L6+Pelletier,Ryan+Adam


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


 * Teacher’s Name: Ryan Pelletier**
 * Lesson: Interpret**
 * Grade Level: 9**
 * Topic:** Students predict how behaviors can impact health status.

__**Objectives**__

 * Student will understand that** personal health has many concepts, which benefit your life.
 * Student will know** different methods of incorporating the 6 concepts of health in their life.
 * Student will be able to** make meaning of the 6 concepts of health.

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education- A. Health Concepts A1: Healthy Behaviors and Personal Health Grade 9 - Diploma Students predict how behaviors can impact health status.
 * Rationale: ** Students will know the importance involving all six of the components of health into their lives.

__**Assessment**__
** Formative (Assessment for Learning) ** Students will self assess and peer assess during the jigsaw. I will have each group share what they discussed with me, and assess them. As they are working together they will fill out a describing wheel on their component. I will formative assess each group on their use of Comic Life as they are working. This will help them get a better understanding of their component as they work.

**Summative (Assessment of Learning)** **__ Comic life (50 points) __** : tell a story about a hero that uses one of the 6 concepts of health to overcome a challenge. They will be given one of the concepts and they will create their own story. I will summative assess them by using a rubric. If you did not get full credit on some of the parts of the rubric, then you will be given one week from the day I pass the rubric back to make any improvements on your product.

** Expectations: **

Health class will hopefully help you understand how your body works, and how you can improve it. As a student you will need to participate in class and out of class. You will be expected to relate the topics to your work and yourself. I want you to think deeper about how you can help your body. You are expected to arrive to class on time and attend all classes. If there is an emergency or you are unable to attend class please let me know in advance through email. If classes get canceled due to weather, I will email you to let you know what you will need to bring for the next class.

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, checklists, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.

Any work that is passed is expected to have academic integrity. If you use any outside resources they need to be credited. This means pictures, music, or videos. I will not accept any work that has plagiarism or does not have resources.

__**Integration**__
Technology: Students will use Comic Life to express the importance of one of the six health components. They will be able to make a creative more interesting presentation. Science: Each component has to deal with the body. They will explain how each component can improve your personal health.

__Groupings__
Students will work together in a jigsaw activity. They will be numbered one through six. Each number will represent one of the six components of health. They will meet with their number and discuss what their component is and how it is incorporated into their daily lives. They will the group with the different numbers and learn about and share the components of health. The students will meet with their same numbers for the Comic Life project.

__**Differentiated Instruction**__
** Linguistic ** : students will work together in the jigsaw to talk about the different components of health. They will also work in groups to great a Comic Life. ** Spatial ** : Students will talk about incorporating all concepts of health and not just one or two. They will know how the components can affect their lives. ** Logical ** : Students will discuss and demonstrate logical ways to use each concept. ** Intrapersonal ** : students work in groups to make a Comic Life and to conduct the jigsaw activity. ** Music ** : Groups can play music before, during, or after their presentation.
 * Strategies**
 * Naturalistic ** : Find a deeper meaning about the 6 components and themselves.

Make appropriate modifications and accommodations ** Absent **: If a team member is unable to participate or be present. They can email their team members to let them know that they are not going to be there, or unable to complete the work. The team should be able to adapt to each member. If the team is unable to handle the complication, they can email me to explain their situation. The team will be able to present at a later date. The team needs to let me know in advance.
 * Modifications/Accommodations**

**Extensions**
 * Technology: I will demonstrate how to use Comic Life. The student will use Comic life to create a story on how you can incorporate one component of health into your life, and they can show how their component can help you overcome certain things. This will allow students to creatively incorporate their individual talents. I will also have a question for this lesson that they will write in their class for that week’s homework. “What is the importance of incorporating each component of health into your lives?” **

__**Materials, Resources and Technology**__
· Laptops · Describing wheel · Comic Life Tutorial Cameras

__Source for Lesson Plan and Research__

 * · [|http://www.nlm.nih.gov/medlineplus/mentalhealth.html] (Mental) This site will help students have a better understanding of the importance of mental health.
 * · [|http://www.cdc.gov/healthyplaces/] (Environmental) This site helps bring a better understanding of how the environment we live in plays such a role in our overall health.
 * · [|http://www.socialhealtheducation.org/about.html] Social) Describes the importance of having a healthy social life.
 * · [|http://www.cdc.gov/nccdphp/sgr/ataglan.htm] (Physical) Describes the importance of being physically active, and provides some ways to be physically active.
 * · [|http://www.healthy-holistic-living.com/Definition-of-Spiritual-Health.html] (Spiritual) Describes the importance of having some type of spiritual health.
 * · [|http://familydoctor.org/online/famdocen/home/articles/589.html] (Emotional) Describes the importance of being emotionally stable.
 * [] (graphic organizer) Students will use it to go further in depth with a concept.

__**Maine Standards for Initial Teacher Certification and Rationale**__
**Rationale:** Students will understand the importance of improving personal health through the six components of health.
 * //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.//**

Beach ball: Students will be allowed to create a Comic Life that allows them to express how their component of health can help someone’s personal health. They will make the Comic Life as creative as possible. A great storyline will be encouraged.

Clipboard: Students will be organized by writing a storyline for their Comic Life. I will encourage them to incorporate outside resources that can enhance their Comic Life. I will encourage them to be creative; this will reflect their grade so they will want to find creative additions that they are comfortable with. By being very organized it will be easier to follow the rubric that I provided for the class. The rubric will allow the students to know at all times what exactly is expected of them.

Microscope: Students will be able to learn about the six different components of health can help them with their personal health.

Puppy: Students will be graded on their group distribution of work. Each member will be treated fairly, because when the students fill out that section on their rubric I will be able to assess if the workload was correctly distributed.

**Rationale:** This lesson demonstrates that the students are meeting the standards, because they are learning the importance of the six component of health. They are also learning how to interpret and use them. The six components of health help students have a better understanding of the unit's MLR " Students predict how behaviors can impact health status. "
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

Explain: Students will have strong evidence on how the six components of health can improve your overall health. They will also have the knowledge of how to effectively improve their components. Apply: Students will be able to decide what improvements they can make on the distribution of the components. They will have to express in their project some different ways to improve a certain component. Perspective: Students will use Comic Life to express what they believe is important about their component of health. Empathy: Students will use a describing wheel to enhance their understanding of the component. Self-Knowledge: Students will be able to gather a better idea of how their component can improve their personal health. The week’s Wiki question is ** “What is the importance of incorporating each component of health into your lives?” **

**Rationale:** I want to meet all my students’ intelligences. I will allow them to use a type II technology. (Comic Life)
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

** Linguistic ** : students will work together in the jigsaw to talk about the different components of health. They will also work in groups to great a Comic Life. ** Spatial ** : Students will talk about incorporating all concepts of health and not just one or two. They will know how the components can affect their lives. ** Logical ** : Students will discuss and demonstrate logical ways to use each concept. ** Intrapersonal ** : students work in groups to make a Comic Life and to conduct the jigsaw activity. ** Music ** : Groups can play music before, during, or after their presentation. ** Naturalistic ** : Find a deeper meaning about the 6 components and themselves.

**Rationale:** I want to assess my students as much as possible. I want them to always have feedback on what they did well and what they can improve. ** Formative (Assessment for Learning) ** Students will self assess and peer assess during the jigsaw. I will have each group share what they discussed with me, and assess them. As they are working together they will fill out a describing wheel on their component. I will formative assess each group on their use of Comic Life as they are working. This will help them get a better understanding of their component as they work.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

**Summative (Assessment of Learning)** **__ Comic life (50 points) __** : tell a story about a hero that uses one of the 6 concepts of health to overcome a challenge. They will be given one of the concepts and they will create their own story. I will summative assess them by using a rubric. If you did not get full credit on some of the parts of the rubric, then you will be given one week from the day I pass the rubric back to make any improvements on your product.

__Teaching and Learning Sequence__
My classroom arrangement will be U shaped. The desks will be grouped in the U shape, so that they can still work in their groups. My desk will be placed in the open part of the U. The reason why I am using this arrangement is to create a comfortable engaging environment. I will have many class discussions and I want everyone to be able to see and hear the person speaking. You will know the importance of incorporating all 6 concepts of health. [] Students will discuss what the image means as a class, in terms of health. How does this represent collaboration and unity? "//Students predict how behaviors can impact health status//". **Where, Why, What, Hook, Tailor: verbal, intrapersonal, naturalistic,** **linguistic**


 * Agenda: **


 * Day 1: ** I will start the lesson with the hook. It is a picture of hands joining. We will discuss how it is important to incorporate many different things to make something really good. We will discuss how that relates to health. **(15 minutes)** I will then talk about the six components of health. (**10 minutes)** I will hand out the describing wheel and conduct the class jigsaw for the rest of class. I will also hand out the class wiki question. (**Rest of class)**


 * Day 2: ** We will discuss the class wiki question as a class. ** “What is the importance of incorporating each component of health into your lives?” ** Students can share their blogs. (**15 minutes)** I will then give a tutorial on Comic Life. (**15 minutes)** Students will have time to explore it one their own. (**10 minutes)** I will then put them back into their original jigsaw group and hand out the Comic Life rubric. They will spend the rest of class creating a storyline for their component. (**Rest of class)**


 * Day 3: ** Students will have the whole class to work on their Comic Life. I will walk around to answer questions and provide them with formative feedback on improving their product.


 * Day 4: ** Students will have the first half of class to finish their Comic Life. They will present their Comic Life to the class and fill out their own rubrics. I will fill out a rubric for each presentation as well.

As a class we will learn about the 6 components of health. The students will use a describing wheel to dig deeper into a component of health. The students will use their describing wheel to conduct a class jigsaw. At the end of the jigsaw I will hand out the week's wiki question, "What is the importance of incorporating each component of health into your lives?" The students will discuss their blog answers at the beginning of the next class. Students will need to know how to use Comic Life. I will give them a tutorial of Comic Life. They will have the ability to use resources to figure out facts and information about different components of health. They can also search the websites that I gave them that covers some of each component. They will use these tools to construct their own Comic Life. I will instruct my students by using all MI in my lesson. I will take into account any special needs for my students. I will use formative assessment and summative assessment in this lesson. The summative will be based on the rubric. The rubric will be handed out and explained to the students before they start creating their Comic Life. The formative assessment will be on the jigsaw activity and the describing wheels. ** Equip, Explore, Rethink, Tailors: ** Intrapersonal, Interpersonal, linguistic, naturalistic

Students will fill out their own describing wheel and complete a jigsaw activity. Students will be able to create their own Comic Life. The story they create will be able to prove that their component of health is equally as important as all the others. They will know what is expected of them They will be able to explain what each component is, and how it is important to them. ** Experience, Rethink, Revise, Tailors: ** intrapersonal, interpersonal, linguistic, spatial

Students will know their expectations because I am going to provide them with a rubric. This rubric will help them with their Comic Life, and gives me the option to grade many different parts of the Comic Life. I will also roam the classroom as the students work on their Comic Life to help them and ask questions to see if they are understanding their concept. ** Evaluation, Tailor: ** logical, interpersonal, intrapersonal

Comic Life- this will be used to evaluate if the students understand the concepts of health. [] This will be used for conducting the class jigsaw.
 * Content Notes **


 * Handouts**

Describing wheel- for students to get a better understanding of a concept of health.

Rubric- students will use this to complete their Comic Life.


 * [|http://www.nlm.nih.gov/medlineplus/mentalhealth.html] (Mental) This site will help students have a better understanding of the importance of mental health.
 * · [|http://www.cdc.gov/healthyplaces/] (Environmental) This site helps bring a better understanding of how the environment we live in plays such a role in our overall health.
 * · [|http://www.socialhealtheducation.org/about.html] Social) Describes the importance of having a healthy social life.
 * · [|http://www.cdc.gov/nccdphp/sgr/ataglan.htm] (Physical) Describes the importance of being physically active, and provides some ways to be physically active.
 * · [|http://www.healthy-holistic-living.com/Definition-of-Spiritual-Health.html] (Spiritual) Describes the importance of having some type of spiritual health.
 * · [|http://familydoctor.org/online/famdocen/home/articles/589.html] (Emotional) Describes the importance of being emotionally stable.