L3+Stefani,Dylan+Roland


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


 * Teacher’s Name:** Mr. Stefani
 * Date of Lesson: 3** Perceive
 * Grade Level:** 9
 * Topic:** Health Promotion and Risk Behavior

__**Objectives**__
Students will understand that healthy eating can influence a healthier life, increased physical activity can improve one's health, and behaviors relating towards drugs and alcohol are unhealthy. Students will know how to take useful information and apply the information to a concrete product. Students will be able to analyze their health and improve the quality of their plan.

__**Maine Learning Results Alignment**__
Maine Learning Result: Health & Physical Education C-Health promotion and risk reduction C1- Healthy Practices and Behaviors 9-diploma. Statement: Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention; and prevention of STD's, HIV and unintended pregnancies.
 * Rationale:** America has shown many unhealthy habits that affect the lives of many people. From obesity, lack of exercise, lack of knowledge about disease, and unprotected sex, to information about drugs and alcohol, students should be aware of the dangers of living an unhealthy life.

__**Assessment**__

 * Formative (Assessment for Learning)**
 * Using the answers and discussions from the jeopardy game to analyze the teams understanding about previous chapters they have read.
 * Pre-assessment: Students will be playing health jeopardy. They will be divided up into groups to use the "Numbered Heads Together" learning strategy. I will expect that students demonstrate good discussions and accountability for the knowledge while using this strategy.
 * Self-assessment: I will give students time at the end of the game to change there incorrect answers to the correct ones. They will explain why they thought it could have been the other answer and provide examples of why the correct answer is justifiable. I will give them a short quiz to see what they learned afterward.

Students will know how to take useful information and apply the information to a concrete product (essay, imovie, ext.). Students will use a story board (including an introduction, three paragraph middle, and conclusion) to discuss thoughtfully how they plan on following their calendar and how they would be better if they improved them. Student will write a two page essay, compose a song, or tell a poem about how their routine benefits them, how it hurts their health, and ways to improve their routine to better their health. By students explaining how their previous calendar could be changed, students will demonstrate a clear understanding of how to revise and refine theeir habits. The change in their habits shows a change in their health for the better. I will provide some time in class and assign the rest of the essay for homework. I will be using aa rubric to grade their storyboard (15%), their concepts they would change or improve (70%), their products structure and grammar (15%).
 * Summative (Assessment of Learning)**

__**Integration**__
English: Students will be using a five paragraph graphic organizer to brainstorm ideas for their essay, song, or poem. They will demonstrate their linguistic learning capabilities by completeing the assignment.

Mathematics: Students will be counting up points while playing health jeopardy.

__Groupings__
Students will be grouped by using the "numbered heads together" during the jeopardy game. This is a cooperative learning strategy that holds each student accountable. Students are placed into groups and each are assigned a number. I will ask a question to the students and they will collaborate with eachother by "putting their heads together" to figure out the answer to what i asked. I will call a specific number and that perosn will have to be the spokesperson for that round. Points will be given out to correct answers to determine the winning group.

__**Differentiated Instruction**__
Verbal-Linguistic: Students will write an essay, song, or poem. Bodily/Kinesthetic: Students will be able to participate in a game of jeopardy where questions relate to diseases and where they affect the human body. Musical/Rhythmic: Optional creation of a song or music in the background of poem while read. Intrapersonal: Reflecting on personal routine. Interpersonal: Working in "numbered heads together" to play jeopardy students will demonstrate teamwork. Mathematical: Team answers questions about statistics in health while playing jeopardy and adds total points up. Winner gets bonus points on added on reflection.
 * Strategies:**

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations:**


 * Absent/Late policy:** All work that is not turned in ontime will have 5 points automatically deducted the following day it is turned in. From then on points deducted will double each school day. EXAMPLE: If a paper was due on thursday and you would have got a 100%, friday it would be 95%, monday it would be 85%, tuesday it would be 65%. No papers will be acepted after the third day unless prior arrangments have been made with me. If you were absent for a class, exceptions will be made if you come see me the morning you come back to school. It is your responsibility to track me down if you missed something, not the other way around. This lesson is based on online resources that can be done at home if you have the internet. If this is not an option, please see me when return.

Students will have to capability to enhance and advise others following a healh routine. They will be able to make the right decissions and adequate changes to a healthy plan and help others eat better, exercise more, and avoid bad habits that might arise in a given day. Students would be able to volunteer at a gym or healthy planning clinic to further their skills and refine their understandings.
 * Extensions:**

__**Materials, Resources and Technology**__

 * Question flashcards for jeopardy
 * Whiteboard
 * Pens/pencils
 * Graphic organizer
 * Internet for revewing calendar
 * Rubric
 * Handouts

__Source for Lesson Plan and Research__
I have created this lesson by myself. Some of the assessment disigns I have used from past teachers I have had. I will create index cards with questions and answers on them and use the whiteboard to display the categories. Questions will be formed by the information from the textbook. I have made this lesson my own by extracting important information from the textbooks and identifying why the information is important to know.

Rubric for the essay, poem, or song is from Rubistar. []

My Graphic Organizer was from [|Education Place]__ [] __

The textbook that I will be using throughout the unit is "Glencoe Health 2011". []

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //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:** The lesson provides students with flexability in intelligences for them to better their understandings about nutrition, physical fitness, and weight management. I have used materials that I have found to works with a variety of students with multiple intelligences.
 * Beach Ball**: The resources that students will use during this lesson will include more personal experiences then technological usage. Students will use the information they learn form the reading to improve their personal health routine calendars. They have already used the technology and will only use it for a short time to improve them. These resources will help the students effectively retain the skills they have learned and the healthy behaviors that they portrayed. Because technology is always changing, the classroom will have to change as well. Tools are becoming more effective items for students to learn from. I focus on adapting students to these new technologies so they are better equiped for them in the future. The underlying focus is that students learn both healthy behaviors and the technology all in one. I try to "kill two birds with one stone". Students will adapt to the technology using it. The more they use it the more they will understand it. Students have the choice to write an essay, song, or poem that will portray their understanding and adaptations to their calendars. The variety of writting assignments lets students be able to write in a style that best suits them. I will let students have the freedom to write about what they feel is important about the three subjects we discussed in class.
 * Clipboard:** I will pass out a graphic organizer so students have their essay organized and planned out before they type out the final copy. This class has structure by the way all assignments form into one another. The educational process is open to many interpretations. Having units with clear trasitions creates structure for the class. It focuses students on what they will be learning and when. Each class I will pass out handouts so students have a clear and presice direction of what they will be doing during the class. A timed schedule focuses the learning onto a path. Obviously sometimes students need to have more time clarifying the information so the class will not move on until they grasp the basic knowledge. I will expect students to go by my rules and guidlines that I clearly discribe on the rubric I will hand out to the class.
 * Microscope:** I will have students examine their routines once again to uncover their routines and adjust the nutritional, physical, and weight management portions of their calendar. They will discover that all routines have these aspect in them and they will emphasis on all these in an essay, song, or poem. By the class discussion I will help student understand the importance of all three aspects. They will explore and ask deep questions about them in hopes they will get ideas to add to their calendar. The discussions in class will help the microscope learners examine what is important about a healthy routine. They will search and find a reason for incorporating nutrition, physical fitness, and weight managment into their routine.
 * Puppy:** The classroom will have a comfortable, warm, and inviting feel to it. Students should feel comfortablein the class that they can talk about anything. Because many health concepts are misunderstood or contravercial, students will be encouraged to respect everyone and their opinions. Groups will support each other by revising and helping others improve their rough drafts. All students in the class will have an opportunity to communicate their ideas to the class during dscussions. Any misunderstandings will be discussed further in detail.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** This lesson plan provides students to learn about nutrition, physical fitness, and weight management through the use of class discussions, brainstorming, and creating a final product of their understandings. Standards from this unit will be met through the students participation and willingness to participate in the activities. The standards that students will demonstrate will be magnified by their quiz results, and writing assignment. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating, physical activity, weight management.
 * Perspective:** Students will share their personal point of view of how a calendar should be followed and improved. They will also view their calenar through the perspective of a health teacher. From looking at and following their calendar by looking at it from different perspective, students will understand the improtance of eatng healthy, working out, and maintaining a healthy weight for themselves. I have designed the calendar project so that the students would be able to see what they actually do durring a day. Because most of the time people go about their day not noticing their own beaviors, I figured that this will highlight what students do so they can actually see what they do. When the students see what they do in a day they will be more prepared to make better descissions about different health related aspects of life.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** I have incorporated many intelligences in this lesson so a variety of students with different MI will be able to participate in the activities this lesson covers. By using different MI's, I believe that every student will be able to show their perosnal mastery of the subject. They can work comfortable because they perform naturally in their best Intelligence and because I have incorporated six intelligences in this lesson, many students will be able to use at least their first or second best MI.
 * Verbal-Linguistic:** Students will write an essay, song, or poem that describes how they can improve the nutritional, physical, and weight controlling aspects of their routine calendar.
 * Bodily/Kinesthetic:** Students will be able to participate in a game of jeopardy where questions will relate to previous subjects covered in chapoter readins. The students will use movement by walking up to the whiteboard and participating in the game.
 * Musical/Rhythmic:** Optional creation of a song or music in the background of poem while perform their song or poem on a recording device.
 * Intrapersonal:** Students are reflecting on personal routine relating to what we have discussed in class.
 * Interpersonal:** Working in "numbered heads together" to play jeopardy students will demonstrate teamwork. This allows students to group up and work together, but also includes giving one individual the right to be the only speaker in the group for that round.
 * Mathematical:** Team answers questions about statistics in health while playing jeopardy and adds total points up. Winner gets bonus points on added on reflection.

I have incorporated the calendar back into the lesson so students will be updating information and adding helpful information the them. By refining their work, students will be able to increase their understanding of Google calendar and be able to use it for other tasks outside of school or in te work force.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** By using a variet of formative assessments I will be able to analyze where the students mastery level of the content is at. Using the jeopardy game as a review, discussions of the questions, and a quiz at the end of the class will provide students with the information they need to master the content. The summative assessment is a reflectionof what the students have learned throughout the lesson. They will master the knowledge prior to turning in the written assignment, but the assignment is a tool that will reflect the knowledge.
 * Formative (Assessment for Learning)**
 * Using the answers and discussions from the jeopardy game to analyze the teams understanding about previous chapters they have read.
 * Pre-assessment: Students will be playing health jeopardy. They will be divided up into groups to use the "Numbered Heads Together" learning strategy. I will expect that students demonstrate good discussions and accountability for the knowledge while using this strategy.
 * Self-assessment: I will give students time at the end of the game to change there incorrect answers to the correct ones. They will explain why they thought it could have been the other answer and provide examples of why the correct answer is justifiable. I will give them a short quiz to see what they learned afterward.

Students will know how to take useful information and apply the information to a concrete product (essay, imovie, ext.). Students will use a story board (including an introduction, three paragraph middle, and conclusion) to discuss thoughtfully how they plan on following their calendar and how they would be better if they improved them. Student will write a two page essay, compose a song, or tell a poem about how their routine benefits them, how it hurts their health, and ways to improve their routine to better their health. By students explaining how their previous calendar could be changed, students will demonstrate a clear understanding of how to revise and refine theeir habits. The change in their habits shows a change in their health for the better. I will provide some time in class and assign the rest of the essay for homework. I will be using aa rubric to grade their storyboard (15%), their concepts they would change or improve (70%), their products structure and grammar (15%).
 * Summative (Assessment of Learning)**

Agenda
8:00am-8:10am: I will be collecting chapter questions for chapters six, seven, and nine. Any clarifying questions of the chapter readings will be discussed in front of the class. 8:10am-8:15am: Students will gets into groups using Numbered Heads Together and paper and markers will be passed out. I will have the students chose names for their group and each student will have an assigned number. 8:15am-8:55am: I will draw out a jeopardy board on the whiteboard. Students from each group will be asked quetsions by me based on the level of difficulty the question is. The higher the difficulty the higher the points. Questions will be pulled from the chapter reading to see if the students fully understand the material they read. Bonus points will be given out by additional points added to the quiz. (1st place:8points. 2nd place:6 points. 3rd place:4 points. 4th place: 2 points.) I will give students time at the end of the game to change there incorrect answers to the correct ones. They will explain why they thought it could have been the other answer and provide examples of why the correct answer is justifiable. 8:55am-9:20am: I will be administering a quiz for the students to take. Points will be added on after I grade them. 8:00am-8:30am: I will summarize chapters ten through twelve in a class discussion.These chapters include nutrition, physical activity, and eating healthy. 8:30am-8:40am: I will pass out and explain both the essay promt and graphic organizer to the students to start in class. They will use the graphic organizer to brainstorm what they might talk about. The promt explains how students will write a two page essay, compose a song, or tell a poem about how their nutrition, physical fitness, and healthy eating benefits them positively. By students explaining how their previous calendar could be changed, students will demonstrate a clear understanding of how to revise and refine their habits. The change in their habits shows a change in their health for the better. They are more then welcome to add in any criteria they need to their calendar to be able to write this essay. I will be passing out a rubric to grade their storyboard (15%), their concepts they would change or improve (70%), their products structure and grammar (15%). 8:40am-9:10am: Students will work on completing the graphic organizer by reflecting on their nutrition, physical fitness, and weight management and eating behaviors. The graphic organizer will include an introduction, three paragraph middle, and conclusion. 9:10am-9:20am: I will collect the brainstorms unlless they want to work on them at home and start to type it up (encouraged :) ). I will notify the class to bring their laptops to the next class. to type the essy. 8:00am-8:05am: I will pass out all the brainstorms to them and get the class accomidated to type the essay, song, or poem. 8:05am-9:00am: Student will finsh typing their final product. Once they are done they will hand the final product into me. If any students complete the assignment before the end of class I will pass out a drugs and alcohol crossword to work on. The crossword will transferm the focus to drug and alcohol prevention and alcohol awareness lesson. 9:00am-9:20am: I will asign the students to answer a few basic questions relating towards drugs and alcohol so the students will revisit the known topics and show they have mastered the knowledge from previous health classes. I will assess what the students will need to know and teach specifics to them.
 * Day 1:**
 * Day 2:**
 * Day 3:**

The classroom will have the desks in groups of five or six so it is beneficial when they play the jeopardy game. Students will all be facing the white board throughout the game so the desks will be turned to do so. My desk will still be next to the whiteboard so I have access to any materials needed. Students will understand that healthy eating can influence a healthier life, increased physical activity can improve one's health. (America has shown many unhealthy habits that affect the lives of many people. From obesity, lack of exercise, lack of knowledge about disease, and unprotected sex, to information about drugs and alcohol,) students should be aware of the dangers of living an unhealthy life. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention; and prevention of STD's, HIV and unintended pregnancies. I will have the students play jeopady to learn about the previous chapters they have read. This game will hook the students into my plans for the next class. By going over key information from chapters read already, students will be on the thinking track to updating their plans and writing about the improvments in them. **Where, Why, What, Hook**
 * Tailors:**
 * Bodily/Kinesthetic:** Students will be able to participate in a game of jeopardy where questions relate to diseases and where they affect the human body.
 * Interpersonal:** Working in "numbered heads together" to play jeopardy students will demonstrate teamwork.
 * Mathematical:** Team answers questions about statistics in health while playing jeopardy and adds total points up. Winner gets bonus points on added on reflection.

Students will need to know how to take useful information and apply the information to a concrete product (essay, imovie, ext.). I will go over the promt and rubric for the students to clarify any questions. They will use the graphic organizer to brainstorm what they might talk about. The promt explains how students will write a two page essay, compose a song, or tell a poem about how their nutrition, physical fitness, and healthy eating benefits them positively. By students explaining how their previous calendar could be changed, students will demonstrate a clear understanding of how to revise and refine their habits. The change in their habits shows a change in their health for the better. They are more then welcome to add in any criteria they need to their calendar to be able to write this essay. I will engage students with a discussion on how nutrition, physical fitness, and healthy eating benefits someone's routine. Peers will revise the outline of the essay so that improvments can be made.**Equip, Explore, Rethink, Revise,**
 * Tailors:**
 * Intrapersonal:** Reflecting on personal routine.
 * Verbal-Linguistic:** Students will work on an outline to brainstorm ideas on for their essay on improvment.

Students will be assigned to write an essay, poem, or compose a song about how they can improve their health calendar. They will focus on what they have learned through the chapter reading. By incorporating nutrition, physical fitness, and weight managment into the essay students will reflect what they have learned from the reading by writing it in an essay. This shows mastery of the knowledge because students will be able to communicate clearly about their understandings of the chapters while describing them in an essay. Each student will work on the essay by themselves. They may use anyone at the table group they sit at to revise their essay. I will also revise the paper before students complete it. By being an onlooker in this activity, I can assign the role of being a good editor to the students. I will expect them to give advice to how someone can improve their essay. I will collect the essay at the end of the third class in this unit. I will find evidence of learning in the quiz and discussions. The evidence of mastery is when the students can write their understanding clearily in an essay about nutrition, physical fitness, and weight management in their calendars. The teacher will revise and edit after the students have changed their essay from the peer revise time. Students are also refineing their calendars throughout the process of learning. When I teach the students a new lesson, they will have the opportunity to improve their health calendar.**Explore, Experience, Revise, Refine,**
 * Tailors:**
 * Verbal-Linguistic:** Students will write an essay, song, or poem.
 * Musical/Rhythmic:** Optional creation of a song or music in the background of poem or song. This will be a great tool for students with a "good ear". Students can even go above and beyond if they make a song with music and record it on imovie like a music video.
 * Intrapersonal:** Reflecting on personal routine and adjusting previous routines in the calendar.

By going over the previous chapters in playing jeopardy, analyzing and focusing on three chapters during this one unit and incorporating the lessons taught by the chapters, students will be able to reflect on their own behavior and knowledge. They will self-assess their own health routine throughout the experience by altering their calendars. Students always want to hear feedback. If I have time during the class to correct the quizzes, I will identify the questions that some people struggled on. I will pass back the quiz and allow the students to go over them with me towards the end of class. By having a quiz that connects to what the students have read and answered questions about for homework and incorporating a few chapter ideas into their health calendars, students are able to relate what they have learned to what they are doing. The "alcohol and drug crossword" is a preliminary hook tool that gets students ready to transfer their studies to a drugs and alcohol unit. **Perseive,**
 * Tailors:**
 * Verbal-Linguistic:** Students will find words associated with drugs and alcohol to get their mind focused on words that we will be discussing.

I have created this lesson by myself. Some of the assessment disigns I have used from past teachers I have had. I will create index cards with questions and answers on them and use the whiteboard to display the categories. Questions will be formed by the information from the textbook. I have made this lesson my own by extracting important information from the textbooks and identifying why the information is important to know.
 * Content Notes:**

Rubric for the essay, poem, or song is from Rubistar. [] This is a great site where I can find helpful grading schemes for the students. It benefits their understanding of what is asked as well.

My Graphic Organizer was from [|Education Place]__ [] __

The textbook that I will be using throughout the unit is "Glencoe Health 2011". []


 * Handouts**
 * Graphic Organizer
 * Quiz
 * Essay Promt
 * Drug and Alcohol Crossword
 * Rubric