L1+Fortin,+Jackson


 * ** UNIVERSITY ** **OF MAINE AT FARMINGTON****COLLEGE OF EDUCATION,** **HEALTH AND** ** REHABILITATION **** LESSON PLAN FORMAT **
 * __ Mr. Fortin __ : ** **__ Lesson #1: __****__ Facet: __** Empathy
 * __ Grade Level __ : ** 9 - Diploma **__Numbers of Days:__** 3
 * __ Topic __ : ** Health Influences


 * __ PART I: __**


 * __ Objectives __**

Student will understand that family can have positive and negative affects on individual health. Student will know critical details, vocabulary/definitions, and key factual information about family health. Student will be able to do consider family values and the role they play on individual health.

Inspiration: Students will individually create a family health tree that gives details about relatives health. Students will need to talk to a parent/guardian about relatives and their health. It will be expected for students to go as far back as three generations of their families, unless a student meets with me to inform me that their are stipulations that prevent the student from getting that information. Students will map out their family health tree on Inspiration and will then individually meet with me to get feedback on their work.
 * Product: **


 * __ 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: ** Students will learn how culture, family, and media play a role on individuals lives.


 * __ Assessments __**

I will use a KWL chart to assess what my students know about health influences and what they will want to know about influences on health.
 * __ Pre-Assessment: (Lesson 1 only) __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will use an exit tickets at the end of the day to see how comfortable students feel about the content before they leave my class. I will use hand signals periodically throughout the lesson to gauge how kids comprehend the material. Finally I will also have my students write in their journals about what they learned during the class along with any questions they might have.

I will have students self assess their family health tree projects. Students will also have a one on one meeting with me to discuss their family health trees to look deeper into their family health history. I will also use a checklist to give students feedback on their project.
 * Section II – timely feedback for products (self, peer, teacher) **

Inspiration: Students will individually create a family health tree that gives details about relatives health. Students will need to talk to a parent/guardian about relatives and their health. It will be expected for students to go as far back as three generations of their families, unless a student meets with me to inform me that their are stipulations that prevent the student from getting that information. Students will map out their family health tree on Inspiration and will then individually meet with me to get feedback on their work.
 * Summative (Assessment of Learning): **

Inspiration: Students will create a family health tree that gives details about families health. Students will need to talk to a parent/guardian about relatives and their health. It will be expected for students to go as far back as three generations of their families, unless a student meets with me to inform me that their are stipulations that prevent the student from getting that information. Students will map out their family health tree on Inspiration and will then individually meet with me to get feedback on their work.
 * Integration **** Technology: **


 * English: ** Students will need to know how to spell specific diseases and illnesses.
 * Art: ** Students can be as creative with their trees as they want to be by adding graphics, music, etc.
 * History ** : Student will have to look at their family history in order to complete their family trees.


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

Students will use the breakout topic organizer to write down some main ideas about how their peers negatively and positively affect their lives. In the boxes below the big boxes students will write down some examples of a negative peer influences and positive peer influences.

Students will have the option to work on the graphic organizer in pairs or individually. Then the students will all come together to report out on what they put down on their graphic organizers. A discussion will be held to gain a better understanding on the topic. Students will work in small groups of 2 or 3 to act out social situations, the groups will be determined by height with the smallest and the tallest person working together and so on and so forth. Students will individually work on their inspiration project, students have the option of sharing their project with others but the only person to review it will be me in the one on one meeting.
 * Section II – Groups and Roles for Product **


 * Differentiated Instruction **


 * MI Strategies **
 * Verbal:** Students will discuss how family affects their lives.
 * Logical:** **Students will have to create their tree in a organized, sequential way so it is easy to understand.**
 * Kinesthetic: ** A MI activity will be used at the beginning of class.
 * Spatial:** Students will need to add graphics or pictures into their Family Trees.
 * Naturalist:** Students will have to talk about their environment that they live in.
 * Interpersonal:** Students will be in groups when they are participating in the MI activity.
 * Intrapersonal:** Students will work individually on their family health trees.

** 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 to a meeting with me to be caught up on what was covered over 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: **

Inspiration: Students will create a family health tree that gives details about families health. Students will need to talk to a parent/guardian about relatives and their health. It will be expected for students to go as far back as three generations of their families, unless a student meets with me to inform me that their are stipulations that prevent the student from getting that information. Students will map out their family health tree on Inspiration and will then individually meet with me to get feedback on their work.

Students will be challenged to research family history further then three generations. In their meeting with me I will ask those challenging questions about some of the diseases/illnesses their family.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**

// List all the items you need for the lesson. // // List all URL and describe. //
 * Breakout topic Graphic Organizer
 * KWL Graphic Organizer
 * Laptops
 * Journals (for students)
 * Syllabi
 * __ Source for Lesson Plan and Research __**

[] Power Point about health and family dynamics; good for definitions and some other health specific information.

[] Website where I found the Breakout Topic and KWL organizers.

[] Information on affects family have on individuals health by the CDC.

[] Essay on how family structure affects health.

[] Information from the Center of Disease Control on family health.

[] Information on the affects divorced parents have on child health.


 * __ 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: 80 Minutes

(10 Minutes) The Hook:. I will start the class by introducing myself and then lead a MI Activity. (10 Minutes) Pass out coats of arms and KWL organizers and explain what they will be doing with the organizers. Students then will have time to fill out their organizers.

(10 Minutes) I will then handout the syllabus where I will briefly give a highlight of what we will do in the class.

(10 Minutes) Students will be put into groups where they will share what they wrote on their coats of arms organizers.

(20 Minutes) I will then give presentation on what is family? What affects family can have on individual health? What are health values?

(5 Minutes) I will introduce the class to the Family Health Tree project and handout the family tree checklist.

(10 Minutes) Students will create a skeleton for their tree, as I walk around I will help students who may need help with organizing the tree.

(5 Minutes) The last minutes of class will be for filling out the exit ticket.

Homework: Students will do some research within their family to get an idea of what their family health tree will look like. (Note: families have every right to with hold information for this project. If the family does not want to share this information an alternative assignment can be arranged.)

Day 2 (80 Minutes)

(10 Minutes) Students will write in their journals about what they remember from last class and then turn in journals.

(10 Minutes) Recap of what was taught in the last class, student will actively be involved in the conversation with questions that I ask.

(20 Minutes) Talk about what affects and influences family have on individual health. What affects do they have on mental, physical, emotional health.

(35 minutes) Students will work on their family health trees. I will walk around giving assistance to students who need help working with the software or help focus in on what students they need to do to complete everything on the checklist.

(5 Minutes) Students will be asked to give me a thumbs up or down on how comfortable they feel with the family health tree.

Day 3 (80 Minutes)

(10 Minutes) Students will write in their journals about what they remember from last class and then turn in journals.

(10 Minutes) Recap of what was taught in the last class, students will actively be involved in the conversation with questions that I ask.

(20 Minutes) Students will pick Disney characters from a hat and be matched up with the character that belongs with the other. (15 Minutes) Groups will be given different scenarios which they need to analyze and describe what kind of positive and negative health consequences they may have on an individual. (10 Minutes) We will have a discussion to wrap up the lesson.

(10 Minutes) Class will be given back journal to reflect on the lesson and what they learned. Students will turn in the journals at the end of the class.

Students will understand that family can have positive and negative affects on individual health. //Students analyze and evaluate influences on health and health behaviors//. Family plays a role in individuals’ health so it is important to have an understanding of family health values and issues. Tables will be organized in clusters to promote group work and class development. When students come in I will lead them in a MI activity so that I can have a better idea of what type of strengths my students have. I will then pass out the Breakout Topic organizer to the student. I will explain that the students will need to fill in the Organizer with situations or experiences they have had in their family. Then students will use the table clusters as a way to organize themselves to discuss their organizers. Students at their respectful cluster will count off and then each table cluster will be assigned a number where groups will discuss.
 * Where, Why, What, Hook, Tailors: Verbal, Spatial, Logical, Intrapersonal, Interpersonal.**

Students will need to know the what makes a family and what kind situations can affect family dynamic and how those situations affect individual health. How does a typical family today look like? Students will need to know vocabulary/definitions of terms like, nuclear family, extended family, obesity, gender roles, neglect etc. Student will also need to know certain critical details like what happens when family dynamics are changed through certain events like divorce, loss of a family member, change in the family, etc. How might these situations determine certain health values a individual may have? See content notes. By having the students fill out the Breakout Topic graphic organizers they will be able to consider how their own family and how they affect their health. Students will empathize with each other and be respectful of what students are sharing. Grouping students together to discuss their values will be a good way to have students interact and get to know each other. Once students have had a chance to share their organizer with their peers I will bring the class together where their will be a class discussion on family and how health values and how they change from person to person. Certain situations will be talked about like divorce and other family dynamic; we will talk about how these specific situations may lead to certain negative health behaviors (see content notes). At the end of the discussion I will leave some time for any in class questions so students can clear up any misconceptions. I will also have questions ready to ask students such as the differences between nuclear and extended family is? How has the typical family changed since the 1990s? After that I will explain the Family Health Tree project that students will be doing (see technology integration). Students will then have time to fill out a exit ticket that I will provide to get an idea of how they felt about the material that was covered in the class.
 * Equip, Explore, Rethink, Revise, Tailors: Intrapersonal, verbal, kinesthetic, interpersonal, logical**

Students will be able to consider family values and the role they play on individual health. They should be able to evaluate their own family dynamic and consider how their health values are defined. They should also be able to empathize to other families who go through certain situations where family dynamic is altered. Students will have knowledge about common negative health consequences that are associated with family influences. In class I will provide numerous scenarios for the student groups to discuss and evaluate how family plays a role and what kind of consequences can come from certain scenarios. Throughout the lessons I will evaluate the class by having them give me thumbs up or thumbs down on whether they are understanding the material. I will encourage students ask questions about any misconceptions they have on the topic in order to clear all that up. Students will evaluate their work by grading themselves on the checklist provided by me. They will also have to set up a meeting with me so I can talk about some things they may want to look out for in the future, that way they have some knowledge about how their personal family history could affect them in the future. I will have them use hand signals to show me how they feel about their product that way I can give out the necessary help specific students may need.
 * Explore, Experience, Revise, Refine, Tailors: Intrapersonal, Verbal, Kinesthetic, Interpersonal, Logical**

Students will be asked to self assess themselves by writing in their journals. Within their journals they should be writing down their thoughts on specific topics that interest them, what they have learned from the material presented, and reflected on how the material will effect them. I will review their journals and give them positive specific feedback on what they wrote in their journals. I will evaluate their Family Health Tree with the checklist that is attached and also give them positive specific feedback.
 * Evaluate, Tailors: Intrapersonal, Verbal, Spatial, Interpersonal, Musical, Logical**


 * __ Content Notes __**

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


 * What is family/structure: ** Family usually consists of father, mother, uncles, aunts, cousins, grandparents, etc. Your //nuclear family// consists of your Father, Mother, and siblings. //Extended Family// includes your aunts, uncles, cousins, and grandparents.


 * What the typical family looks like:** A working father, a stay at home mother, and dependent children. This is not the case any more.


 * What is the reality for a family to look like:** Now in today the typical family looks like; a single parent who must work to provide for the rest of the family. Another look on family dynamics is that both parents have to work and children are left alone with another person or sibling.


 * What is affecting families:** Divorce rates are going up which creates more single parent families. This makes caring for children much harder. A death of a parent can put a lot of stress on a family. More mothers are working to help provide for a the family, this is happening in two parent homes.


 * Health affects on individuals:** Stressful life events, child abuse, alcoholism, smoking, quality of diet (obesity/undernourishment), risk taking behavior, neglect.


 * Stressful Life Events:** Divorce, change in family (parent gets remarried), death in the family,increase the risk of family members developing negative health consequences.


 * Child Abuse:** Being in a family where abuse happens can drastically harm an individuals emotional, mental, and physical health.


 * Smoking:** Family members who smoke put other individuals in the family at risk of developing negative health problems from breathing in second hand smoke.


 * Quality of Diet:** With their being an increase of mothers who are force to get a job many families develop poor diets. Families with working parents often time do not have time preparing good wholesome meals, instead, processed food or fast food becomes a popular substitute when their is not enough time to cook. Without a parent helping their children develop healthy diet choices children are at risk of becoming obese or undernourished.


 * Neglect:** Children who come from homes where the parent works a lot can sometimes feel neglected and not cared for. This can lead to negative emotional health consequences.

KWL Organizers Breakout topic organizers Exit Tickets
 * __ 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.//

Students will need to organize how family dynamics effects individual health on multiple levels. //** Microscope: **// Students will be asked to think about certain situations and be able to analyze the health consequences. //** Puppy: **// Their will be lots of group discussions where students can share their thoughts about personal experiences. The classroom will be respectful of everyone who shares experiences and everyone will be encouraged to share experiences or thoughts about certain topics. //** Beach Ball: **// The content of the lesson will incorporate many topics that way material will be fresh while also having to revert back to previous material in order to link them together. //** Rationale: **// The lesson will accommodate all learners that way they are able to participate in a safe comfortable environment.
 * //Learning Styles//**
 * //Clipboard:// **


 * //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 exit tickets at the end of the day to see how comfortable students feel about the content before they leave my class. I will use hand signals periodically throughout the lesson to gauge how kids comprehend the material. Finally I will also have my students write in their journals about what they learned during the class along with any questions they might have.


 * //Summative://** Students will individually create a family health tree that gives details about relatives health. Students will need to talk to a parent/guardian about relatives and their health. It will be expected for students to go as far back as three generations of their families, unless a student meets with me to inform me that their are stipulations that prevent the student from getting that information. Students will map out their family health tree on Inspiration and will then individually meet with me to get feedback on their work.


 * //Rationale://** The family health tree will be a good way to link the family portion of the unit to the peer portion of the unit. By having the students do this they can see how their family affects their health directly; this then gives them the knowledge of what steps they could take to prevent certain factors from happening in their lives.


 * //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.//**

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
 * //Content Knowledge://**
 * //MLR or CCSS://**


 * //Facet://** In this lesson students will be able to empathize and understand how family plays a influential role on an individuals health


 * //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.//

**Verbal:** Students will discuss how family affects their lives.
 * Logical:** Students will have to create their tree in a organized, sequential way so it is easy to understand.
 * Kinesthetic: ** A MI activity will be used at the beginning of class.
 * Spatial:** Students will need to add graphics or pictures into their Family Trees.
 * Naturalist:** Students will have to talk about their environment that they live in.
 * Interpersonal:** Students will be in groups when they are participating in the MI activity.
 * Intrapersonal:** Students will work individually on their family health trees.

Students will individually create a family health tree that gives details about relatives health. Students will need to talk to a parent/guardian about relatives and their health. It will be expected for students to go as far back as three generations of their families, unless a student meets with me to inform me that their are stipulations that prevent the student from getting that information. Students will map out their family health tree on Inspiration and will then individually meet with me to get feedback on their work.
 * //Type II Technology://**

The lesson will be targeting students of all learning intelligences. Students will have to use spatial, logical, and verbal intelligences to create their Inspiration project. In class verbal, logical, kinesthetics, interpersonal and intrapersonal intelligences will have to be used.
 * //Rationale://**

** 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
 * //__ NETS STANDARDS FOR TEACHERS __//**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

In this lesson students will be asked to look into their own health history. They will use the knowledge they learn to create a digital family health tree to map out the health history of their family. They will analyze the tree and evaluate what steps they could take to live a more healthy life.

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


 * 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

Students will be able to customize their family trees how ever they want in order to express their family trees. They can add images, music, etc.

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

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