L5+Bukauskas,+Kaitlyn

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

** LESSON PLAN FORMAT **

__ Topic: __ Chronic Disease Prevention
 * __ Teacher’s Name __**** : ** Ms.Bukauskas **__Lesson #: 5__ __Facet:__** Application
 * __ Grade Level __**** : 6-8 ** **__Numbers of__ __Days:__** 2


 * __ PART I: __**


 * __ Objectives __**

Students will understand that making healthful choices will lower the risk level for chronic disease. Students will know vocabulary- chronic disease, risk level, genetics, predisposition. Student will be able to identify the preventable aspects of chronic disease development.


 * Product: Prezi **

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 learning and presenting information about lifestyle choices and the potential effects on the human body. Teacher will guide a class discussion about chronic disease to review information learned in the prior lessons in the unit as well as introduce new key terms and ideas. Students will be given a 'cause-and-effect-tree' graphic organizer for note-taking. Teacher will guide the class to learn to make a Prezi presentation by demonstrating on a laptop projected for the class to follow along with on their own laptops. Students will be broken up into pairs of two based upon student choice to work on a Prezi presentation about chronic disease prevention. On the second day of the lesson, students will present their Prezi to the class. Students who want an extra challenge can do their Prezi as a persuasive presentation to convince people of a chosen demographic to alter their lifestyle behaviors with the risk of chronic disease in mind.
 * __ 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 the 'thumbs up' to check for understanding.
 * Section II – timely feedback for products (self, peer, teacher): **Students will work in pairs to create a Prezi presentation about health behaviors that can lower the risk of developing certain chronic diseases. While the students are working on their Prezi projects, teacher will circulate the room to provide verbal feedback.
 * __ Summative (Assessment of Learning): __** Students will create a Prezi presentation to present information about ways in which people can lower the risk of chronic disease by adapting to healthier lifestyle choices. Students will present their Prezi to the class and will be evaluated based upon a project/presentation rubric.
 * __ Integration __**
 * Technology: ** The Prezi presentation is a type 2 technology because it allows students the opportunity to take what they have learned and present it in a creative way online to their peers.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **
 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: ** The class as a group will discuss risk factors of chronic diseases based upon genetics and lifestyle choices which may appeal to logical thinkers.
 * Verbal: ** Class discussion will involve language and vocabulary words pertaining to the symptoms and prevention of chronic disease.
 * Visual: ** Students will use cause-and-effect-tree graphic organizers to visually layout the information obtained from class discussion.
 * Musical: **Students have the option to incorporate music into their presentation.
 * Intrapersonal: **Students will work in pairs to create and present their Prezi.
 * Interpersonal: **Students will take notes individually during initial review of information.
 * Kinesthetic: **Kinesthetic learners may enjoy the physical layout of their Prezi project by organizing their information into slides which can be customized.
 * Naturalist: **Key aspects of chronic disease risk factors and lifestyle choices involve outdoor activities and elements.
 * __ 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 an iMovie with instructions which demonstrate how to create a Prezi presentation along with notes about the class discussion topics and definitions. 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. For this project students who missed the presentation day would not be expected to present but would be required to do a Prezi for the teacher to review and evaluate.
 * __ Extensions __**
 * Type II technology: ** The Prezi presentations are a type 2 way of expressing content knowledge because they take the abilities students have when they work with Powerpoint and increase the potential for creativity and uniqueness in their project. This may encourage students and get them more engaged with the content.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // White board or chalk board //
 * // Handouts- cause and effect tree graphic organizer (at least 1 per group) //
 * // Laptops- at least 1 per two students //
 * // Tutorial video to instruct students on the usage of Prezi //
 * // Handouts- instructions for Prezi //
 * // Chronic disease informational youtube video (Hook) //
 * // Projector //
 * __ Source for Lesson Plan and Research __**
 * Cause and effect tree graphic organizer- handout for // students to group their information ( @http://www.google.com/imgres?imgurl=http://freeology.com/wp-content/files/causeeffecttree-thumb.png&imgrefurl=http://freeology.com/graphicorgs/&h=297&w=230&sz=17&tbnid=LtMn6vXlCcf0GM:&tbnh=102&tbnw=79&zoom=1&usg=__H_LRtkk-0pgRPuc0CA1ZIsY9MFw=&docid=gD82DzG6BYGDCM&hl=en&sa=X&ei=2Zi9UM-fCeeP0QGj94CQDg&sqi=2&ved=0CEcQ9QEwBA&dur=216)//
 * // Prezi tutorial- instructional video for students to access and for absent students to learn how to use Prezi website ( @http://prezi.com/learn/getting-started/)//
 * // Prezi website- @http://prezi.com/ //
 * Chronic disease video- ([])//)//
 * // Centers for Disease Control and Prevention (cdc.gov) //
 * // World Health Organization (who.int/) //
 * __ 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 min) Hook: Chronic disease youtube video (15 min) Class discussion to review information from prior lessons and answer any lingering questions. (10 min) Teacher will continue to facilitate class discussion to introduce new terms and ideas. (5 min) Students will choose partners to create a Prezi presentation. (15 min) Teacher will guide class on learning how to use the Prezi website through use of a projector. (20 min) Students will work in pairs on their Prezi projects.

__Day Two__

(15 min) Students will have time to finish and prepare their presentations. Teacher will take attendance during this time. (30 min) One person from each pair will stay stationed at their table to present their Prezi. The other person from the pair will get up and circulate the room to view the other presentations. (30 min) Student partners will switch roles so that the other partner now has the chance to view Prezi presentations while the other person presents.

Day 1: The classroom will be set up with the desks being in rows of twos. Teacher will use projector to play the Chronic Disease Youtube video and facilitate class discussion to review information from prior lessons and introduce new concepts and terms. Students will understand the connection between lifestyle choices and habits and long term consequences of health and chronic disease. Students will fill out cause-and-effect-tree graphic organizers during the discussion.
 * Where, Why, What, Hook Tailors:** Logical, verbal, visual, intrapersonal.

Students will know (see content notes) vocabulary: chronic disease, risk level, genetics, predisposition. Students will understand the preventable aspects of chronic disease development. Teacher will guide discussion about chronic disease. Students will break into pairs of two based upon student choice. Teacher will demonstrate usage of Prezi website through a projector. Students will work in pairs to create Prezi presentations to demonstrate health choices that can effect the risk of developing specific chronic diseases.
 * Equip, Explore, Rethink, Tailors:** Interpersonal, verbal, visual**.**

Day 2: Students will have time to complete their Prezi presentations. In each group, one student will stay at the desk and be the presenter. The second student will circulate the room to see the other presentations. Next, the roles will switch for each group. Time will be left at the end of class for feedback and questions.
 * Explore, Experience, Revise, Refine, Tailors:** Verbal, visual, musical, intrapersonal, interpersonal, kinesthetic.

//** Definitions: **// __ 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. Predisposition: A tendency to suffer from a particular condition. Chronic diseases are one of the leading causes of death and health care costs in the United States. Chronic diseases cause 70% of deaths each year in the United States. Approximately 1/4 of people living with a chronic illness experience significant limitation in daily functions and activities. Chronic diseases are the most preventable health disparity. The four modifiable behaviors that affect the risk factors of developing a chronic disease are tobacco use, insufficient physical activity, poor eating habits, and excessive alcohol use. A national goal for the Centers for Disease Control and Prevention to reducing health disparities is to prevent, delay, detect, and control chronic diseases. //** 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.
 * __ Content Notes __**
 * // Facts: //**

__** Handouts **__ (these are the attachments) // Cause-and-effect-tree web graphic organizer // // Instructions for Prezi // // Rubric //


 * __ 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 lifestyles, habits, and long-term health outcomes. //


 * // 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 brainstorming ideas on their presentations. //


 * // 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 grade Prezi presentations based upon rubric. //

Summative: // Students will receive feedback from peers while observing Prezi presentations. //


 * // Rationale: //**//Prezi presentations will be used because it encourages students to think creatively about the content knowlede.//


 * // 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: //**//Application//


 * // Rationale: //**// Students will tie together the unit information on chronic disease with overall 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.//**


 * // MI Strategies: //**


 * // Type II Technology: //**Prezi Presentations.


 * // Rationale: //**// Furthers the ability of a Powerpoint presentation to enhance creativity and learning. //

__//**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 Prezi presentations which will then be showed to their peers.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
 * 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.**

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

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 * //Rationale://** //Students will be creating personalized Prezi presentations to teach to the rest of the class which provides the opportunity for students to tailor their presentation to their interests and learning styles.// ||  ||   ||
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