S3+Stefani,Dylan+Roland

=Stage 3 - Plan Learning Experiences and Instruction=

**Note:** How are you using technology as a teacher? How are your students using technology? **(W**).1 Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= Product : Google Calendar, Days: 2 || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 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. **(Where)** (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. (Why) //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.// (What)**
 * (H)** 1.2 Students will watch a sample health video diary that involves a [|healthy] [|daily routine.]
 * (E)** 1.3 Students will know how to improve one's routine to benefit their health and how to change their current lifestyle to increase personal health. **(Equip)** Student will then use a story map to brainstorm their healthy habits throughout the day and what questions they should answer and ask. **(Explore)** Students will design a plan of healthy habits that they should follow in a given day. They will have to put "roadblocks" in their daily calendar that symbolize real life tough situations. Google calendar can offer many tools that will help you design your calendar. Students will work individually on this because it is their personal health calendar. Students can work outside if more comfortable. **(Experience)**
 * (R)** 1.4 Students can have anyone in the class revise it and assist in further detail of the design. **(Rethink/Revise)** Students will have their routine revised by the teacher and improve them. **(Revise/Refine)**
 * (E)** 1.5 Students will be given a rubric and they analyze how they have done on their calendars. They will turn in four of the seven "daily routines" they create for a teacher's opinion using the rubric. Students are able to go back and edit their calendars when needed. **(Evaluate)**
 * (T)** 1.6
 * Verbal-Linguistic:** Journal-like quality that students keep a log or diary of a daily routine.
 * Logical/Mathematical:** The logs the students create will be timed out hourly throughout the day. (Time management)
 * Visual/Spatial:** Video is presented at the beginning of the class.
 * Intrapersonal:** Students needs to know one's self to be able to complete daily calendar. It's their personal routine they follow
 * Interpersonal:** Students will collaborate with other students and share advice how to improve the calendars.
 * Naturalist:** Students have the option of going outside to work comfortably. **(Tailor)**
 * (O)** 1.7 Students will be able to design a plan of healthy habits. (E**xplain, Organize)**

Product: iMovie, Days: 4 (including movie they watch) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 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. **(Where)** (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. (Why) //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.// (What)**
 * (H)** 2.2 Students will be shown [|documentary] of someone's life who lives unhealthily.
 * (E)** 2.3 Students will know how to create a slideshow of pictures they took while following their healthy habits calendar. (good for documenting results) **(Equip)** Students will then use a sequence chart to organize which order their pictures should be in and what the write about the routine that corresponds with the picture. **(Explore)** Students will create a school week calendar slideshow using iMovie (5 days =5 people to a group) and show what each person did on a certain day. In a Jigsaw, students will discuss and brainstorm what their finished product will look like. **(Experience)**
 * (R)** 2.4 Students will collaborate with each other and give feedback about their habits.**(Rethink/Revise),** Students will present their slideshow at the front of the class to be graded and the teacher will give feedback to the students to refine their work.**(Revise/Refine)**
 * (E)** 2.5 A checklist of what is needed will be given to the groups and when it comes time to present the slideshow to the class: their peers will grade them, their teacher will grade them, and their group will self-evaluate their product. **(Evaluate)**
 * (T)** 2.6
 * Verbal-Linguistic:** Students will write down their routines on a sequence chart along with the pictures.
 * Visual/Spatial:** Usage of an iMovie to portray their routines in words as well as pictures.
 * Bodily/Kinesthetic:** Taking photos of your activities throughout a day.
 * Intrapersonal:** Connecting habits and routines to one's self through photography and self-analysis.
 * Interpersonal:** Taking photos of friends, family, teachers, ext.(who-ever impacts your health in any way).
 * Naturalist:** Being outside during your days of recording.
 * Musical:** Students can add music to the iMovie. **(Tailor)**
 * (O)** 2.7 Students will be able to critique and evaluate their own habits. **(Interpret, Organize)**

Product: Essay/song/poem, Days: 3 || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that healthy eating can influence a healthier life, increased physical activity can improve one's health. **(Where)** (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. **(Why) //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.// (What)**
 * (H)** 3.2 Students using Numbered Heads Together will play [|jeopardy] and collaborate as a team to answer health questions together.
 * (E)** 3.3 Students will know how to take useful information and apply the information to a concrete product (essay, imovie, ext.). **(Equip)** Students will then 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. **(Explore)** 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. **(Experience)**
 * (R)** 3.4 Peers will revise the rough drafts of the essay **(Rethink/Revise)** and the teacher will revise and edit after the students have changed their essay from the peer revise time. **(Revise/Refine)**
 * (E)** 3.5 Students will be graded on how well they discuss their findings and how well they follow a rubric that has the criteria on it.
 * (T)** 3.6
 * 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. **(Tailor)**
 * (O)** 3.7 Students will be able to analyze their health and improve the quality of their plan.**(Perceive, Organize)**

Product: Skit, Days:3 || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 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. **(Where)** (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. (Why) //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.// (What)**
 * (H)** 4.2 Watch a movie from [|Scenarios USA]that shows a little bit about skits that teens make up that are informational.
 * (E)** 4.3 Students will know the right choices when put into a difficult situation. **(Equip)** Students will then use Partners to fill out the problem-solution chart in order to bring ideas about a skit to the forefront. Students may be assigned a specific topic in health. **(Explore)** Students will develop a skit that lasts no longer than 10 minutes and no short then 5 minutes. This skit should be creative, concise, intriguing and informational about life situations. **(Experience)**
 * (R)** 4.4 Students will have time to edit their skits after watching samples. **(Rethink/Revise)** Teacher will enable students to expand their skit to make more clear and concise. **(Revise/Refine)**
 * (E)** 4.5 Peers are the graders for this task. A rubric will be made up for the viewers of this skit to fill out and critique their fellow classmates on the validity, context, and creativeness.
 * (T)** 4.6
 * Verbal-Linguistic:** Students fill out a problem-solution chart to focus their desired goal of the skit.
 * Visual/Spatial:** Students will watch a scenario play out in front of the class and be asked questions about the scenario.
 * Bodily/Kinesthetic:** Students will act out their skit to the class.
 * Musical/Rhythmic:** Music and song are always welcome in the acting portion of this task because it adds to creativity.
 * Intrapersonal:** Again reflection of personal self and knowledge of self. **Interpersonal:** Working with others in skit. **(Tailor)**
 * (O)** 4.7 Students will be able to role play and demonstrate healthy habits while working with others. **(Empathy, Organize)**

Product: Ad (iMovie, Glogster) Days: 4. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that 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. **(Where)** (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. (Why) //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.// (What)**
 * (H)** 5.2 A demonstration of a health ad will be shown to the class to understand what purpose it serves in the world.[[file:STUDENT SAMPLE.MSWMM]]
 * (E)** 5.3 Students will know that prevention and awareness of unhealthy decisions can be demonstrated using an ad. **(Equip)** Students will then use Think Pair Share to build up and research ad ideas. Students will write ideas down on the six Inverted Triangles given to focus their ad topics. Then they will collaborate with another person and share ideas. Afterward they will pair up with another group and all be a team in...**(Explore)** Creating an ad! You are a team of marketers in Franklin County who have signed up to make a health concepts ad. You are to create an ad that evaluates and gives advice on daily health habits that can be improved. There is a wide range of health concepts that should be covered in this ad: hygiene, physical activity, disease prevention, anti-drug and tobacco, anti-drinking, and issues relating towards unprotected sex and STD’s. Evaluate a range of health planners/diary blogs to see what health issues people have on a daily bases. Your ad will be analyzed and evaluated by the Board of Directors at Franklin Memorial Hospital and other leaders in the HCC (Healthy Community Coalition). If your ad is chosen you and your team will be in charge of designing your ad to be shown on the TV. Your ad will also be uploaded to Youtube for the public's view. Be creative, concise, and cooperative with your teammates to finish this task. **(Experience)**
 * (R)** 5.4 Students will have time to critique one another to create finished product. **(Rethink/Revise)** Students will have time after product is graded to improve their ad before uploaded to youtube. **(Revise/Refine)**
 * (E)** 5.5 Students will be graded using a rubric. A rubric is present for both the product portion and the presentation portion.
 * (T)** 5.6
 * Verbal-Linguistic:** Students will use Inverted Triangle to jot down any ideas about an ad that they come up with.
 * Visual/Spatial:** Students will watch an ad that was created by others about health topics.
 * Bodily/Kinesthetic:** Students will physically be acting in the ads and demonstrating healthy behaviors.
 * Musical/Rhythmic:** Students will incorporate music into their ad to bump up the creative points for their ad.
 * Intrapersonal:** Students will work by themself at first to brainstorm ideas.
 * Interpersonal:** Students then will collaborate with each other to get multiple ideas and will work with one another in the creation of the ad.
 * Naturalist:** Working outdoors is accepted and encouraged while filming. **(Tailor)**
 * (O)** 5.7 Students will be able to teach others about the importance of health information being told to the public and produce a model of health information through an ad that demonstrates their understandings of a healthy lifestyle. **(Apply, Organize)**

Product: Reflection paper, Days: 3 ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 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. **(Where)** (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. (Why) //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.// (What)**
 * (H)** 6.2 Students and the instructor will plan on having a health party after presentations are done. [|Organic foods]that will be brought in by students and the teacher will have health facts on an index card including: vitamins in food, servings, calories per serving, and benifits of eating the food.
 * (E)** 6.3 Students will know the information in the content standards for health and will also know how to enjoy a fun class. **(Equip)** Students will work as a class in organizing the foods they are bringing in and the facts about the foods on a nutrition chart. Being a good listener and a patient person plays key in finishing this task on time. **(Explore)** In a short essay, poem, song, speech to the class, or any approved other way, students will elaborate on the information they have learned and the skills they have acquired from the lessons and activities. Students will draw controversial health topics to debate about in the following class. After students have completed this task students will then decide what activity they would like to do the last class while having the health party. **(Experience)**
 * (R)** 6.4 Students will have time in class to revise each others rough drafts. **(Rethink/Revise)** Students will also be able to have the teacher revise them before handing them in. **(Revise/Refine)**
 * (E)** 6.5 This is a self-evaluation where the teacher gets graded instead of the students. Getting feedback about the lessons planned and the activities will give the teacher a good idea about what worked and what didn't. How do you grade the teacher?
 * (T)** 6.6
 * Verbal-Linguistic:** Students will write a reflection about how well they have done and what they have learned as well as feedback on the tasks the teacher had them do and create.
 * Logical/Mathematical:** Counting of calories and servings (in grams and cups) of the food they will be bringing in.
 * Visual/Spatial:** Possibly watching a movie during the party.
 * Musical/Rhythmic:** Reflection song or poem with music.
 * Intrapersonal:** Reflection of how they believe they did and how much they believe they understand about certain health concepts.
 * Interpersonal:** Students work as a class on creating a list of foods to share. **(Tailor)**
 * (O)** 6.7 Students will be able to obtain a better understanding of healthy habits and self-assess their knowledge of the concepts. Also, students will be able to enjoy their completion of the unit. **(Self-Knowledge, Organize)**

2004 ASCD and Grant Wiggins and Jay McTighe