S3+Fortin,+Jackson

=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= //Students analyze and evaluate influences on health and health behaviors// (**What**). Family plays a role in individuals health so it is important to have an understanding of family health values and issues (**Why**). 1.2 When students come in I will hand out the coat of arms graphic organizer and have them fill in what they value in their life **(Hook)**. 1.3 Students will know critical details, vocabulary/definitions, and key factual information about family health **(Equip).** My students would have already filled out their breakout topic graphic organizers **(Explore)**. In small groups of 2-3, students will discuss family health and then report back to the class. Students then will individually create a family health tree **(Experience)**. 1.4 Students will hand in an exit ticket at the end of the day stating how comfortable with the material that was covered that day **(Rethink)**. Students will write in a journals and meet with me about their family health trees **(Revise/Refine)**. I will grade by evaluating their trees and journals **(Redefine)**. 1.5 Formative assessment: **Pre-assessment:** KWL **Checking for Understanding**: Exit tickets, hand signals, and journals. **Timely Feedback:** Teacher feedback and peer reviews **(Evaluate)**. 1.6 **(Tailor)** **Logical:** Students will have to create their tree in a organized, sequential way so it is easy to understand. **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.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that family can have positive and negative affects on individual health (**Where**).
 * Verbal: ** Students will discuss how family affects their lives.
 * Kinesthetic: ** A MI activity will be used at the beginning of class.

1.7 Students will be able to consider family values and the role they play on individual health **(Empathy)**. **Product**: inspiration (family health tree) . **Days** 2 **(Organize)**. || =Lesson 2=

//Students analyze and evaluate influences on health and health behaviors// (**What**). Other people affect individuals health in positive and negative ways so it is important to understand how the people that surround us affect us **(Why)**. 2.2 I will use images to show how people can effect other peoples health through words **(Hook)**. 2.3 Students will know critical details, vocabulary/definitions, and key factual information about peer health affects **(Equip)**. Students will use the coat of arms graphic organizer to come up with some basic ideas of how other people in their lives affect their health values and their individual health (**Explore)**. The class will be broken up into groups to discuss the differences and commonalities that they all share in terms of their values **(Experience)**. 2.4 Students will write in their journals about how a person in their life has improved their quality of life **(Rethink)**. Students will also self assess their Comics and what they took from the class **(Revise/Refine)**. I will use the their journals as a way to check their progress on their comics **(Redefine)**. 2.5 **Formative Assessments:** **Checking for understanding:** Journals, question box, and hand signals. **Timely Feedback:** I will use a checklist and teacher feedback **(Evaluate)**. 2.6 **(Tailor)**  ** Interpersonal: **  Students will work ingroups for some time to discuss how people in their lives positively and negatively affect their lives. 2.7 Students will be able to recognize positive and negative effects that others have on your health **(Self-knowledge****)**. **Product:** ComicLife. **Days** 2 **(Organize)**. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that people outside of your family can have positive and negative affects on individual health (**Where**).
 * Logical: ** Rank how people can affect individuals from worst to least.
 * Verbal: ** Tell a story, personal or fiction about an event where someone has negatively or positively affected your life.
 * Visual: ** Picturesor drawings will be used to create the comic.
 * Intrapersonal: ** Students will work individually on their comics.
 * Kinesthetic: ** Student groups will act out certain social situations where something positive or negative in influenced.
 * Naturalist: ** Students will talk about how the type of environment they surround themselves in affects them.

//Students analyze and evaluate influences on health and health behaviors// (**What**). Different cultures have different health beliefs and practices, it is important to learn about cultures health practices and beliefs to gain knowledge on something then our own (**Why)**. 3.2 I will propose a question about U.S. health culture and get an idea of what my students know **(Hook)**. 3.3 Students will know critical details, vocabulary/definitions, and key factual information about how culture affects individual health **(Equip)**. Students will use their cluster/word web graphic organizer to organize key details about a certain culture that they will study **(Explore)**. Students will be broken up into groups of 3 to work on culture research for their glogster project **(Experience)**. 3.4 Students will use hand signals to show me how well they understand the project at hand **(Rethink)**. Students will use peer reviews to assess their work in class, they will also write in their journals to access their own work and understandings **(Revise/Refine)**. I will use their peer reviews as a way to check for their understandings along with the use of hand signals **(Redefine)**. 3.5 **Formative Assessments: Checking for understanding:** Journals, question box, and hand signals. **Timely Feedback:** I will use a checklist and teacher feedback **(Evaluate)**. 3.7 Students will be able to exhibit knowledge of other cultural health beliefs/practices **(Application)**. **Product**: glogster. **Days** 3-4 **(Organize)**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 Students will understand that culture influences health practices/behaviors **(Where)**.
 * (T)** 3.6 **(Tailor)**
 * Verbal:** Students will discuss different cultures in class.
 * Musical:** Cultural music will be played while students work.
 * Spatial:** A digital poster will be made on glogster to show groups information on the culture.
 * Naturalist:** Display of herbal remedies for children to see.
 * Interpersonal:** Students will be working on their glogsters in groups.
 * Intrapersonal:** Students will have time for individual research on culture health glogster.

//Students analyze and evaluate influences on health and health behaviors// (**What**) When two cultures are combined influences of health (Why). 4.2 Summarize/tell a story about two cultures colliding (The Spirit Catches You and You Fall down) **(Hook)**. 4.3 Students will know critical details, vocabulary/definitions, and key factual information about how culture affects individual health **(Equip)**. Students will use their main idea map graphic organizer to organize differences and similarities of different cultures **(Explore)**. Students will be broken up into groups of 2 or 3 to work on a google docs. presentation about two different cultures **(Experience)**. 4.4 Students will use class questions, hand signals, and an exit ticket to prove understanding **(Rethink)**. Students will use self assessments and rubrics to assess their own work **(Revise/Refine)**. I will use students rubrics and hand signals to check their understand **(Redefine)**. 4.5 **Formative Assessments: Checking for understanding:** Journals, question box, and hand signals. **Timely Feedback:** I will use teacher feedback and rubrics **(Evaluate)**. 4.6 **(Tailor)** 4.7 Students will be able to describe the differences between two cultures health practices/beliefs and how they influence individuals **(Explanation)**. **Product:** Google Docs. **Days** 3 **(Organize)**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that culture influences health practices/behaviors **(Where)**.
 * Verbal:** Students will discuss cultures and what happens when two different ones collide.
 * Logical:** Students will need to make a presentation that is organized and flows well.
 * Musical:** Students can incorporate cultural music into their presentation to give examples of practices/beliefs.
 * Spatial:** Students will need to incorporate pictures/images into their presentation.
 * Naturalist:** Students who have cultures who have strong beliefs with nature can use natural elements to help their presentation.
 * Interpersonal:** Students will work in groups for the google docs. project.
 * Intrapersonal:** Students will do individual research on cultures.

//Students analyze and evaluate influences on health and health behaviors// (**What**). 5.2 Use media catch phrase worksheet. Along with show negative and positive commercials. 5.3 Students will know critical details, vocabulary/definitions, and key factual information about how media affects individual health **(Equip)**. Students will use the idea rake organizer to organize thoughts about good and bad media influences **(Explore)**. Students will be put into groups of 3 or 4 to work on their Pinterest media scrapbook **(Experience)**. 5.4 Students will use journal entries and class questions to prove understanding **(Rethink)**. Students will use peer reviews, checklist and rubrics to assess their own work **(Revise/Refine)**. I will use misconception checks, exit tickets, and students journals to assess student work **(Redefine)**. 5.5 **Formative Assessments: Checking for understanding:** Misconception checks, journals, and question box. **Timely Feedback:** Peer reviews, checklist and teacher feedback **(Evaluate)**. 5.6 **(Tailor)** 5.7 Students will be able to evaluate positive and negative effects that media has on individual health behaviors **(Interpretation)**. **Product:** Pinterest. **Days:** 2 **(Organize)**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that media has a great influence on health practices and has positive and negative affects on individual health **(Where)**.
 * Verbal:** Discussion on media and its influences.
 * Musical:** Media jingles and music will be played for it to be analyzed.
 * Kinesthetic:** Students will make a rough draft of what their pinterest may look like on paper.
 * Spatial:** Pictures will be used to create the pinterest.
 * Interpersonal:** Students will work in groups on the pinterest.
 * Intrapersonal:** Students will work individually as well on the pinterest site.

//Students analyze and evaluate influences on health and health behaviors// (**What**). 6.2 Students will bring media examples to the class to be viewed **(Hook)**. 6.3 Students will know critical details, vocabulary/definitions, and key factual information about how media affects individual health **(Equip)**. Students will use a venn diagram to compare and contrast a health promotion ad. and a promotion that negatively affects health. **(Explore)**. The entire class will be discussing negative and positive influences media has on health in preparation for the class debate **(Experience)**. 6.4 Students will use journal entries and class questions to show understanding of the material **(Rethink)**. Students will use their journals to self assess their in class work **(Revise/Refine)**. I wills use class questions to check for student understandings **(Redefine)**. 6.5 **Formative Assessments: Checking for understanding:** I will use class questions, hand signals, misconception checks and exit ticket. **Timely Feedback:** Teacher feedback, student journals, and checklist **(****Evaluate)**. 6.6 **(Tailor)** 6.7 Students will be able to analyze media sources and be able to compare and contrast the positive and negative influences on health **(Perspective)**. **Product:** Skype debate. **Days:** 3 **(organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that media has a great influence on health practices and has positive and negative affects on individual health **(Where)**.
 * 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.

2004 ASCD and __#|Grant__ Wiggins and Jay McTighe