S3+Darnell,Kasey+Jane

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (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= Visual: Students will add pictures or graphics to their blog that relate to nutrition. Interpersonal: Students will comment on each other’s blogs and interact with each other. Intrapersonal: Over time, the journal blog will become a reflection/self assessment of personal habits, goals, and progress. Bodily-Kinesthetic: Students will be required one blog entry to be about physical activity the student has done recently and how it relates to nutrition. Naturalist: Students will be required to write one entry about food sources, where it comes from, how its produced, and the difference between organic and non-organic **( Tailor).** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that good nutrition affects the way their bodies function. (**Where**). This lesson will enable students to know how to properly fuel their bodies and realize that everyone has different needs. This ongoing assignment will also tie in with future lessons (**Why**). **//Students explain essential health concepts related to nutrition// (What).**
 * (H)** 1.2 Begin the lesson by telling students that their blog journals will be put into a timecapsule, and uncovered 50 years from now. Have them discuss what the future will be like in terms of food **(Hook)**.
 * (E)** 1.3 Students will know how nutrition affects the body over time, what their bodies need, and how to read food labels and pyramid **(Equip)**. Students will receive a blog template to model their blog journals after, with specific questions to address. They will also complete a KWL chart to pre-assess their knowledge about nutrition **(Explore).** Students will brainstorm in small groups about possible topics for blog entries.Students will have 1-2 partners and will be responsible for making constructive comments on each others blogs **(Experience).**
 * (R)** 1.4 Students will edit their blogs based on comments from their partners, and add/change information as necessary **(Rethink/Revise)**.Teacher will also comment and give students feedback to improve future blog entries **(Rethink/Refine)**.
 * (E)** 1.5 At the beginning of class, students will briefly share out about one thing they wrote about in their blog and elaborate on it **(Evaluate).**
 * (T)** 1.6 Linguistic :Students will be writing a blog diary documenting their eating habits and what they are learning in class and also reading their classmate's blogs.
 * (O)** 1.7 Students will be able to reflect on changes they have made in their nutritional habits **(Self Knowledge).** Product: Journal Blog, 1 day **(Organize)**. ||

= =

Visual: Students will be able to create and use graphics in their ad. Bodily-Kinesthetic: Students will be able move around during the think,pair share activity. Musical: Students can make their ad like a poem,using rhymes. Logical: Students will be able to use numbers and statistics in their ad. Interpersonal: Students will share a with each other in small groups **(Tailor)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **W)** 2.1 Students will understand that proper nutrition has several components that interact in a complex way**(Where).**In this lesson,students will learn about the basic foundation of a healthy diet **(Why).** //**Students explain essential health concepts related to nutrition**// **(What).**
 * (H)** 2.2 Begin the lesson by showing students an example of a personal ad,and tell them they will be making their own. Then explain that it will be to find a proper diet, not a date **(Hook).**
 * (E)** 2.3 Students will know key nutrition terms such as carbohydrate, protein, fat, vitamins,fiber, whole grain, calorie,and what a healthy diet looks like **(Equip)** Students will receive a describing wheel to plan out their advertisement **(Explore).** Students will participate in a think, pair, share activity about what information they put in their wheel **(Experience).**
 * (R)** 2.4 Students will share their describing wheel with a partner, use feedback to add/remove information **(Rethink/Revise).** Students will submit the describing wheel and a rough draft of ad(on paper) and will receive feedback from teacher before creating the ad on their blog **(Rethink/Refine).**
 * (E)** 2.5 Students will share their ads in class and participate in a group discussion, students will vote on "best" ads**(Evaluate).**
 * (T)** 2.6 Linguistic:Students will use text effectively in the ad.
 * (O) ** 2.7 Students will be able to demonstrate knowledge of key components of nutrition and how they interact **(Explain).** Product: Advertisement on blog, 2 days.**(Organize)** ||

=Lesson 3=

Visual: Students will use graphics in glogster. Linguistic: Students will use text to develop nutrition plan. Intrapersonal: students will focus and reflect on their own personal needs. Musical: Students will have the option of adding sound clips and music to their glogster. Interpersonal: Students will share their glogsters in small groups and get feedback from their peers.**(Tailor)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that nutritional needs differ for each individual **(Where).**This lesson will teach students what their nutritional needs are and show them how to make sense of food labels and utilize the food pyramid **(Why).**//**Students explain essential health concepts related to nutrition**// **(What).**
 * (H)** 3.2 Begin class by showing a very complex food label, discuss, and tell students they will be designers of new labels.**(Hook)**
 * (E)** 3.3 Students will know metabolism, basal metabolic rate, how to use food pyramid and read food labels**(Equip).** Students will receive a word web to organize the information **(Explore)**. Students will work in small groups then share out with the class**(Experience)**.
 * (R)** 3.4 Students will submit word web for teacher feedback before creating the final product **(Rethink/Refine)**
 * (E)** 3.5 Students will be given a quiz over food labels and the food pyramid **(Evaluate).**
 * (T)** 3.6 Logical/Mathematic: Students will calculate BMR, daily value percentages.
 * (O)** 3.7 Students will be able to u** se the USDA guidelines, food pyramid and food labels to learn what a healthy diet looks like. (Appy).** Product: Glogster, 3 days **(Organize).** ||

=Lesson 4=

Musical: Students will add audio sounds and music to their video. Linguistic: Students will add informative text to their video. Interpersonal: Students will interact with classmates during the think,pair, share activity. Naturalist: Students use pictures from nature or film outside for their video. Bodily-Kinesthetic: Students can use action and movement in their video to explain the concepts. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that good nutrition affects the way their bodies function **(Where).** This lesson will explore the relationship between nutrition and lifestyle related diseases and ways to prevent them **(Why)**. **//Students explain essential health concepts related to nutrition// (What)**.
 * (H)** 4.2 Show detailed pictures of disease( ie-bad heart, brittle bones).Present facts/statistics about lifestyle related diseases (diabetes, heart disease etc) and have a class discussion about what specific nutrition choices can lead to those diseases**(Hook).**
 * (E)** 4.3 Students will know BMI, various lifestyle related diseases,and how nutrition affects
 * body over time (Equip).** Students will receive a problem-solution chart to explore the nutritional factors behind diseases**(Explore).** Students will participate in a think, pair, share activity to gather more information for the chart **(Experience).**
 * (R)** 4.4 Students will develop a storyboard for their movie based on the think,pair, share activity **(Rethink/Revise).** Students will submit storyboard for teacher feedback before starting to design the video **(Rethink/Refine).**
 * (E)** 4.5 Students will be given a quiz over various lifestyle related diseases to check for understanding **(Evaluate).**
 * (T)** 4.6 Logical: Students will examine various statistical data about lifestyle related diseases.
 * (O)** 4.7 Students will be able to evaluate nutritional habits and how it impacts body function **(Interpret)**: video:3 days**(Organize).** ||

Visual: Students will be able to create and use graphics. Bodily-Kinesthetic: Students will be able to take pictures of themselves being active and use in comic. Naturalist:Students will be able to go outside and take pictures to use in the comic. Logical: Students will be able to make a step-by-step plan of comic before beginning to design. Interpersonal: Students will share comics with each other in small groups **(Tailor)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **W)** 5.1 Students will understand that proper nutrition has several components that interact in a complex way**(Where).** Students will explore their current nutrition habits and identify patterns that will enable them to live a healthier lifestyle now and in the future **(Why).** //**Students explain essential health concepts related to nutrition**// **(What).**
 * (H)** 5.2 Begin the lesson by telling the students they will be superheroes starring in their own comic book, and show a brief example of a comic **(Hook)**
 * (E)** 5.3 Students will know the cause and effect relationships of food choices and body function, what a healthy diet looks like, how to make changes to unhealthy habits **(Equip)** Students will receive a story map to plan out their comic **(Explore).** Students will participate in a think, pair, share activity about nutrition choices and why people make them **(Experience).**
 * (R)** 5.4 Students will share their story maps with a partner, use feedback to improve comic **(Rethink/Revise).** Students will submit the story map and rough sketch of comic(on paper) and will receive feedback from teacher before creating the comic **(Rethink/Refine).**
 * (E)** 5.5 Students will share their comics in class and participate in a group discussion**(Evaluate)**
 * (T)** 5.6 Linguistic:Students will use text effectively in the comic.
 * (O) ** 5.7 Students will be able to consider how their present nutritional habits will affect their body in the future **(Empathy).** Product: Comic Life, 2 days.**(Organize)** ||

Musical:Students will be able to add sound and music to their audio product. Linguistic: Students will have to use effective speech to play characters and present the information and a convincing argument. Interpersonal: Students will interact with peers during the think,pair,share activity and also in the creation of the product. Logical: Students will be able to use numbers and statistics to back up their argument. Intrapersonal: Students can consider their own personal nutritional needs and use that as an example in their product. Visual: Students can create a storyboard/script before designing the product. **(Tailor).**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that nutritional needs differ for each individual (**Where).** This lesson will bring together the entire unit,and allow students to show their knowledge of nutritional needs, USDA guidelines,and why they are important **(Why)**.//**Students explain essential health concepts related to nutrition**// **(What).**
 * (H)** 6.2 This lesson will begin by showing the students a video of the USDA president (teacher incognito) making his proclamation to abolish the USDA guidelines **(Hook).**
 * (E)** 6.3 Students will know metabolism, basal metabolic rate, and variations in nutrition guidelines with age & activity level **(Equip).** Students will receive a persuasion map to plan out their argument and what they will say on the radio show **(Explore).** Students will participate in a three step interview to get feedback from peers **(Experience).**
 * (R)** 6.4 Students will submit their persuasion map to the teacher for feedback before creating the radio show **(Rethink/Revise).**
 * (E)** 6.5 Student will receive a rubric for the product **(Evaluate)**.
 * (T)** 6.6


 * (O)** 6.7 Students will be able to compare their nutritional needs to other age groups & activity levels**(Perspective).** Radio show on Garage Band: 3 days**(Organize).** ||

2004 ASCD and Grant Wiggins and Jay McTighe