L1+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:** 1 Explain
 * Grade Level:** 9
 * Topic:** Health promotion and risk reduction

__**Objectives**__
Students will understand that healthy eating can influence a healthier life, increased physical activity can improve one's health, and behaviors relating towards drugs and alcohol are unhealthy. Students will know how to improve one's routine to benefit their health and how to change their current lifestyle to increase personal health. Students will be able to design a plan of healthy habits.

__**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**__
•Make a "webcam diary" to talk about your day and how your three types of health (emotional,mental,and physical) were effected. •Pre-Assessment: Using quizzes and discussions in the classroom to analyse if the students have mastered the content. •Self-Assessment: Students can reflect on diary entries and discuss how they can improve their healthy decisions. The teacher will insure that students know heathy practices improve the health of yourself and others.
 * Formative (Assessment for Learning)**

Students will design a plan of healthy habits that they should follow in a given day. They will have to put "roadblocks" in their daily calendar that symbolize real life tough situations. Google calendar can offer many tools that will help you design your calendar. Students will work individually on this because it is their personal health calendar, but they can have anyone in the class revise it and assist in further detail of thee design. Students can work outside if more comfortable. They will turn in four of the seven "daily routines" they create to the teacher that will use the rubric to suggest their opinions. Students are able to go back and edit their calendars when needed. I will be using a rubric to assess their performance on the product. They will be graded by concept understanding (40%), time in class used (10%), storyboard (30%), creativity (15%), and proper grammar (5%).
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The teacher integrates technology into the lesson for many reasons. Teacher will highten the students skills and increase knowledge about what technology is in the world today and how it is being used efficiently. Students will demonstrate their understanding of technology by using a blog and goolge calendar. Both tools will be helpful for students to document their personal habits and online "diary" as well for the teacher to assess how students have grasped the concept. It also is good for an online copy for reference.

English: Students will write on a blog like it is a journal/diary. They will use their current writing skills to write, reflect, and refine their entries to suit the expectations.

Art: Students can apply pictures and art work to their blogs and google calendars to demonstrate their activity/habits.

__Groupings__
Students will work on their journals/diaries individually. They will group up to revise and refine their google calendars. Each students in a group (of 4 or 5) will collaborate with one another what they did on their calendar and each person will give one example of how to improve the content in the calendar. The interaction with one another will expand the ideas of what to add to the calendars. The teacher will be working with each group as they communicate to exploit misunderstandings.

__**Differentiated Instruction**__
Verbal-Linguistic: Students will keep a log or diary of daily health routines and habit. Logical/Mathematical: The logs the students create will be timed out hourly and throughout the day. (Time management) Visual/Spatial: I will present a video at the beginning of the class. Intrapersonal: Students needs to know one's self to be able to complete daily calendar. It's their personal routine they follow Interpersonal: I will collaborate with students and share advice how to improve the calendars. Naturalist: Students will be going outside to go over stress management techniques and to work comfortably on editing their healthy habits calendar.
 * 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.

The teacher integrates technology into the lesson for many reasons. Students will highten their skills and knowledge about what technology is in the world today and how it is being used efficiently. Students will demonstrate their understanding of technology by using a health habit blog and goolge calendar. Both tools will be helpful for students to document their personal habits and online "diary" and have an online copy for reference.
 * Extensions:**
 * Students can apply pictures and art work to their blogs and google calendars to demonstrate their activity/habits.

__**Materials, Resources and Technology**__

 * projector
 * computer
 * pens/pencils
 * rubrics
 * hook tool
 * software
 * example prepared
 * online accecibility
 * text books
 * tutorial for blog/calendar

__Source for Lesson Plan and Research__
I will used "Your Daily Habits:will make you or break you" and "How To Devolope Healthy Eating Habits" from YouTube. These to videos are good examples of what they students will be able to create. [], []

Students will be working with google calendar so I would also display a google calendar tutorial to the class using Youtube's "How to Use Google Calendar" []

My Graphic Organizer was from [|Educaation Place]__ http://www.eduplace.com/graphicorganizer/ __

The textbook that I will be using throughout the unit is "Glencoe Health 2011". [] __**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 personal and social health. I have used materials that I have found to works with a variety of students with different intelligences.
 * Beach Ball**: Students are able to use the internet on their computer, the textbook assigned to them, and any other resources in the room that will help them succeed in completing the calendar. They will demonstrate how they can adapt to the various intelligences by completing the lessons provided. Because I give the students a choice of which four out of the seven calendar days to turn in, I will expect that they work dilligently on them. Students will be given the choice of going outside or staying in (also dependent on the weather) to edit their calendars. I will be giving the students the opportunity to edit their calendars at their own discretion. If they feel the need to improve there calendar and grade an opportunity is presented. Students do have personal freedoms of what they include into the calendar. Some expectations are needed for a guidline of what is included.
 * Clipboard:** Student will use a story map to brainstorm their healthy habits throughout the day and what questions they should answer and ask. I give the students the structure that they need to forfill what is expected, but also let them personally build their own healthy habits caalendar so they will understand the importance of it. The story map provides structure for the students to write down their habits. After all the calendars are turned in, a review of what they did will happen. This will show that they understand what they did and why they did it. I will run through the tutorials of the technologies and give the students a ruric at the beginning of the lesson so they clearly know what is expected of them. The tutorial will guide them to a better understanding of the creation of their final product.
 * Microscope:** Discovering what is a healthy habit and what is not will be the main focus of this lesson. By exploring habits online and their own habits students will be able to analyzing concepts deeper then ever before. They will have a claendar to call their own at the end of the lesson. This can help them realize what a healthy person goes through on a daily basis and perhaps motivate students to follow the same habits.
 * Puppy:** By the grouping of the desks to the occational detour outside to work of their calendars, students will be able to work comfortaably throughout the process of building the calendar. I will have students be able to pick another person that can revise and edit their calendars to get someone else's opinion. Students will be asked to make respectful comments about the others calendar. This is a time where students use constructive criticism, not putting someone else's work down.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale: T**his lesson provides students to learn about personal health, social health, and other aspect of health through the use of a calendar. The standards will be met because of the effectiveness of the calendar and chapter discussions. 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. See content notes at the bottom of this page.
 * Explain** - Students will provide supported evidence of where they came up with the habits in their calendars. By using the many resources provided to them, they will be able to use data and fact to back up each and every habit with something that is justifiable. They can not just write out the habits. An explanation will be needed to gain full credit. This explanation will provide students with the knowledge of why they do what they do in a certain day and why they may fall victim to unhealthy habits.

I have also incorporated many technologies into my lessons so that students will be able to have the know-how to use them in the future. Many jobs like their employees to be able to use technology and create cool slideshows, blogs, calendars, graphs, and more. Having the students use them know only helps them in the future when it is a requirement in college or the workforce. Type Two Technology: I will assign students to create a ha bits calendar using google calendar. They will incorporate roadblocks and different habits that can effect their health. Then they will follow these habits to understand how effective a health plan can be when you are trying to complete the goals set for the day.
 * //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 keep a log or diary of daily health routines and habit.
 * Logical/Mathematical:** The logs the students create will be timed out hourly and throughout the day. (Time management)
 * Visual/Spatial:** I will present a video at the beginning of the class.
 * Intrapersonal:** Students needs to know one's self to be able to complete daily calendar. It's their personal routine they follow
 * Interpersonal:** I will collaborate with students and share advice how to improve the calendars.
 * Naturalist:** Students will be going outside to go over stress management techniques and to work comfortably on editing their healthy habits calendar.

•Make a "webcam diary" to talk about your day and how your three types of health (emotional,mental,and physical) were effected. •Pre-Assessment: Using quizzes and discussions in the classroom to analyse if the students have mastered the content. •Self-Assessment: Students can reflect on diary entries and discuss how they can improve their healthy decisions. The teacher will insure that students know heathy practices improve the health of yourself and others. Students will design a plan of healthy habits that they should follow in a given day. They will have to put "roadblocks" in their daily calendar that symbolize real life tough situations. Google calendar can offer many tools that will help you design your calendar. Students will work individually on this because it is their personal health calendar, but they can have anyone in the class revise it and assist in further detail of thee design. Students can work outside if more comfortable. They will turn in four of the seven "daily routines" they create to the teacher that will use the rubric to suggest their opinions. Students are able to go back and edit their calendars when needed. I will be using a rubric to assess their performance on the product. They will be graded by concept understanding (30%), quality research and citations (20%), teamwork (20%), storyboard (15%), effects (10%), and proper grammar (5%).
 * //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 quizzes, "diaries", and discussions in class will provide students with the information that they need to master the content. The summative assessment is a reflection of what the students have learned throughout the lesson. They will master the knowledge prior to turning in the final product of the calendar which shows that they can use it in the real world. 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)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
8:00am- 8:20am: I will pass out the rubric for the goolge calendar and explain what needs to be in the calendar. Students will watch the example of a healthy video diary to better understand what they will be doing. 8:20am-8:30am: I will go through the steps of how to create and maintain a habits "diary" and introduce the class blog. I will pass out the story map to brainstorm their ideas. 8:30am-8:40am: I will assign a video diary as an in class assessment to see what some students have to say about their habits. Students will not need to have to much more time then what is given in class. 8:40am-8:50am: Students will upload videos to class wiki and I will show a couple (with permission from the student) to the class to analyze how well it has been completed. Chapter 1 of the Health textbook will be discussed in class. 8:50am-9:10am: Chapter 1 of the Health textbook will be discussed in class. 9:10am-9:20am: I will give students the rest of class to work on the calendars. Any questions about this assignment can be answered then. I will see how students are doing and elaborate on those who are doing the right steps to completing the assignment. Students will be expected to complete the first draft of the caledar for homework if not completed in class. They will also be assigned to read chapter 2 of the Health textbook and answer questions in the back of the chapter. 8:00am-8:05am: Students will hand in their answered questions. Desks will be arranged prior to class for students to revise their calendars if it is a bad day outside. If it is a nice day, the class will go outside after passing in papers to discuss the calendars. 8:05am-8:30am: I will introduce "roadblocks" in the lives of people and students will revise and refine their calendar to include three roadblocks that they could incounter. 8:30am-8:35am: I will have the students return to the room, print off their calendars, and have them hang onto it for the end of class as a ticket to leave. 8:35am-8:45am: I will ask students questions about chapter two and push deeper conversation about the main subject of chapter two. 8:45am-9:10am: Students will read aload chapter three in the groups that they are sitting with and answer questions in the back of the chapter together. I will ask the groups questions on the chapter to see if they have read the information. 9:10am-9:20am: Students will evaluate their calendars using the rubric I gave them. I will be helping the students that want me to also evaluate the calendar with them. Changes can be made here by a pen/pencil if they need to add anything to it before passing it in. This is the students ticket out of the class. If they do not pass it in they are stuck with me forever, or they will need to make an arrangement to meet with me after school to complete it.
 * AGENDA**
 * Day 1:**
 * Day 2:**

My classroom will have the desks in groups of four of five so it is beneficial when I group people up for discussions. 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. Desks will be moved around when we have a class descussion. All chairs in a circle in the middle of the room would be the setup of class discussion. Students will understand that healthy eating can influence a healthier life, increased physical activity can improve one's health, and behaviors relating towards drugs and alcohol are unhealthy. (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 will watch a sample health video diary that involves a [|healthy] [|daily routine.] **Where, Why, What, Hook,** **Tailors:**
 * Visual/Spatial:** Video is presented at the beginning of the class.
 * Intrapersonal:** Students needs to know one's self to be able to complete daily calendar. It's their personal routine they follow.
 * Interpersonal:** Students will collaborate with other students and share advice how to improve the calendars.

I will inform students on how they can improve one's routine to benefit their health and how to change their current lifestyle to increase personal health. Student will then use a story map to brainstorm their healthy habits throughout the day and what questions they should answer and ask. I provide students time so they can have anyone in the class revise it and assist in further detail of the design. **Equip, Explore, Rethink, Revise,** **Tailors:**
 * Intrapersonal:** Students needs to know one's self to be able to complete daily calendar. It's their personal routine they follow.
 * Logical/Mathematical:** The logs the students create will be timed out hourly throughout the day. (Time management)
 * Verbal-Linguistic:** Journal-like quality that students keep a log or diary of a daily routine.

Students will design a plan of healthy habits that they should follow in a given day. They will have to put "roadblocks" in their daily calendar that symbolize real life tough situations. Google calendar can offer many tools that will help you design your calendar. Students will work individually on this because it is their personal health calendar. Students will work outside if it is a nice day because it's more comfortable. Students will have their routine revised by the teacher and improve them. **Explore, Experience, Revise, Refine,** **Tailors:**
 * Verbal-Linguistic**: Students will keep a log or diary of daily health routines and habit.
 * Intrapersonal:** Students needs to know one's self to be able to complete daily calendar. It's their personal routine they follow
 * Naturalist:** Students will be going outside to go over stress management techniques and to work comfortably on editing their healthy habits calendar.

Students will be given a rubric and they analyze how they have done on their calendars. They will turn in four of the seven "daily routines" they create for a teacher's opinion using the rubric. Students are able to go back and edit their calendars when needed after the teacher has returned the calendars. I will be tying in chapters one and two from the health textbook and also discuss other future chapters they might want to read ahead of time to incorporaate information into their work. **Evaluate, Tailors:**
 * Intrapersonal:** Students will reflect on their own work. Self-knowledge is a big part of this lesson.

Students will know how to improve one's routine to benefit their health and how to change their current lifestyle to increase personal health. They will be creating goals and roadblocks they will incounter durring a specific day and use their plan to follow their routine. By incorporating roadblocks into the calendar, students will see that some choices and people might be in your way to a happy healthy lifestyle. By incorporating goals, students will see their short-term goal and want to achieve it.
 * Content Notes:**

I will used "Your Daily Habits:will make you or break you" and "How To Devolope Healthy Eating Habits" from YouTube. These to videos are good examples of what they students will be able to create. [], [] By having students watch these video diaries, they will understand what might go into a health plan.

Students will be working with google calendar so I would also display a google calendar tutorial to the class using Youtube's "How to Use Google Calendar" [] This will assist me and the students in what they will be able to do with the application. They will understand how to make a google calendar and find themselves discovering new features about a new technology.

My Graphic Organizer was from [|Educaation Place]__ http://www.eduplace.com/graphicorganizer/ __

The textbook that I will be using throughout the unit is "Glencoe Health 2011". []


 * Handouts**


 * Rubrics
 * Assignments