S3+Lamblin,+Rachel

=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]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|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.

=Part 1= 2. Small groups will brainstorm specific ways that their health is influenced on a daily basis by thinking of personal experiences. All ideas will then be shared out loud and I will write them on the board **(HOOK)**. 3. Students will know how each main factor affects health **(EQUIP)**. Students will fill out the "know" and "want to know" sections of the KWL chart **(EXPLORE)**. Students will brainstorm influences that affect health in small groups **(EXPERIENCE)**. 4. Students will rethink their personal view of health **(RETHINK)**. Students will revise their ideas and opinions about health in a personal blog **(REVISE)**. 5. Students evaluate their own blogs to determine how any or all of the factors influence their own health **(EVALUATE)**. 6. **(TAILOR)** Verbal: Students will brainstorm influences on health out loud in small groups and then with the class. Interpersonal: Students, in small groups, will discuss influences and share them with the class. Visual: The influences that students brainstormed will be written on separate pieces of paper in big, eye-catching letters. Logical: Using the brainstormed list, students will put tallies next to each factor that they can relate to. Kinesthetic: Students will get up and move around the room to write their tallies down. Intrapersonal: Students will self-reflect on their blogs. 7. Students will be able to describe how each main influence on health affects their own life and the lives of people around them. Product: blog **(ORGANIZE)**. || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand how each main influence on health has shaped their own view of health **(WHERE)**. Students will be able to apply these concept to their own lives to improve their health **(WHY)**. Students analyze and evaluate influences on health and health behaviors **(WHAT)**.

9. Students will view video clips of commercials that demonstrate the strong influence that the media has on their lives **(HOOK)**. 10. Students will know the influences that the media has on their health and their lives **(EQUIP)**. Students will find four advertisements in magazines and list them at the top of the four-column chart **(EXPLORE)**. Students will work together in small groups to find advertisements in magazines that have a positive or negative influence. They will then identify the pieces of the advertisements that make them influential **(EXPERIENCE)**. 11. Students will rethink the role of the media in their lives **(RETHINK)**. Students will blog about how the media influences their lives and how they can avoid negative influence **(REVISE)**. 12. Students will demonstrate what they have learned about the influence of the media by creating a 30 second commercial that has either a positive or a negative influence on health **(EVALUATE).** 13. **(TAILOR)** Visual: Students will view clips of commercials at the beginning of the lesson. Musical: Students will listen to clips of advertising jingles in class. Linguistic: Students will have to write an enticing script for their commercial and deliver it on camera in a convincing way. Logical: Students will use what they have learned about media influence to create a convincing commercial. Interpersonal: Students will work together to create their commercials and analyze magazine advertisements. Intrapersonal: Students will reflect on the influence that the media has on their health and blog about it. 14. Students will be able to recognize the positive and negative affects of the media and use this information to improve their health. Product: A convincing commercial selling a real or made-up product that has a strong positive or negative influence on health **(ORGANIZE)**. || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand how the media has both positive and negative affects on their own health and the health of others **(WHERE)**. Students should be able to recognize and identify influences of the media in their own lives **(WHY)**. Students analyze and evaluate influences on health and health behaviors **(WHAT)**.

16. Each student must find and document two real-life examples, one positive, one negative, of how their peers influence their own health and share with the class **(HOOK)**. 17. Students will know how to avoid negative influences from their peers **(EQUIP)**. The two examples of peer influences will be recorded on a t-chart **(EXPLORE)**. Students will work in small groups to create a poster illustrating examples of peer of peer influences **(EXPERIENCE)**. 18. Students will rethink the way that they influence the health of their peers **(RETHINK)**. Students will blog about how their peers influences their health and how they can avoid negative influences **(REVISE)**. 19. Students will present their posters to the class, explain the influences, and justify why they included them on the poster **(EVALUATE)**. 20. **(TAILOR)** Naturalist: Depending on the weather, students can look for examples of their peers influencing the health of others outdoors. Visual: Students will create posters than are visual representations of peer influences on heath. Kinesthetic: Students can find examples of peer influences on health while walking around school. Logical: Students must reason and identify which influences are positive and which are negative. Linguistic: Students must share the peer influences they found in front of the class. Interpersonal: Students must work together and combine ideas to create a poster illustrating peer influences. 21. Students will be able to discern the difference between positive and negative peer influences and also understand how to be a positive influence on their peers. Product: Students will create a poster identifying examples of positive and negative peer influences **(ORGANIZE)**. || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand how their peers have positive and negative effects on their health **(WHERE)**. Students should use this information to be a positive influence on the health of their peers **(WHY)**. Students analyze and evaluate influences on health and health behaviors **(WHAT)**.

23. Students will watch a 3-minute video about the French Paradox **(HOOK)**. 24. Students will know how culture can affect a person's opinion on health **(EQUIP)**. Students will be given a t-chart and a culture to research. Common foods, diets, and health-related habits of the assigned country will researched and written on the right side of the chart. Their affect on health will be written on the left **(EXPLORE)**. Students will work together to create an interactive wikispace about the influence of cultures on health **(EXPERIENCE)**. 25. Students will rethink how they view other cultures **(RETHINK)**. 26. Students will be evaluated over the information in their t-chart and their blog responses **(EVALUATE)**. 27. **(TAILOR)** Logical: Students will plan out the information for the wiki page on their specific culture. Visual: Students will watch a movie and create a brochure. Kinesthetic: Students will learn how to play games that are popular in other cultures. Natural: Students will get to try foods from other cultures. Musical: Students will listen to music from other cultures. Intrapersonal: Students will blog about how different cultures affect their health specifically. 28. Students will be able to find examples of cultural influences in their own lives. Product: Students will create an interactive wikispace to teach each other about how how different cultures influence health **(ORGANIZE)**. || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students understand that a person's culture or background can influence their health **(WHERE)**. Students will analyze different cultures to determine their influence on health **(WHY)**. Students analyze and evaluate influences on health and health behaviors **(WHAT)**.

30. Students will take an online quiz about family health http://www.cdc.gov/family/parentquiz/index.htm **(HOOK)**. 31. Students will know how their family's choices affect their own health **(EQUIP)**. Students will brainstorm negative ways that families influence health and write them on the left hand side of a problem/solution chart. One the right side, they will brainstorm solutions to improve health **(EXPLORE)**. Students will work together in small groups to create a healthy families brochure **(EXPERIENCE)**. 32. Students will research family health on the website for the Center for Disease Control and Prevention to gain a deeper understanding on how families influence health **(RETHINK)**. Students will use this research to create a brochure for families **(REFINE)**. 33. Students will be evaluated on their blog entries concerning their own family's health and their completed brochures **(EVALUATE)**. 34. **(TAILOR)** Kinesthetic: Students will act out ways that families can influence health. Visual: Students take an on-line quiz Logical: Groups map out their healthy families brochures to determine what suggestions and information is the most necessary. Interpersonal: Students will work in small groups to create a brochure. Linguistic: Students could interview family members about how they feel about their own health and ways they might influence the health of their family members. Intrapersonal: Students will rate their brochure and their contribution to the group using a rubric and rate the other brochures using the rubric as well. 35. Students will be able to have a positive influence on their family's health. Product: Students will create a tri-fold brochure that includes techniques for families to improve their health **(ORGANIZE)**. || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand how their families influence their health **(WHERE)**. Students will examine the ways that their families influence their personal health **(WHY)**. Students analyze and evaluate influences on health and health behaviors **(WHAT)**.

37. Students will view examples of the comic life project they will create at the end of the lesson **(HOOK)**. 38. Students will know which of these examples influence their own lives **(EQUIP)**. Students will fill in the 'learned" section of the KWL chart **(EXPLORE)**. Students will compare and discuss KWL charts **(EXPERIENCE)**. 39. Students will use what they have learned to change the way that they view health **(RETHINK)**. Students' in-dept understanding will be visible in their comic **(REFINE)**. 40. Students will be evaluated over their completed comic, their final blog entries, and their final project. **(EVALUATE)**. 41. **(TAILOR)** Natural: Students will be grouped based on different food groups. Visual: Students will view examples of comics at the beginning of the lesson. Logical: Students must plan out their comic. Interpersonal: Students will present their finished comics to the class. Linguistic: Students can discuss their new view of health with their peers to help them with their comics. Intrapersonal: Students must think about their view of health and how it has changed for the comic life project. 42. Students will be able to to improve their own health and avoid negative influences on their health. Product: A comic detailing their view of health and how it has or has not changed during the unit **(ORGANIZE)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand how much or how little each influence affects their lives. **(WHERE)**. Students will use the information they have learned about influences on health to determine which have the most and least affect on their health **(WHY)**. Students analyze and evaluate influences on health and health behaviors **(WHAT)**.

2004 ASCD and Grant Wiggins and Jay McTighe