L6+Darnell,Kasey+Jane


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


 * Teacher’s Name: Ms. Darnell** **Date of Lesson: 6, Perspective**
 * Grade Level: 8** **Topic: USDA guidelines and varying nutritional needs**

__**Objectives**__
Student will know metabolism, basal metabolic rate, and variations in nutrition guidelines with age & activity level Student will be able to compare their nutritional needs to other age groups & activity levels
 * Student will understand that nutritional needs differ for each individual **

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education. A. Health Concepts A.6 Basic Health Concepts Grades 6-8 Nutrition **//Students explain essential health concepts related to nutrition//** **Rationale:** This lesson will the culmination of the previous 5 lessons and will allow students to showcase their knowledge of nutrition, specifically in regards to the USDA guidelines. They will have to present a convincing argument as to why the guidelines are important, and how nutritional needs vary for each individual.

__**Assessment**__
For formative assessment, s tudents will receive a persuasion map to plan out their argument and what they will say on the radio show**.** Students will participate in a three step interview to get feedback from peers**.** The summative assessment will be the final product, a radio show created on GarageBand or Audacity. They will have a conversation/debate with the president of the USDA, and discuss why the USDA guidelines are important and showcase their knowledge of varying nutritional needs.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__**Integration**__
Other content areas:
 * Technology:** Students will use a WebQuest that I designed to work through this lesson. Next, students will use GarageBand or Audacity to create the final product.
 * English**: students must present a convincing argument to the president of the USDA, using effective speech and research to back up their points.

__Groupings__
For this lesson, students will work in groups of three to do the WebQuest, gather research, and complete the final product.

__**Differentiated Instruction**__
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.
 * Strategies: This lesson will cover 6 of the 8 multiple intelligences.**

**Modifications/Accommodations** **I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.** Absent: If a student is absent, they will first check the class wiki to see if there is any work that can be done at home (ie-reading/research) and see teacher about making up the assignment.
 * Modifications/Accommodations**


 * Extensions**

__**Materials, Resources and Technology**__

 * laptops
 * usda guidelines (online pdf)
 * internet access
 * GarageBand/Audacity (audio software)
 * story board
 * persuasion map

__Source for Lesson Plan and Research__
This is an original lesson plan idea that incorporates a WebQuest that I designed in Dr. Theresa's class. WebQuest url :[| https://sites.google.com/a/maine.edu/dietary-guidelines-defense/]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Beach ball: This lesson will appeal to the creativity of beach ball learners. Students will have choices about what character they will play in the final product, as well as what information they will present and how they will back up their argument to the USDA president. Clipboard: This lesson will appeal to clipboard learners because the WebQuest is broken down into concise, step by step directions. Microscope: Microscope learners will be able to research information about USDA guidelines and apply the information to the final product Puppy: Puppy learners will feel comfortable in the small group setting.
 * //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:**

After this lesson, Students will be well acquainted with USDA guidelines for nutrition, and will be able to recognize variations in nutritional needs for different individuals. They will be able to recognize the importance of the guidelines and use them to make healthy decisions now and in the future.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

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.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Technology: Students will use the online WebQuest to gather information about the USDA guidelines and will also use audio software (GarageBand or Audacity) to create the final product.

For formative assessment, s tudents will receive a persuasion map to plan out their argument and what they will say on the radio show**.** Students will participate in a three step interview to get feedback from peers**.** The summative assessment will be the final product, a radio show created on GarageBand or Audacity. They will have a conversation/debate with the president of the USDA, and discuss why the USDA guidelines are important and showcase their knowledge of varying nutritional needs. Each group will present their recording to the class, and will be assessed on the final product and their presentation using the following two rubrics. [] []
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
Students will be arranged in groups of three for the entire lesson. The groups will do the WebQuest, research, and create the final product together.

Day One:

Day Two: Day Three:
 * Introduce hook: I will show the students a recording of the USDA president (me in disguise) making the proclamation to abolish the USDA guidelines. We will have a brief discussion about their initial reactions to the president's statements. (10 minutes)
 * Students will begin the WebQuest, completing steps 1 through 3. They will choose a character to play (doctor, nutritionist, etc), research the basics of a healthy diet,and find three examples of differing caloric needs. They will record the information on a persuasion map (70 minutes)
 * Students will continue the WebQuest. Step 4 of WQ will be researching diseases related to nutrition. (15 mins)
 * WebQuest step 5- GarageBand tutorial, and then students will experiment with the features of the software. (15 mins)
 * WebQuest step 6- Students will write a script for their recording, and submit it to me a the end of class for feedback. (50 mins)
 * Step 7 of WebQuest- students will receive feedback on their script, make changes if necessary, and begin recording the final product. (50 mins)
 * Students will present their recordings to the class (30 mins)

Students will understand that ** nutritional needs differ for each individual ****.**In this lesson, students will learn about the USDA guidelines and how to apply them to fit individual needs. **//Students explain essential health concepts related to nutrition//** **.** This lesson will begin by me showing the students a recording of the USDA president making the proclamation to abolish the USDA guidelines. Next, we will have a brief discussion about their initial reactions to the president's statements. Next, I will introduce the students to the WebQuest that will guide the entire lesson. This lesson is the culmination of the previous five lessons in the nutrition unit.
 * Where, Why, What, Hook, Tailors: Visual**

Students will know metabolism, basal metabolic rate, and variations in nutrition guidelines with age & activity level. They will gather this information in the process of doing the WebQuest, and will closely examine the 2005 Dietary Guidelines. Students will receive a persuasion map to plan out their argument and what they will say on the radio show. Students will submit their persuasion map to the me for feedback before creating the radio show.
 * Equip, Explore Rethink, Revise Tailors: Interpersonal, Logical**

After receiving feedback about the persuasion map, students will begin writing the script for their radio show. Next, the script will be submitted to me before they can begin recording.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Interpersonal**

On day three, students will complete the WebQuest and record their radio show. They will portray a character such as a nutritionist, doctor, trainer, or someone else in the health field. Their goal is to convince the USDA president not to abolish the dietary guidelines, explain how they are useful, and how nutritional needs vary for each individual. They will be assessed on both the product and presentation using the following rubrics. [] []


 * Evaluate, Tailors: Musical, Linguistic, Interpersonal**

See Dietary Defense WebQuest []
 * Content Notes**


 * Handouts**
 * Persuasion map :[]**