L6+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:** 6 Self-Knowledge
 * Grade Level:** 9
 * Topic:** Health promotion and risk reduction

__**Objectives**__
Students will understand that healthy eating can influence a healthier life. Students will know the information in the content standards for health and will also know how to enjoy a fun class. THey will also know what "healthy foods" really are. 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.

__**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)**
 * Students will be working together to create a list of different food that we will be bringing in for a health party.
 * Pre-Assessment: The student will be reflecting on my performance as a teacher and will also explain what it is they learned in a song, poem, or essay. They will be filling out a graphic organizer as a class to compile a list of healthy snacks.
 * Self-Assessment: Reflections about personal experiances in the class and how the learning targeted you as a student will be filled out before the end of the lesson.


 * Summative (Assessment of Learning)**

I will be assessing the students on their participation throughout these last few days. This is a time of reflecting on what it is they have learned and how they can use the health information in their future to benefit their life. Through the teacher analysis, student reflection, and the organic food party, students will demonstrate self-knowledge in this lesson.

__**Integration**__
Cooking: Students will cook and prepare healthy snacks for our last day of the lesson. By checking the labels, finding nutritionl value, and seeing how the food can improve the body, students will understandwhy it is important to eat healthy.

Music: Students will be able to create a reflection song if they choose. Music will also be playing at the party.

English: Students will be writing a reflection about their experiance in the classroom.

__Groupings__
I will be leaving the desks where they are for this lesson. Because the students are working independantly on their reflections, they will be able to choose where they would like to sit. Leaving them to decide where to sit shows some personal freedom.

__**Differentiated Instruction**__
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: Students will count calories and servings (in grams and cups) of the food they will be bringing in. Visual/Spatial: Possibly watching a movie during the party depending on what the students feel like doing. Musical/Rhythmic: I will have students reflecting their experiance in health class via 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.
 * 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.
 * Extensions:**

By going above and beyond in this lesson students will need to demonstrate a higher level of thinking. They can work at a community kitchen, volunteer at a food kitchen, or even by informing others about healthy food choices. Students that do prepare healthy snacks for the class will show participation in the lesson and also show that they understand healthy eating.

__**Materials, Resources and Technology**__

 * plates
 * cups
 * utensils
 * reflection papers
 * projector
 * index cards

__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". []

Encarta ® World English Dictionary © & (P) 1998-2005 Microsoft Corporation. All rights reserved.

__**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 and organic foods. I have used materials that I have found to works with a variety of students with different intelligences.
 * Beach Ball:** I will have students be using the internet as resources for finding information about their nutrition facts. They will research whatever food choice they are bringing to the health party. I will have theem fill out the information on an index card and demo their foods to the rest of the class. This will allow them to work comfortably with the multiple intellagence that suits them. I will allow the students to teach the class however they feel is necessary. They are the teachers of nutrition that are informing the rest of the class about healthy foods.
 * Clipboard:** Students will be using an index card to write down information about their topic. This will organize what they will need to cover in the presentation. By using one side to ask the essential questions and the other side to answer the question, students will be able to teach the class abut nutritional foods. By answering any clarifying questions students will understand what they will need to do and what the expectations of the presentations are. Students will continue to learn that nutritional foods will improve the health of a person.
 * Microscope:** By learning the material first and then teaching the material to an audience, students are constantly familiarizing themselves with the information. Because they are learning and repeating, writing, and thinking about "what nutritional foods are and what they do", students will show mastery of understanding. I will allow students to explore other facts about the health food by the use of the internet. They are examining every aspect of the information. By completeing this task students will demonstrate their knowledge of eating a balanced diet.
 * Puppy:** Students will work on researching the food they are bringing to the party. By everyone focusing on their own food, information about the foods will be found quicker. If any student completes writing out their food information they can help another student. I will be helping and guiding students by motivating them to explore various foods. Students will be asked to respect everyones own taste in foods. Many students come from different family backgrounds and having a safe, jugdmental-free environment will help in the educational process.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** This lesson provides students to learn about nutrition through the research of the healthy snack they will ring to the party. The standards will be met through discussions among peers and teachers in the class. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others by educating others about nutritional foods.
 * Self-Knowledge** - The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding.I feel that because I am the kinesthetic learner I had problems when I was in school. Being that, I would alter my teaching practices to better suit the students needs. The moon is the limit with how in depth the information Health teachers teach. I lack the medical vocabulary that would benefit me when I am talking about certain issues of health. My teaching style is new and will change over the course of my life. With every mistake that I make, I will alter that activity to make the learning process work for the students.

I have not included a typw two technology into this lesson because this is the final day of the unit. The students have shown quality work in all other technologies I had them work with.
 * //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 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:** Students will count calories and servings (in grams and cups) of the food they will be bringing in.
 * Visual/Spatial:** Possibly watching a movie during the party depending on what the students feel like doing.
 * Musical/Rhythmic:** I will have students reflecting their experiance in health class via 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.


 * //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 discussions in class, observing students teamwork ability, and evaluating their work performance, I will analyze if students have mastered the content. The summative assessment is a reflection of what the students have learned throughout the lesson. They will master the knowledge prior to teaching their material. If they complete this task they will show that they can educate others on unhealthy habits. This can be beneficial for students that want to work in the health field. 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.
 * Formative (Assessment for Learning)**
 * Students will be working together to create a list of different food that we will be bringing in for a health party.
 * Pre-Assessment: The student will be reflecting on my performance as a teacher and will also explain what it is they learned in a song, poem, or essay. They will be filling out a graphic organizer as a class to compile a list of healthy snacks.
 * Self-Assessment: Reflections about personal experiances in the class and how the learning targeted you as a student will be filled out before the end of the lesson.


 * Summative (Assessment of Learning)**

I will be assessing the students on their participation throughout these last few days. This is a time of reflecting on what it is they have learned and how they can use the health information in their future to benefit their life. Through the teacher analysis, student reflection, and the organic food party, students will demonstrate self-knowledge in this lesson.

__Teaching and Learning Sequence__
8:00am-8:20am: I will be introducing the students to healthy organic foods and talk about nutrition for a little while. I will read to the students some of the rules michigin has on offering food to children in nutrition programs that are in their school. 8:20am-8:40am: I will be passing out index cards to the students and explain that we are going to have a health food/ organic food party. Anyone in the class iis able to volunteer different foods. Only healthy foods will be accepted at this party. I will form a list of what is going to be there. 8:40am-9:00am: I will be showing the students what they will need to write on the index card and how to find the nutriitional value. Some of the informationthe students will find out include: the name of the food, food label information (if it homemade then research foods similar to it), what health benefits do you get from consuming it, and does it help prevent any diseases. 9:00am-9:20am: Students will explore what it is they are going to bring in and fill out their index cards. If a student is not bringing anything in, I will have them research something anyway. 8:00am-8:30am: 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. Allowing them to do this without any organizers will show that they can adapt to anything. 8:30am-9:10am: Students will draw controversial health topics to debate about in class. The students will have only ten minutes to research their topic and the rest of the time will be debating against anothe person. 9:10am-9:20am: 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. 8:00am-9:20am: Students will have their healthy foods already in the classroom at this time. They will be listening to music and be learning about everyones food that they brought in. They will learn the nutritional value of it and other aspects. Whatever activity they have planned in the previous class will be played or done today.
 * Agenda:**
 * Day 1:**
 * Day 2:**
 * Day 3:**

My classroom will have the desks in groups of four of five so it is beneficial when I group the students up for working on their presentations. 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. Students will understand that healthy eating can influence a healthier life. (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.// 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. **Where, Why, What, Hook,** 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.
 * Tailors:**

Students will know the information in the content standards for health and will also know how to enjoy a fun class. 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. I will have the students organize their food facts on a index card. This will help them explain their food and its health benefits to the class.Students will have time in class to revise each others rough drafts. Look at the content notes for more information. **Equip, Explore, Rethink, Revise,** Logical/Mathematical: Students will count calories and servings (in grams and cups) of the food they will be bringing in.
 * Tailors:**

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. 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. Having the party will help me interact with the students and be able to understand what they know about different health aspects. Students will also be able to have the teacher revise them before handing them in.**Explore, Experience, Revise, Refine,** Visual/Spatial: Possibly watching a movie during the party depending on what the students feel like doing. Musical/Rhythmic: I will have students reflecting their experiance in health class via 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.
 * Tailors:**

Students will be able to reflect on what they are teaching the class and be able to see the class through the eyes of a teacher. They will be able to self assess their concepts of health by writing what they have experienced during their time in health class. This allows them to reflect on their work. By incorporating organic foods into this lesson, students will be able connect everything that we do to their homework, assignments, and projects. I teach them tht health has many basic concepts that flow into one another and by teaching to the lessons that I design, I will prepare them for future incounters with health issues. **Self-Knowledge** 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.
 * Tailors:**

> Lack of vitamin D causes rickets. > This energy, if not used, is converted to fat and stored.
 * Content Notes**
 * providing label showing nutrients: the provision of a label detailing the contents of a food product.
 * nourishing: containing minerals, vitamins, and other substances that promote health.
 * Vitamin A: a fat-soluble vitamin found in some vegetables, fish, milk, and eggs, important for vision.
 * Vitamin B: B vitamin plays a role in carbohydrate metabolism. Source: grains, meat, yeasts.
 * Vitamin B12: a water-soluble vitamin obtained only from fish and other animal products, important for blood formation.
 * Vitamin C: a water-soluble vitamin found in fruits and leafy vegetables or made synthetically and used as an antioxidant.
 * Vitamin D: a fat-soluble vitamin that occurs in fish-liver oils and eggs, essential for the formation of bones and teeth.
 * Carbs: a biological compound containing carbon, hydrogen, and oxygen that is an important source of food and energy
 * Calorie: a unit of energy-producing potential in food, equal to one large calorie.
 * Sodium:
 * Handouts:**
 * Reflection paper
 * Index Cards