L2+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:** 2 Interpret
 * Grade Level:** 9
 * Topic:** Health promotion and risk reduction

__**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 create a slideshow of pictures they took while following their healthy habits calendar. (good for documenting results) Students will be able to critique and evaluate their own habits.

__**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**__
•Make a slideshow to talk about their day and how your three types of health (emotional,mental,and physical) were effected from the habits you followed •Pre-Assessment: Using quizzes and discussions in the classroom to analyse if the students have mastered the content. •Self-Assessment: Students can reflect on diary entries by using pictures to analyze their healthy decisions. The teacher will insure that students know heathy practices improve the health of yourself and others. 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. After following their calendar they created in the first lesson, students will then use pictures and artifacts to portray they habits. They will be able to use their computers webcam to take pictures as well as any school resources available. Students are asked to transform their linguistic MI calendars to a visual MI slideshow. I will provide students some opportunities to get pictures and artifacts from outdoor by taking a portion of class to go outside if the students need anything for a piece of their hibits (such as recess, physical activity, or relaxation outdoors.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. In a Jigsaw, students will discuss and brainstorm what their finished product will look like. They will make the outline before taking pictures to ensure they will cover everything. They will present their slideshow to the class as a final grading piece. Attachments such as their calendar day and the sequence chart will also be turned in to grade. A rubric will be given to the students to outline what is needed for both product and presentation (students will have the option to either record their voices to discuss the habits and add it to the imovie or discuss the slides in class). They will be graded by their discussions of each picture and the corrisponding habit (30%), their sequence chart/ story board (25%), teamwork (15%), effects and picture usage (15%), time used well in class (10%), and grammar (5%).
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The teacher integrates technology into the lesson for many reasons. I will highten the students skills and increase knowledge about what technology is in the world today and how it is being used efficiently. Students will demonstrate their understanding of technology by using IMovie. This tool will help the students document their personal habits and help the teacher to assess how students have grasped the concepts. It also is good for an online copy for reference.

English: Students will present their slideshow in front of a class. They will be discussing how the picture and the habit was relevent.

Art: Students will apply pictures and artifacts to their presentation.

__Groupings__
In a Jigsaw, groups with five students are set up. Each group member will be assigned to educate their teammates on what day they will choose from their habits calendars and share their thoughts on what pictures would allign with each habit. Then the other members of the group will suggest other things they can include to make the product unique. Groups will be assigned by each day of the week (Monday-Friday). I will go around the room counting heads by five. I will assess each member of the group by the rubric that I give the students and the teamwork sheet that each member will complete after their presentation.

__**Differentiated Instruction**__
Verbal-Linguistic: Students will write down their routines on a sequence chart along with the pictures. They will also talk about their picture and routine allignment via recording on the slideshow or while the slideshow is playing. Visual/Spatial: Usage of an iMovie to portray their routines in pictures as well as artifacts. Bodily/Kinesthetic: I will have students taking photos of their activities throughout a day. Intrapersonal: Students will be 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.
 * 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.

The teacher integrates technology into the lesson for many reasons. Students will highten their skills and knowledge about what technology is in the world today and how it is being used efficiently. Students will demonstrate their understanding of technology by using an Imovie. This tool will be helpful for students to document their personal habits, pictures and have an online copy for reference.
 * Extensions:**
 * Students will include pictures and art work to their Imovie to demonstrate their activity/habits.
 * Student can include a recorded video of the habit to demonstrate the routine further.

__Materials, Resources and Technology__

 * projector
 * computer
 * pens/pencils
 * rubrics
 * hook tool
 * software
 * example prepared
 * online accecibility
 * text books
 * tutorial for imovie

__Source for Lesson Plan and Research__
My Graphic Organizer was from [|Educaation Place]__ [] __

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

The hook for this lesson is from []. It is a documentary about living longer and healthier lives because of good healthy and physical fitness.

Information about healthy and safe relationships for the pre-assessment quiz was attained from []

__**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 personal and social health. I have used materials that I have found to works with a variety of students with different intelligences.
 * Beach Ball:** Students will be able to use a variety of resources including cameras, laptops, projectors, textbooks, and the internet. 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". With having the students be the builders of the Imovie, it intitles them to choose what is in their product and what they want to do with it. Students are working as a team to build the Imovie so the team has the freedom to add what they will to it. I will also provide them the opportunity to freely take picture and explore what they can add to the Imovie. I believe that with allowing each student to have a portion of the iMovie to themself, they are in control of their own learning and skill setting. I obviously will be their to guide them when needed, but students retain more when they do it themselves.
 * Clipboard:** Student will use a sequence chart to brainstorm their pictures and healthy habits allignment. Students will I give the students the structure that they need to forfill what is expected, but also let them personally build their own healthy habits caalendar so they will understand the importance of it. The story map provides structure for the students to write down their habits. After all the calendars are turned in, a review of what they did will happen. This will show that they understand what they did and why they did it. I will run through the tutorials of the technologies and give the students a ruric at the beginning of the lesson so they clearly know what is expected of them. The tutorial will guide them to a better understanding of the creation of their final product.
 * Microscope:** Discovering what is a healthy habit and what is not will be the main focus of this lesson. By exploring habits through the picture process students will be able to analyzing concepts deeper then ever before. They will have a slideshowto call their own at the end of the lesson. This can help them realize what a healthy person goes through on a daily basis and perhaps motivate students to follow the same habits.
 * Puppy:** By the grouping of the desks to the occational detour outside to work of their slideshows, students will be able to work comfortaably throughout the process of building the slideshow. I will have students be able to work with their groups and refine and edit their slideshows to enhance their knowledge. Students will be asked to make respectful comments about the others slideshow when critiquing them. This is a time where students use constructive criticism, not putting someone else's work down.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale: T**his lesson provides students to learn about personal health, social health, and other aspect of health through the use of a iMovie. The standards will be met because of the effectiveness of the slideshow, Imovie and chapter discussions. Students demonstrate healthy practices and/or behaviors to maintain and 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. See content notes at the bottom of this page.
 * Interpret:** Through the use of images and film work that provide a better health understanding, students have demonstrated how to effectively and efficiently use technology to learn about a variety of health concepts. With their ability to do this is shows that they have mastered the content and are able to use the information learned in the real world. This will better there personal skills and focus their healthy habits to another degree beyond just writing a calendar out. What does it illustrate or illuminate in human experience? Because through their slideshow, they have demonstrated how a healthy person goes about their day. I believe that this tool caan help human experiences in the real world and help the students make the right decissions when they need to.

I have also incorporated many technologies into my lessons so that students will be able to have the know-how to use them in the future. Many jobs like their employees to be able to use technology and create cool slideshows, blogs, calendars, graphs, and more. Having the students use them know only helps them in the future when it is a requirement in college or the workforce.
 * //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 down their routines on a sequence chart along with the pictures. They will also talk about their picture and routine allignment via recording on the slideshow or while the slideshow is playing.
 * Visual/Spatial:** Usage of an iMovie to portray their routines in pictures as well as artifacts.
 * Bodily/Kinesthetic:** I will have students taking photos of their activities throughout a day.
 * Intrapersonal:** Students will be 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.


 * //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 the variety of formative assessment I will be able to analyze where the students mastery level of the content is at. Using quizzes, slideshows, and discussions in class will provide students with the information that they need to master the content. The summative assessment is a reflection of what the students have learned throughout the lesson. They will master the knowledge prior to turning in the final product of the calendar which shows that they can use it in the real world. Feedback is the biggest tool I will be able to use in assessing the students. That is why it is good that I have entered numerous formative assessments before a final summative assessment at the end.

•Make a slideshow to talk about their day and how your three types of health (emotional, mental, and physical) were effected from the habits you followed •Pre-Assessment: Using quizzes and discussions in the classroom to analyze if the students have mastered the content. •Self-Assessment: Students can reflect on diary entries by using pictures to analyze their healthy decisions. The teacher will insure that students know healthy practices improve the health of yourself and others.
 * Formative (Assessment for Learning)**

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. After following their calendar they created in the first lesson, students will then use pictures and artifacts to portray they habits. They will be able to use their computers webcam to take pictures as well as any school resources available. Students are asked to transform their linguistic MI calendars to a visual MI slideshow. I will provide students some opportunities to get pictures and artifacts from outdoor by taking a portion of class to go outside if the students need anything for a piece of their habits (such as recess, physical activity, or relaxation outdoors. 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. In a Jigsaw, students will discuss and brainstorm what their finished product will look like. They will make the outline before taking pictures to ensure they will cover everything. They will present their slideshow to the class as a final grading piece. Attachments such as their calendar day and the sequence chart will also be turned in to grade. A rubric will be given to the students to outline what is needed for both product and presentation (students will have the option to either record their voices to discuss the habits and add it to the imovie or discuss the slides in class). They will be graded by their discussions of each picture and the corresponding habit (30%), their sequence chart/ story board (25%), teamwork (15%), effects and picture usage (15%), time used well in class (10%), and grammar (5%).
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
8:00am-8:40am: I will introduce students to the documentary called "Living to 101 - Longer & Healthier Life 1 of 5 - BBC Horizon Documentary". Students will watch the movie and take notes. Questions about the movie will be asked by myself and students will be able to answer the clarifying questions. 8:40am-9:00am: Students will open their google calendars and teams will be assigned by counting out numbers "one through five" and whomever has the same number will be in the same group. Students will decide who has what day of the week (monday-friday). I will record who is in what group and who has which day. 9:00am-9:20am: I will assign students to work independantly on reading chapter four of their health textbooks. Questions at the end of the chapter will be turned in the following class by the students. **Day 2:** 8:00am-8:10am: Students will turn in their homework assigned the day before. 8:10am-8:25am: A rubric will also be passed out for the students to know what will be expected. I will be going through the rubric and answering any questions students have about the information presented. 8:25am-9:00am: I will be passing out the sequence chart and having the students get into their groups to work on their slideshow. 9:00am-9:20am: I will be assigning students to take pictures at home with their laptops for their personal habits. I will let the students know that they will have time in the following class to go outside and take pictures or record video. Students will be asked to read chapter five of their health textbook and take notes. 8:00am-8:05am: Students will take a mini-quiz about the chapter reading. 8:05am-9:20am: The class will be going outside to take more pictures and film. They will then return to the class and finish up their slideshows. If teams need extra time, I will stay after school for the students to add the finishing touches. Other arrangments may be made if students are not able to stay after to finish as a team. No assigned reading for the night because students will be able to get together outside of school to finish if needed. 8:00am-8:10am: I will be handing out a pre-assessment for the students to complete. This will help me understand what the students know about healthy and safe relationships. 8:10am-9:20am: Students will present their slideshows. I will be using the rubric to grade the presentations. After each group finishes their presentation I will pass out the teamwork contract and report which gives the students the chance to tell me if everyone in the group works equally. These contracts will be turned in to me as a ticket out of class. Prior to the students leaving I will assign chapters six, seven, and nine of their health textbooks. Students will be asked to complete the questions at the end of these three chapters.
 * AGENDA**
 * Day 1:**
 * Day 3:**
 * Day 4:**

My classroom will have the desks in groups of five so it is beneficial when I group people up for working on their slideshows. My desk will be next to the white board where most of the desks will be faced. When giving instructions, students will be asked to turn and face me. This insures that I have all their attention. Desks will be moved around when we have a class descussion. All chairs in a circle in the middle of the room would be the setup of class discussion. 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. (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 watch a documentary called [|"Living to 101 - Longer & Healthier Life 1 of 5 - BBC Horizon Documentary"]. Students will watch the movie and take notes. Questions about the movie will be asked by myself and students will be able to answer the clarifying questions. **Where, Why, What, Hook,**
 * Tailors:**
 * Verbal-Linguistic:** Students will write down their routines on a sequence chart along with the pictures. They will also talk about their picture and routine allignment via recording on the slideshow or while the slideshow is playing.

Students will know how to create a slideshow of pictures they took while following their healthy habits calendar. I will be having them take pictures outside during one of the classes and also have the opportunity to take pictures on their own at home. I will be discussing what the students need to be working on in class and clarify any remaining questions if neccessary. Students will then use a sequence chart I hand out to organize which order their pictures should be in and what the write about the routine that corresponds with the picture. Students will collaborate with each other and give feedback about their habits. **Equip, Explore, Rethink, Revise,**
 * Tailors:**
 * Verbal-Linguistic:** Students will write down their routines on a sequence chart along with the pictures. They will also talk about their picture and routine allignment via recording on the slideshow or while the slideshow is playing.
 * Visual/Spatial:** Usage of an iMovie to portray their routines in pictures as well as artifacts.
 * Bodily/Kinesthetic:** I will have students taking photos of their activities throughout a day.
 * Intrapersonal:** Students will be 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.

I will have students 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. In a Jigsaw using high-order thinking, groups will discuss and brainstorm what their finished product will look like. 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. 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. This is where students show what they have learned. Students will be able to critique and evaluate their own habits. After I give students feedback about the project, I will allow them to refine their product and present their new pieces they added in to me for a grade revision. **Explore, Experience, Revise, Refine,**
 * Tailors:**


 * Intrapersonal:** Students will be 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).
 * Visual/Spatial:** Usage of an iMovie to portray their routines in pictures as well as artifacts.

I will be having students grade what they have done using the rubric. I will take their grade and the comments they write down under consideration and form a grade based on this. I will provide feedback to all the groups that show their slideshow by the end of the class so they are able to collaborate about if they would like to refine their work. A day will be discussed with the students and they will meet with me to show their improved slideshow. This connects with the what the students are reading in the health textbook because it aligns with the healthy relationships that will be shown in the slideshow. **Interpret,**
 * Tailors:**
 * Interpersonal:** Students will work witht he group to assess their product and refine them.


 * Content Notes:**

Students will know how to create a slideshow of pictures they took while following their healthy habits calendar. (good for documenting results) They will expand on their habits by actually following one day of their routine. By taking pictures and picking up artifact to prove that they followed the plan, students will heighten their understanding of healthy behavior.

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

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

The hook for this lesson is from []. It is a documentary about living longer and healthier lives because of good healthy and physical fitness. I am showing this documentary to the students to get a different perspective on life through another culture.

Information about healthy and safe relationships for the pre-assessment quiz was attained from []


 * Handouts:**
 * Imovie Rubric
 * Team contracts
 * Sequence chart