L2+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__:**
 * __Grade Level__****: 8** **__Topic__:** **Building blocks of a healthy diet**


 * __Objectives__**
 * Student will understand that** proper nutrition has several components that interact in a complex way.
 * Student will know** key nutrition terms such as carbohydrate, protein, fat, vitamins, fiber, whole grain, calorie, and what a healthy diet looks like.
 * Student will be able to** demonstrate knowledge of key components of nutrition and how they interact.


 * __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:** In this lesson, students will learn about the basic foundation of a healthy diet. They will explore the USDA guidelines and learn how to apply them to their diet and use them to enhance their lifestyles.


 * __Assessment__**

Students will participate in a think, pair, share activity about what information they put in their describing wheel. The topic/idea they are describing is what a healthy diet looks like.
 * Formative (Assessment for Learning)**

Students will be assessed on their final product, an advertisement for a proper diet. This will be posted to their blog journal that was started in the previous lesson.
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology:** Students will do research on mypyramid.gov, and use the interactive tools to gather accurate information for their advertisement. They will use their online blog journal to showcase their final product.


 * Other Content Areas:**
 * English**- Students will be practicing descriptive and persuasive writing in the creation of this product.
 * Science**- Students can relate the elements of nutrition to the body and biological functions they are studying in science class.

During the think, pair, share activity, students will work individually, in pairs, then in small groups. For the research portion, students will work in small groups (2 or 3). The creation of the advertisement will be done individually.
 * __Groupings__**


 * __Differentiated Instruction__**

**Strategies: This** lesson addresses 6 different intelligences**.** **Linguistic**: Students will use text effectively in the ad. **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 ad with each other in small groups

**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.

**Extensions** Students will share their advertisement in small groups, and discuss similarities and differences between them.


 * __Materials, Resources and Technology__**

· Laptops · Internet access · Example of personal ad


 * __Source for Lesson Plan and Research__**

This is an original lesson idea I came up with. I thought using a personal ad as a “template” to incorporate knowledge about a healthy diet would be a fun idea.

Describing wheel : []

Research for macronutrients: []


 * __Maine Standards for Initial Teacher Certification and Rationale__**

This lesson will be appropriate for beach ball learners because it involves creativity and choices in what to write in their ad. Clipboard learners will appreciate the organization and structure of this lesson. Microscope learners will be able to research and explore USDA guidelines and apply the information to their ad. 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://**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** After this lesson, students will know key nutrition terms such as carbohydrate, protein, fat, vitamins, fiber, whole grain, calorie, and what a healthy diet looks like. Students will be able to demonstrate knowledge of key components of nutrition and how they interact. This lesson will mainly cover the //explain// facet of understanding. Students will be able to explain the basic building blocks of a healthy diet and how it can be applied to their lives.

**Linguistic**: Students will use text effectively in the ad. **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 ad with each other in small groups.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://**

For formative assessment, students will participate in a think, pair, share activity about what information they put in their describing wheel. The topic/idea they are describing is what a healthy diet looks like. By doing this activity, I will be able to check for understanding and accurate research on the topic. For summative assessment I will grade the final product, an advertisement that incorporates all of the elements of a healthy diet. The class will be arranged in table groups of two. During the think, pair, share activity and research portion of the lesson, two table groups will work together (4 students). Agenda: Day One: · Introduce hook, let students discuss what an ad for a healthy diet might look like (10 mins) · Students will begin to fill out their describing wheel to assess what they already know (10 mins) · Students will visit mypyramid.gov to gather information about each food group and record it on their describing wheel (20 mins) · Students will be split up into small groups and be assigned a nutrient (Carbohydrate, protein, fat, vitamin) and will research basic information about it. Then, each group will share out and students will record the information on the describing wheel. (30 mins) · Students will participate in a think, pair, share about what they wrote on their describing wheel. They will fill in any missing parts and/or revise information. (10 mins) Day Two: · In groups of 4, students will review their describing wheels. (10 mins) · Individually, students will write the rough draft of their advertisement. (40 mins) · In pairs, students will peer assess their advertisements. (20 mins) · Students will post their advertisements on their journal blog. (10 mins) Students will understand that proper nutrition has several components that interact in a complex way**.**In this lesson, students will learn about the basic foundation of a healthy diet. **//Students explain essential health concepts related to nutrition//** **.**
 * //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__****:**
 * Where, Why, What, Hook, Tailors: Interpersonal, Logical, Visual**

Students will know key nutrition terms such as carbohydrate, protein, fat, vitamins, fiber, whole grain, calorie, and what a healthy diet looks like Students will use the completed describing wheel to plan out their advertisement. Students will share their describing wheel with a partner, use feedback to add/remove information
 * Equip, Explore Rethink, Revise Tailors: Interpersonal**

Students will participate in a think, pair, share activity about what information they put in their wheel Students will submit the describing wheel and a rough draft of ad (on paper or a word document) and will receive feedback from teacher before creating the ad on their blog. Students will share their ads in class and participate in a group discussion, students will vote on "best" ads.
 * Explore, Experience, Rethink, Revise, Refine, Tailors:**
 * Evaluate, Tailors:**


 * __Content Notes__**

food groups and examples of types of foods in each category: [] Nutrients (carbohydrates, protein, fat, etc) :[]

Describing wheel : []
 * __Handouts__**