L5+Darnell,Kasey+Jane


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


 * Teacher’s Name: Ms. Darnell** **Date of Lesson:**
 * Grade Level:8** **Topic:Food Choices & Effects of Unhealthy Habits**

__**Objectives**__
Student will know t he cause and effect relationships of food choices and body function, what a healthy diet looks like, how to make changes to unhealthy habits Student will be able to do to consider how their present nutritional habits will affect their body in the future
 * Student will understand that proper nutrition has several components that interact in a complex way **

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education. A. Health Concepts A.6 Basic Health Concepts Grades 6-8 Nutrition **//Students explain essential health concepts related to nutrition//**
 * Rationale:** this lesson will allow students to analyze their nutrition habits, and make connections between choices and future health consequences. Students will examine reasons behind nutrition habits and why people engage in unhealthy behaviors, and learn how to change these habits.

__**Assessment**__
For formative assessment, students will receive a story map to plan out their comic. They will be the superheroes/stars of thier comic and will describe unhealthy nutrition-related behaviors and ways to change them. The story map will be submitted to me before they begin designing the comic, to check for understanding.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

Once complete, students will share their comics in small groups (4-5) and will peer assess each other's work. Additionally, students will pass in the comic to me. The grade will be based on peer and teacher review.

__**Integration**__

 * Technology:** Students will use ComicLife software to create the final product.


 * Other Content Areas:**
 * Art:** Students will use graphics and text to create a comic book story about nutritional choices and habits.
 * English**: Students will tell a story using ComicLife, beginning with current nutrition habits, then describing reasons for their choices, and next developing strategies to change unhealthy habits.

__Groupings__
During the think, pair, share activity, students will work individually, in pairs, then in small groups of 4. The creation of the ComicLife will be done individually, and then students will form groups of 4-5 to share their final products.

__**Differentiated Instruction**__

 * Strategies**

Linguistic:Students will use text effectively in the comic. Visual: Students will be able to create and use graphics. Bodily-Kinesthetic: Students will be able to take pictures of themselves being active and use in comic. Naturalist:Students will be able to go outside and take pictures to use in the comic. Logical: Students will be able to make a step-by-step plan of comic before beginning to design. Interpersonal: Students will share comics with each other in small groups


 * Modifications/Accommodations**

**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.** Absent: If a student is absent, they will first check the class wiki to see if there is any work that can be done at home (ie-reading/research) and see teacher about making up the assignment.

Students can share their comics with a class of younger students, and lead a discussion about eating habits and effects on the body.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * internet access
 * storymap
 * cameras

__Source for Lesson Plan and Research__
This is an original lesson plan idea that I came up with. ComicLife tutorial video: [] Storyboard: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Beach ball: This lesson will appeal to the creativity of beach ball learners. Students will have many options as to what they will put into their comic and how they design it. Clipboard: This lesson will allow clipboard learners to analyze their nutritional choices step-by-step and brainstorm possible outcomes. Microscope: Microscope learners will be able to closely examine their nutritional habits and the reasons behind them. Puppy: Puppy learners will feel comfortable in the small group setting during the think pair share activity and when sharing their comics in small groups.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

After this lesson, students will be able to analyze healthy and unhealthy nutrition choices, and what outcomes they may have in the future. By doing the comic, they will be looking at their own personal habits and how it will affect them in the future. The learning from this lesson will translate to the rest of their lives, as they learn how to make healthy decisions and change unhealthy habits.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Linguistic:Students will use text effectively in the comic. Visual: Students will be able to create and use graphics. Bodily-Kinesthetic: Students will be able to take pictures of themselves being active and use in comic. Naturalist:Students will be able to go outside and take pictures to use in the comic. Logical: Students will be able to make a step-by-step plan of comic before beginning to design. Interpersonal: Students will share comics with each other in small groups Intrapersonal: Students will reflect on their own nutritional habits and think about future consequences of those decisions.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Technology: students will use ComicLife software to convey their knowledge of healthy and unhealthy nutrition choices, and the outcomes/consequences of them.

For formative assessment, students will receive a story map to plan out their comic. They will be the superheroes/stars of their comic and will describe unhealthy nutrition-related behaviors and ways to change them. The story map will be submitted to me before they begin designing the comic, to check for understanding.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

For the summative assessment, students will share their comics in small groups (4-5) and will peer assess each other's work. Additionally, students will pass in the comic to me. The grade will be based on peer and teacher revie

__Teaching and Learning Sequence__
Students will be arranged in table groups of two to begin the class. During the think, pair, share activity, two table groups will work together (4 students). Later on in the lesson, the same groups of 4 will be used to present their final ComicLife product.

Day One: Day Two:
 * Introduce hook- I will show an example of a ComicLife I made, and tell students that they will be superheroes starring in their own comic. (10 mins)
 * Think, Pair, Share activity- Question 1- What are some nutrition choices people make (healthy and unhealthy) and what influences these choices? Question 2- What are some of your nutritional habits (healthy and unhealthy) and what effect will that have on you in the future? (30 mins)
 * ComicLife Tutorial- show video, and let students experiment and get familiar with the software. (20 mins)
 * Students will start brainstorming what they will put in their comic, and use the storymap as an outline. The outline will be submitted to me at the end of class.(20 mins)
 * Students will work on their comic individually (45 mins)
 * In groups of 4, students will present their comics to their classmates and do a peer assessment on each one. Students will pass their comics and peer assessments into me. (35 mins)

Students will understand that ** proper nutrition has several components that interact in a complex way ****.** In this lesson, students will explore their current nutrition habits and identify patterns that will enable them to live a healthier lifestyle now and in the future. **//Students explain essential health concepts related to nutrition//****.** This lesson will begin by me showing a sample of a comic that describes a healthy or unhealthy nutrition choice, and explores the future consequences/outcomes of those choices. Next, I will tell the students that they are going to be the superheroes starring in their own comics..
 * Where, Why, What, Hook, Tailors: Intrapersonal, Visual, Linguistic**

Students will know t he cause and effect relationships of food choices and body function, what a healthy diet looks like, how to make changes to unhealthy habits **.** During a think, pair, share activity, students will consider the following two questions: #1.What are some nutrition choices people make (healthy and unhealthy) and what influences these choices? #2- What are some of your nutritional habits (healthy and unhealthy) and what effect will that have on you in the future? This information will be used as the storyline for their comic.
 * Equip, Explore Rethink, Revise Tailors: Interpersonal, Logical**

After participating in the think, pair, share activity, students will begin writing information in a story map. They will also develop a rough sketch (on paper) of their comic. The story map and rough draft will be submitted to me at the end of class and students will receive feedback before starting the comic at the beginning of the next class..
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Linguistic**

On day two, students will create the final product, a comic that depicts some of their nutritional habits and the consequences/outcomes. They may also describe an unhealthy habit they have and ways to change it. For assessment, students will present their comic in a group of 4, and each student will do a peer assessment. Additionally, students will submit the comic to me for further assessment.
 * Evaluate, Tailors: Kinesthetic, Interpersonal, Visual**

The information for this lesson is based on what the students brainstorm during the T,P,S activity. They will discuss the following 2 questions: #1.What are some nutrition choices people make (healthy and unhealthy) and what influences these choices? #2- What are some of your nutritional habits (healthy and unhealthy) and what effect will that have on you in the future? ComicLife tutorial video: []
 * Content Notes**

Storyboard: []
 * Handouts**