 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 creating collages about personal actions and health impacts. //


 * // 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 and hang up collage products. //

Summative: // Students will receive feedback from peers while working in pairs on collages as well as class feedback from presenting product. //


 * // Rationale: //** Collages will be used because it provides students with a creative way to explore and present health information.


 * // 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: //** // Empathy //


 * // Rationale: //**// Students will learn to recognize modifiable health behaviors as well as their possible health consequences. //


 * // 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: //**

The collages will be done using type 2 technologies such as Glogster so that students have the opportunity to create visuals of their learned content in fast-paced ways with more options for creativity using various technology tools.
 * // Type II Technology: //**


 * // 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 a collage with their peers to display their content knowledge in a creative way.**

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 have the option of choosing their health behavior and format/tool to create collage.//** ||  ||   || 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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