L6+Fortin,+Jackson


 * ** UNIVERSITY OF MAINE AT FARMINGTON **


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


 * LESSON PLAN FORMAT **


 * __ Teacher’s Name __ : Jackson Fortin ** **__ Lesson #: __** ** 6 ** **__ Facet: __** ** Perspective **


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


 * __ Topic: __** ** Health ** ** Influence **


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** media has a great influence on health practices and has positive and negative affects on individual health.


 * Student will know ** critical details, vocabulary/definitions, and key factual information about affects that peers have on individual health.


 * Student will be able to do ** analyze media sources. Compare and contrast positive and negative influences on health.


 * Product: ** (Skype) The class will be divided into two teams to debate negative media that affects individual health. One team will argue that media has a negative effect on individuals lives and the other team will argue that media has no affect on individuals health. Students will have to do outside research to prepare for the debate. The day of the debate the student groups will be separated in different rooms to come up with a strategy. Students will then take part in a Skype debate where they will argue their points.


 * __ 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 __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **
 * In class I will use hand signals to check for understanding. I will also use class questions and misconception checks to see if students are able to answer or redirect what is being said. Finally at the end of the first day I will use a exit ticket to gauge how comfortable students are will the material that was covered for the day. Students will also be reflection gin a journal about what they have learned and how the material affects them. I will also use specific questions to help students reflect on the material. **

For the debate I will be giving out teacher feedback along with using a checklist to ensure that all students are participating and are using what they have learned about the material to participate in the debate.
 * Section II – timely feedback for products (self, peer, teacher) **


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

The class will debate the positive and negative affects that the media has on people’s health.


 * __ Integration __**


 * Technology: **

(Skype) The class will be divided into two teams to debate negative media that affects individual health. One team will argue that media has a negative effect on individuals lives and the other team will argue that media has no affect on individuals health. Students will have to do outside research to prepare for the debate. The day of the debate the student groups will be separated in different rooms to come up with a strategy. Students will then take part in a Skype debate where they will argue their points.


 * Content Areas: **

English: Students will want to make sure they speak clearly and use complete sentences when speaking for their side.


 * __ Groupings __**


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

Students will use a venn diagram organizer throughout the class to organize the negative and positive influences media has on individual health. They will also consider what good and bad media have in common.


 * Section II – Groups and Roles for Product **

The class will be broken up into two teams one supporting that certain media has a negative influence on individual health; the other group will be supporting that all media is good media and has little to no influence on individual health. Students will have to research information for their group individually for homework and come prepared to fight for your side. At the beginning of the class where the debate will happen teams will be seperated to designated spots in the school so that teams can discuss what their strongest arguments will be and how they could potentially defend themselves from what their opponents might use to for their cause. All students will be expected to offer up something to the debate whether its a comment, statement, example, etc.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** Students will discuss the affects that media has on individual health.


 * Logical:** Students will rank what media sources are the best to the worse.


 * Musical:** More jingles and music will be played throughout the class.


 * Kinesthetic:** Students will have to use body language to prove their points in the debate.

Spatial: Pictures can be used to help prove points in the debate.


 * Interpersonal:** Students will need to work as a team to create strong arguments.


 * Intrapersonal:** Students will need to work individually to come up with arguments to present to the team


 * __ 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: **

(Skype) The class will be divided into two teams to debate negative media that affects individual health. One team will argue that media has a negative effect on individuals lives and the other team will argue that media has no affect on individuals health. Students will have to do outside research to prepare for the debate. The day of the debate the student groups will be separated in different rooms to come up with a strategy. Students will then take part in a Skype debate where they will argue their points.


 * Gifted Students: **

Students will have the option to challenge themselves with their research that they do on their own. They can find arguments that go deeper then just individual health, they can look into how media affects health on a global level.


 * __ Materials, Resources and Technology __**

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

Laptop s

Handouts


 * __ Source for Lesson Plan and Research __**

// List all URL and describe. //

[] : Article on child health behavior and media influences.

[] : Article on children vs. media

[]: Research on television and children

[] : Anti-smoking commercial

[] : Obesity Commercial

[]: Smoking commercial

[]: Alcohol Commercial


 * __ 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: (15 Minutes) Students will bring in their own examples of media that interest them. (15 Minutes) I lead a class discussion on some specific student examples. (5 Minutes) Hand out the venn diagram graphic organizers and explain how the students are suppose to use them. (25 Minutes) Introduce different forms of positive media and negative feedback. How the government regulates media. (10 Minutes) Introduce the Skype debate project.

(10 Minutes) Students will reflect in their journals about positive and negative media influences.

Homework: Students will do research for the side that they were grouped in.

Day: 2 (10 Minutes) Recap of what was covered last class. (5 Minutes) Separate groups to their respected group. (15 Minutes) Allow groups to collaborate with each other to form their arguments and defenses. (30 Minutes) I and a colleague will facilitate the student debate. (10 Minutes) Bring class back together for a group discussion of what was debated and how people felt during the debate. (10 Minutes) Students will reflect in their journals about the debate. I will also have an exit ticket for them to fill out.

Students will understand that media has a great influence on health practices and has positive and negative affects on individual health. Students will evaluate and analyze the influences on health. As talked about in lesson 5 it is important to understand media, it is even more important for students to decipher what is considered positive and negative media so that they can make health life choices. For my hook I will use the homework that I gave at the end of lesson 5. Students will bring in their own examples of media for the class to view. Short discussions will be held on each one talking about what sort of messages the source is trying to convey. After that I will lead a discussion on how the government regulates what is being put out by the media, and go more into what is considered positive and negative health media.
 * Where, Why, What, Hook, Tailors: Verbal, Logical, Intrapersonal, Spatial **

Students will need to know critical details, vocabulary/definitions, and key factual information about affects that peers have on individual health. Some more specific information which will be covered is the use of media to increase awareness about certain health behaviors or illnesses. I will use many video examples to explain how companies use media to spread awareness. I will go in depth about why media is used and not more primitive ways to get information out to the public. To help students organize their thoughts I will handout the Venn diagram graphic organizer. The Venn diagram will be used to organize students’ thoughts about positive and negative media; what are some characteristics of each and how they are used. The graphic organizers will then be used to help organize students’ thoughts for the Skype debate for the next day. After that I will break the class into two groups by having them draw a company logo. The McDonald’s group will work together to talk about why media is bad for peoples health and the Wendy’s group will work together to argue that media is good for peoples health. Students will collaborate for a little bit in class but the majority of work will done for homework. The next day students will be separate by their groups to individual rooms so they can collaborate together. I will have a colleague monitor one room and I will monitor the other to ensure that students are staying on task. Students will collaborate on what they will argue and how they will defend against the opposing teams arguments. Students will need to be respectful and include everyone in the conversation and ensure that everyone has a role in the group.
 * Equip, Explore, Rethink, Revise, Tailors: Musical, Spatial, verbal, interpersonal, intrapersonal **

Students will be able to see from both perspectives of how media can be negative and positive on their individual health. The Skype debate will be a way for students to experience what companies go through when determining how to advertise their products or messages. Throughout the debate students may use visuals to help further their arguments to try and change the perspective on the other groups. At the end of the debate students will come back to reflect on their experience and talk as a whole on how they felt while arguing the topics. What were some controversial topics? How does this affect your perspective on media? Students will write in their journals about this.
 * Explore, Experience, Revise, Refine, Tailors: Spatial, Verbal, Interpersonal, Logical **


 * In class I will use many forms of formative assessments such as hand signals to check for understanding of specific material. I will also use class questions and misconception checks to see if students are able to answer or redirect what is being said. Finally at the end of the first day I will use a exit ticket to gauge how comfortable students are will the material that was covered for the day. Students will also be reflecting in a journal about what they have learned and how the material affects them. I will also use specific questions to help students reflect on the material. ** For the debate I will be giving out teacher feedback along with using a checklist to ensure that all students are participating and are using what they have learned about the material to participate in the debate.
 * Evaluate, Tailors: Verbal, spatial, logical, intrapersonal **


 * __ Content Notes __**

Students will know…..

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

Teenagers are becoming sexually active at a younger age. Scare tactics are used to try and scare viewers from trying certain products like tobacco. Teenagers spend a lot of time viewing media which is causing specific illnesses.


 * __ Handouts __**

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

Venn Diagram 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 what is considered positive and negative media that influences health decisions.


 * Microscope:**

Students will need to analyze what makes media positive or negative influences in their lives.


 * Puppy:**

During the debate students will be respectful to one another. Also a caring environment should be created to develop trust with peers in order for students to feel comfortable sharing their homework in class.


 * Beach Ball:**

Students will have the opportunity to handle material while thinking about how advertising affects their decision on certain products.


 * Rationale:**

The lesson is designed to accommodate the various learning styles of students. By accommodating 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: **//
 * In class I will use hand signals to check for understanding. I will also use class questions and misconception checks to see if students are able to answer or redirect what is being said. Finally at the end of the first day I will use a exit ticket to gauge how comfortable students are will the material that was covered for the day. Students will also be reflection gin a journal about what they have learned and how the material affects them. I will also use specific questions to help students reflect on the material. ** For the debate I will be giving out teacher feedback along with using a checklist to ensure that all students are participating and are using what they have learned about the material to participate in the debate.

//** Summative: **//

The class will be divided into two teams to debate negative media that affects individual health. One team will argue that media has a negative effect on individuals lives and the other team will argue that media has no affect on individuals health. Students will have to do outside research to prepare for the debate. The day of the debate the student groups will be separated in different rooms to come up with a strategy. Students will then take part in a Skype debate where they will argue their points.

//** Rationale: **//// The ways that I plan on assessing my students I believe will be the most affective way to check for their understanding. For the debate I plan on recording it so that I can go back to review it for student participation and so I can give appropriate teacher feedback to each student. //

//** 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. **//

//** 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 have to argue from a certain perspective so that they can understand how media can be controversial. By doing this I hope to get students to think about their own perspective on media. //

//** 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 the affects that media has on individual health.


 * Logical:** Students will rank what media sources are the best to the worse.


 * Musical:** More jingles and music will be played throughout the class.


 * Kinesthetic:** Students will have to use body language to prove their points in the debate.


 * Spatial:** Pictures can be used to help prove points in the debate.


 * Interpersonal:** Students will need to work as a team to create strong arguments.


 * Intrapersonal:** Students will need to work individually to come up with arguments to present to the team

//** Type II Technology: **//

The class will be divided into two teams to debate negative media that affects individual health. One team will argue that media has a negative effect on individuals lives and the other team will argue that media has no affect on individuals health. Students will have to do outside research to prepare for the debate. The day of the debate the student groups will be separated in different rooms to come up with a strategy. Students will then take part in a Skype debate where they will argue their points.

//** Rationale: **// Having the students have a Skype debate will be a way for students to work together and have them experience a real world issue. It should also spark students interest about certain topics and may give or change perspectives of students thoughts on media.

**//__ 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

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

The Skype debate will be a great way for students to collaborate and work together to create arguments for or against certain uses of media. Students will work together in a face to face environment along with confronting the opposing side in a virtual way.


 * Rationale:** By having students working in a virtual and real life way it allows them to collaborate ideas with each other.


 * 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 Having a debate will be a great a way for students to use multiple intelligences to form their argument. With this it will require myself to assess in multiple ways to account for how students might develop arguments for or against media usage.

Rationale: The debate can be taken in many ways, students can use pictures, video, music, etc to express their sides arguments. So this will tailor to many students in a way that allows them to use technology to further the debate to another level. ||  ||   || 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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