L3+Fortin,+Jackson


 * ** UNIVERSITY OF MAINE AT FARMINGTON **


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


 * LESSON PLAN FORMAT **


 * __ Teacher’s Name __ : Jackson Fortin ** **__ Lesson #: __** ** 3 ** **__ Facet: __** ** Application **


 * __ Grade Level __ : 9-Diploma ** **__ Numbers of Days: __** ** 3-4 **


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


 * __ PART I: __**


 * __ Objectives __**


 * Student will understand that ** culture influences health practices/behaviors


 * 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 ** exhibit knowledge of other cultural health practices and beliefs.


 * Product: ** Students will be placed in pairs to create a digital poster on glogster that deals with a specific cultures health practices/beliefs/influences. This is a great way to look at another type of culture other then the United States. Information should be relative to what has been talked about in class. How does the beliefs/practices affect individuals health in that culture? The poster should be creative and informative.


 * 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**

I will use the students journals to check for their understanding by asking them to write about what they learned about the different cultures talked about in the class and how they are similar or different to the United States culture. Students will also write down any questions they have about the class and put it into a question box where it will be addressed in the next class. Hand signals will also be used to check for understandings periodically throughout the class.


 * Section II – timely feedback for products (self, peer, teacher)**

I will use a checklist to give students feedback on their glogster. Along with that I will give students positive specific feedback on what they did well and some things they need to work on.


 * Summative (Assessment of Learning):**


 * Integration**


 * Technology:** Students will be placed in pairs to create a digital poster on glogster that deals with a specific cultures health practices/beliefs/influences. This is a great way to look at another type of culture other then the United States. Information should be relative to what has been talked about in class. How does the beliefs/practices affect individuals health in that culture? The poster should be creative and informative.


 * Content Areas:**

English: Students will need to use proper English in their glogster posters.

History: Students will research some of the history of the culture that they choose.

Science: Students will do in depth research and form hypotheses about why certain influences are relevant to a certain culture.

Music: Some cultures may use music as a form of healing, in which students will need to research.


 * Groupings**


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

I will use the cluster/word web graphic organizers to help students organize their thoughts about different cultures health beliefs/influences. Students will be free to fill out the organizer in any manner they wish. The idea though is to have the center word be culture and branch off from their. Those branches should lead to different cultures where then they can add upon what the culture's beliefs/influences are on health.


 * Section II – Groups and Roles for Product**

Students will be able to fill out the graphic organizer alone or with a partner in way to allow students who work better alone or in groups to flourish. Getting more ideas upon the organizer will help students make connections between cultures. In class we will have a full class discussion about cultures and their beliefs on health and what influences those beliefs. This will be away to ensure that students are all learning the same material and not getting confused in smaller groups. For the glogster project students will be put into groups of three to help gather more thoughts about certain cultures. Students will be allowed to pick their own groups to work in. I will then have specific cultures in a hat for groups to pick from that way their are no two groups working on the same culture. By having students pick their own groups it should help students learn from their peers and work on each others strengths and weaknesses.


 * Differentiated Instruction**


 * MI Strategies**


 * 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.


 * 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:** Students will be placed in pairs to create a digital poster on glogster that deals with a specific cultures health practices/beliefs/influences. This is a great way to look at another type of culture other then the United States. Information should be relative to what has been talked about in class. How does the beliefs/practices affect individuals health in that culture? The poster should be creative and informative.


 * Gifted Students:**

Students will be asked to answer more in depth questions about their culture; this will require the student to do further research about the culture and may involve the student creating hypotheses about why something may influence a cultures decision.


 * Materials, Resources and Technology**

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

Laptops

Projector

Cluster/Word Web Organizer

Glogster Checklist

Cultural Music


 * Source for Lesson Plan and Research**

//List all URL and describe.//

[] Information on European health

[] - United States health beliefs

[] - Cultural Health Beliefs

[] - Stanford study of Hmong Health Beliefs.

[] : Cluster word 1 organizer


 * 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) Hook: Propose questions about U.S. health culture; four corner activity. (10 minutes) Hand out the graphic organizer; explain how they will fill it out. Explain that they will use it in upcoming classes. (20 minutes) Introduction on United States health culture; important vocabulary, critical details will be introduced to the class. Class will discuss certain topics revolving around U.S. culture. (15 minutes) Introduce the glogster project; students will pick their own partners and sit with them. (10 minutes) Students will write in their journals about what they think about U.S. health culture? Do they like or dislike the beliefs that are instilled in our society.

Day 2 (10 minutes) Recap U.S. health culture. Take Questions from question box. (20 minutes) Introduction of European health Culture; how is it different from United States culture? (5 minutes) Glogster groups will pick a culture out of a hat to determine what their glogster will be about. (25 minutes) Students will work on Glogster on project. (10 minutes) Students will write in their journals about the differences between the U.S. health culture and European health culture.

Day 3 (5 minutes) I will play Hmong music as students walk into my class, then shut it off when I’m ready to begin class. (10 minutes) Recap what has been covered from the previous classes about U.S. and European culture. (15 minutes) Introduction to Hmong health culture; how is it different from the other two cultures that have been discussed? (15 minutes) Introduce the differences about Hmong culture. Students will pass around herbs used for medicinal purposes in the culture as I explain. (25 minutes) Students will work on glogster project. (10 minutes) Students will write in their journals about their opinions on Hmong culture. What do they like or not like about Hmong beliefs?

Day 4 (5 minutes) Introduce how class will be run today. Students will sign up for presentation line-up. (15 minutes) Students will have time to put finishing touches on their glogster project. (50 minutes) Students will present their glogster project. (10 minutes) Students will write in their journals about what they thought about the projects. What did they learn? What was interesting?

Students will understand that culture influences health practices/behaviors. Students will be able to exhibit knowledge of other cultural health practices and beliefs. Different cultures have different influences and beliefs on people. It is important to learn about different cultures so that we can be respectful of other peoples health beliefs. When the students come in the tables/desk will be arranged in rows; after students take a seat I will explain that I will ask them a series of questions and they will walk to the corner of the room in which they stand on the question. Their will be a agree, disagree, maybe, and I do not know corner. I will ask students in each corner to support why they agree, disagree, in the middle or do not know.


 * Where, Why, What, Hook, Tailors:** Intrapersonal, kinesthetic, logical, verbal

Students will need to know how culture affects individual lives. How do certain beliefs affect individual health? What different beliefs are there? How do beliefs vary from culture to culture? Through out this lesson their will be important vocabulary/definitions such as culture, health care, social economic status (SES), spirituality, individualism, collectivism, etc. By having students fill out the cluster/word web organizer over the period of these classes it will allow help organize ideas about multiple culture; the organizer will also allow students to make connections between cultures. The graphic organizer will be a good tool for them to go back to when thinking of topics in their culture that they create a glog about. Over t he multiple days I will cover U.S., European, and Hmong culture. These cultures will be good examples of how different health beliefs are on a government, individual, and spiritual level. The class will discuss certain details about each culture. During the first class I will introduce the glogster project and let the students pick the partner that they want to work with. At the end of the classes I will have the students write in their journals about specific questions that I would like them to reflect about. ** Their peers will use the glog checklist to evaluate their project along with writing down some positive specific thoughts about the project. Students will send me their glog where I will evaluate using the checklist. I will hand back the checklist with written feedback. I will give students an opportunity to make any corrections they want on their glog. They can set up a meeting with me to go over their corrections and possibly earn back some points that were taken away. **
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, logical, verbal, naturalist **


 * Students should have a better understanding of how culture influences health beliefs/practices/behaviors. After students complete their glogs they will have a peer(s) from another group evaluate their glog. They should be able to exhibit knowledge of other cultures and how they are different from their own. Through the class discussions and activities done in class students can reflect upon different cultures and how those cultural beliefs/practices affect other people who surround them. While in class I will use hand signals to get an idea of how my students understand the material. I will encourage students to ask questions in class about topics they are unclear about. I will also have a question box for students who are shy about asking certain questions; those questions will be addressed at the beginning of the next class. At the end of the lessons student will reflect upon the material and their project in their journals; what did they learn? What was interesting? How will this material affect my life? **
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, verbal, logical, Intrapersonal **


 * Students will be asked to write in their journals about various questions I will propose to them along with reflecting on the class. Within their journals they should be writing down things that interest them and the their thoughts on it, they should keeping record of what they learn in the class and reflecting on how the information being presented to them will affect the way they go about their daily life. I will also be presenting specific questions that students should reflect upon. Other formative assessments that I will use will be the question box and hand signals. The glogster will be evaluate through a checklist.**
 * Evaluate, Tailors: Verbal, logical, Intrapersonal, Interpersonal **


 * Content Notes**

Students will know…..

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

United States: The United States health beliefs could be considered a façade of promises. The country looks to improve health care and improving quality of health but very little has been done to do just that. Health care is limited to the families who have health care and even then certain health care programs only do so much for an individual. Medical care has become more then just helping people receive the care they need but it has also become a business where care is given to the ones who can pay.

Our culture has become media oriented to the point where it influences individual health decisions. It is common to see promotions for both sides. Example, having a icon supporting physical activity and then having the same icon promoting unhealthy food.

United States and its very diverse population is running into problems with cultural issues such as language barriers and other cultural health beliefs.

Highly medicated culture: When your sick take some medicine to feel all better. This is a great way for addictions and other substance abuse to occur.

Hmong Culture: Hmong elders understand health as a harmonious balance of forces in the natural world, the supernatural world, and between the two worlds. Similarly, illness is an imbalance of these forces.

To understand the concepts of health and illness in the Hmong culture, providers must understand the interlocking connections between the spiritual world and the physical world.

Traditional Hmong’s prefer to be treated with traditional [|home remedies] for physical symptoms of either natural or spiritual illness. Headaches, muscle aches, swelling, tingling, back pains, chest pains, and abdominal pains are often interpreted as being caused by a build-up of pressure that must be released. Techniques used to dim pa (release the pressure) include cupping, coining, and massage.

Illness attributed to supernatural forces may be due to soul loss, ancestral spirits, tame household spirits, wild forest spirits, malevolent spirits, or shaman spirits, but can also be attributed to magical interferences by humans in the form of curses. Illnesses caused by ancestral spirits are commonly a form of communication, as ancestors may be made unhappy by actions performed or not performed by humans.

European Culture: European health values are the distinctive set of beliefs about health rights and obligations that reflect European history and identity.

Universality, which means that no-one is denied access to health.

Equity, which relates to equal access to healthcare according to need, regardless of ethnicity, gender, age, social status or ability to pay.

Handouts

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

Cluster/Word Web Organizer

Glogster Checklist


 * 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 how the differences between cultures and how it reflects their health beliefs.


 * Microscope**//://

Students will research a culture which will allow them to analyze why they belief in certain health practices.


 * //Puppy//**//://

During classroom discussions and the group presentations students will be respectful and supportive to one another. Also in a caring environment it should be possible to develop trust with peers in order for others to fee comfortable sharing in class.


 * //Beach//** //**Ball**://

Students will have time to move around, along with having items in which they will interact with.


 * //Rationale//**//://

The lesson is designed to accommodate the various learning styles of students. By accomodating 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://** I will use the students journals to check for their understanding by asking them to write about what they learned about the different cultures talked about in the class and how they are similar or different to the United States culture. Students will also write down any questions they have about the class and put it into a question box where it will be addressed in the next class. Hand signals will also be used to check for understandings periodically throughout the class.


 * //Summative://** Students will be placed in pairs to create a digital poster on glogster that deals with a specific cultures health practices/beliefs/influences. This is a great way to look at another type of culture other then the United States. Information should be relative to what has been talked about in class. How does the beliefs/practices affect individuals health in that culture? The poster should be creative and informative.


 * //Rationale://** The glogster project will be a good way to dive deep into a vast sea of knowledge about specific pieces of a cultures beliefs on health and their influences. This form of technology allows students to create a digital poster which will make it easy for students to create a poster that is interactive and appealing to the eye.


 * //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://**


 * //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://** Apply their knowledge about other cultures and be able to relate it to their own culture and how they are different and similar.


 * //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 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.


 * //Type II Technology://** Students will be placed in pairs to create a digital poster on glogster that deals with a specific cultures health practices/beliefs/influences. This is a great way to look at another type of culture other then the United States. Information should be relative to what has been talked about in class. How does the beliefs/practices affect individuals health in that culture? The poster should be creative and informative.


 * //Rationale://** The glogster project will be a good way to dive deep into a vast sea of knowledge about specific pieces of a cultures beliefs on health and their influences. This form of technology allows students to create a digital poster which will make it easy for students to create a poster that is interactive and appealing to the eye.


 * 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

With the United States becoming more and more diverse students will explore more issues surrounding cultural differences. This will require students finding articles, watching the news, etc.

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 have the chance to express their diverse learning styles with the glogster project. They can incorporate music, art, science into the poster as a way to explain the cultures beliefs about certain health topics.**

**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** ||  ||   || 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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