S3+Pelletier,Ryan+Adam

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that peer support is very important when becoming healthy and dealing with health problems. (**Where**) You will have the knowledge to recognize amongst your peers who needs your support and who doesn't. You will have the knowledge that sharing your feelings is beneficial. (**Why**) MLR: "Students predict how behaviors can impact health status". (**What**)
 * (H)** 1.2 http://www.youtube.com/watch?v=utl-uOdX12w a video that demonstrate unity and empowers support.
 * (E)** 1.3 Students will know how to interact and handle peer support and pressure. (**equip**) Students will use a describing wheel to help analyze the importance of reflecting and sharing with peers. Cooperative learning will be done through think-pair-share. This will help students start sharing their feelings about physical, mental, and emotional health with their peers.
 * (R)** 1.4 Students will self-assess by creating their own wiki. They will peer assess during the think-pair-share activity. I will make comments on their personal wiki.
 * (E)** 1.5 I will use a checklist. The students will not be graded on their blog entries. I will just make sure that they completed that weeks wiki, and check it off.
 * (T)** 1.6 **Linguistic**: students will be able to hear about other personal beliefs, and learn new ways to share express their opinion on physical, emotional, and sexual health. **Spatial**: Students will be able to learn many different peer perspectives on the health issues, and then will be able to share their own on their personal wiki. **Logical**: Makes students think of logical ways to relate with peers and how to focus on personal health. **Intrapersonal**: Students will work with others in the think-pair-share activity. **Interpersonal**: Students will create their own wiki to express their personal thoughts on that weeks topic. **Naturalistic**: Students will be have to have a better understand of their surrounding through sharing with their peers.
 * (O)** 1.7 Students will be able to relate with peers on personal, sexual, and physical health. (**self-knowledge**, **organize**) **Product**: Wiki once a week for the entire unit. ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are many contact services and people who can help them with emotional, physical, and sexual issues. (**where**) You will have the knowledge of what physical, sexual, and emotional services are and how to find them. (**why**) MLR: "students predict how behaviors can impact health status". (**what**)
 * (H)** 2.2 http://www.thetangramway.org/files/img/communityres.jpg I will show this picture to make them think about the meaning of resources and the importance of togetherness.
 * (E)** 2.3 Students will know reliable facts about help lines and health services dealing with emotional, physical, and sexual issues. (**equip**) Students will use a KWL chart to help focus our lesson on what the students know and need to learn. When I am conducting the lesson I will stop periodically and have the students use a 3-minute review to discuss and question what was covered.
 * (R)** 2.4 Students will self-assess and peer asses. I will assess the group by asking them to all provide a question and something they found interesting about the topic.
 * (E)** 2.5 I will use a progress checklist on this task. It will record that the students made their own address book by using Google Earth. They will need to have certain address, facts, and phone number in this book.
 * (T)** 2.6 **Linguistic**: I will have a special quest come and talk about a health service. **Logical**: Students will map out services in their area using Google Earth. **Spatial:** Google Earth will provide a better world perspective. **Intrapersonal**: Make and organize their own personal chart/ address book. **Interpersonal**: the 3-minute review they will discuss and question the information. **Naturalistic**: has to do with their local environment.
 * (O)** 2.7 Students will be able to create their own chart and address book of reliable resources in the community. (**apply, organize**) **Product**: Google Earth 4 days. ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that alcohol and drug use can hurt you now and when your older. (**Where**) You will have the knowledge of different drugs and alcohol use, and you will have the knowledge to avoid them in different situations. (**Why**) MLR: "Students predict how behaviors can impact health status". (**What**)
 * (H)** 3.2 http://www.theoppidanpress.com/2010/03/anti-alcohol-ads-driving-you-to-drink/ This picture shows the effects of a drunk driving accident.
 * (E)** 3.3 Students will know critical details on how drugs and alcohol can harm you and your body. (**equip**) Students will use a Problem-solution chart to help them dig deeper on the dangers or drugs, and can explain possible solutions. In a jigsaw each group will be presented with a scenario. They will have to explain what the scenario is and how to act in that typical situation. The group will share and use iMovie to act out their scenario.
 * (R)** 3.4 Students will self assess and peer assess. I will question each group on how and why they are using the technique in their presentation.
 * (E)** 3.5 I will have a clear rubric that focuses on the scenario that they are presenting, and not that much on the use of iMovie yet.
 * (T)** 3.6 **Linguistic**: students will use iMovie to create a visual. **Bodily Kin**: students will be able to create their own video. They will be able to move around and act things out. **Logical**: Students will pick the most logical method to avoid a potentially dangerous situation. **Intrapersonal**: Students will use a problem-solution chart that they can use to map out what they would personally do in a situation where drugs and alcohol is involved. **Interpersonal**: Students will work together in the jigsaw and in creating a video. **Musical**: they can act out the situation with music.
 * (O)** 3.7 Students will be able to recognize the dangers of alcohol and drug use. (**explain, organize**) **Product**: iMovie 4-5 days ||

** (H) ** 4.2 I will conduct a class "bordle" for the hook. ** (E) ** 4.3 Students will know the nutritional pyramid, and know physical activities that can help improve your health. (** equip **) The students will use a describing wheel organizer to think deeper on nutritional value and physical activity. (** explore **) A team will be assigned healthy diets or physical activity. In a jigsaw, they will cover these different concepts of health, students will use Garageband to make a podcast describing how all these components can be used and why. They can explain the components by making another verse from the hook. (** experience **) ** (R) ** 4.4 I will allow my students to self-assess their work throughout the lesson. I will also incorporate peer assessment. While the students are working on their Garageband, I will meet with each group and give formative assessments. ** (E) ** 4.5 The students will use a checklist to mark off their tasks on Garageband at the end of the lesson. They will be able to determine what they think they deserve for a score. I will use the same checklist to score and provide feedback. ** (T) ** 4.6 ** Linguistic **: students will use Garageband to make a rap or podcast about nutritional value and physical activity that we discussed in class. ** Spatial **: I am going to start the lesson with a video. ** Bodily Kin **: Students will learn new methods to use physical activity and try them in class, then they can explain what they learned in Garageband. ** Musical **: making a rap or song lyrics, they can also add sounds to their product. ** Intrapersonal **: they are able to grade themselves. They can give themselves feedback when using the checklist. ** Interpersonal **: Students will do a jigsaw, and they will create a podcast or rap in a group. ** (O) ** 4.7 Students will be able to predict how healthy behaviors can positively impact your personal health. (** explain **, ** organize **) ** Product **: Garageband 5-6 days || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 4.1 Students will understand that personal health has many concepts, which benefits your life. (** where **) You will have the knowledge of different methods on how to feel better, and how to improve your quality of life. (** why **) MLR: // "students predict how behaviors can impact status //". (** what **)

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that personal health has many concepts, which benefit your life. (**Where**) You will have the knowledge to analyze your own responsibility for enhancing personal health. (**Why**) MLR: "Students predict how behaviors can impact health status". (**What**)
 * (H)** 5.2 http://healthmap.files.wordpress.com/2010/03/obesity-epidemic2004.jpg shows the incredible amount of obesity in the U.S.
 * (E)** 5.3 Students will know different methods to help improve their health status. They will have a better understanding of the responsibility towards enhancing personal health. They will submit their averages and we will have a class toll. How much soda? How much calories? How many fruits and vegetables? How much junk food? How much physical activity? This will be are cooperative learning.
 * (R)** 5.4 Students will self assess by looking and reflecting on their own logs. They will peer assess by seeing a class average. I will assess the class averages and conduct a lesson how what they did good and what the class can improve on.
 * (E)** 5.5 I will use checklist to make sure that the logs are accurate.
 * (T)** 5.6 **Logical**: Students can reflect on new logical eating habits. **Spatial**: Students will learn about their eating and physical habits, and learn about other students habits in their environment. **Linguistic**: The class will discuss the class's averages and reflect on it. **Intrapersonal**: students will reflect on the class averages. **Interpersonal**: Students will look at their own healthy habits. **Natural**: students will know more about the habits of their classmates.
 * (O)** 5.7 Students will be able to analyze habits on personal health. (**perspective, organize**) **Product**: Glogster 5-6 days ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that personal health has many concepts, which benefit your life. (**Where**) You will know the importance of incorporating all 6 concepts of health. (**Why**) MLR: "Students predict how behaviors can impact health status". (**what**)
 * (H)** 6.2 http://www.travelblog.org/Photos/527660 Students will discuss what the image means as a class, in terms of health. How does this represent collaboration and unity?
 * (E)** 6.3 Students will know different methods of incorporating the 6 concepts of health in their life. Students will use a describing wheel to predict what each component of health is. They will then learn what the 6 components are, and perform a jigsaw to discuss and share each concept. Each group will make a Comic life, in which they demonstrate the concept they discussed.
 * (R)** 6.4 Students will self assess and peer assess during the jigsaw. I will have each group share what they discussed with me, and assess them. I will formative assess each group on their use of Comic Life.
 * (E)** 6.5 I will have a rubric on the Comic Life. It will focus more on the material and not the use of the technology.
 * (T)** 6.6 **Linguistic**: students will work together in the jigsaw to talk about the different components. **Spatial**: Students will talk about incorporating all concepts of health and not just one or two. **Logical**: Students will discuss and demonstrate logical ways to use each concept. **Intrapersonal**: students work in groups to make a Comic Life. **Music**: Groups can play music before, during, or after their presentation. **Naturalistic**: Find a deeper meaning about the 6 components and themselves.
 * (O)** 6.7 Students will be able to make meaning of the 6 concepts of health. (**Interpret**) **Product**: Comic Life 4 days ||

2004 ASCD and Grant Wiggins and Jay McTighe