L5+Knox,+Andrew

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

Teacher’s Name:** Mr. Knox
 * Date of Lesson:** Lesson 5 - Who is Healthier?
 * Grade Level:** 11th/12th
 * Topic:** Lifestyles

__**Objectives**__
Students will come to understand that nothing with physical fitness happens overnight and that there are multiple ways to be healthy. The students are learning this because even though they might not be able to get to the gym everyday that there are other ways to stay and maintain a healthy lifestyle. Student will be able explain why the body takes time to change.

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education & Physical Education H. Physical Fitness Activities and Knowledge H4 - Physical Activity Benefits, Grade 9-Diploma - Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.
 * Rationale:** Within this lesson the students will be meeting this MLR by comparing and contrasting a few different types of lifestyles out in the world today. By debating the students will need to come up with facts for their side along with provide answers to their opponents facts.

__**Assessment**__
I will have the students use a persuasion map to provide points for each of the three people that was presented earlier in the lesson. On this persuasion map the students will be providing infomation on three made up people that I have come up with that all have very different lifestyles, but yet are healthy in their own unique ways. I will be asking all the students to fill out the persuasion map to the best of their abilities on lifestyle habits, physcial activity, and their diet choices. Upon picking these up I will then be able to see where the students are lacking the knowledge I am hoping them to gain. Throught the persuasion map I wil then make up groups based on their knowledge levels.
 * Formative**

The students will be providing a [|ComicLife] based on the debate in a way that will fit with the content covered. Through their ComicLife I will want them to convey how the debate went in their own way. The [|ComicLife] program allows the students to be creative along with giving them the opportunity to convey information. As I mentioned in the formative assessment section the students will be requried to include their persons lifestyle habits, physcial activity, and their diet choices. There will be a rubric that they will be given and graded with for their final product.
 * Summative**

__Integration__

 * Technology:** The students will be given time to spend on computers to put together a [|ComicLife] that will depict the debate they had just been apart of.
 * English:** Having the student engage in a debate will really bring out their ablility to convey the information they know and wish to share through the spoken word. They will also have to create a [|ComicLife] which will have them thinking about their writing skills.
 * Art:** The students will be given a chance to show their artistic side through the final product of this lesson which is a [|ComicLife].
 * Science:** The students will be looking into physcial activities and nutrition on a person's body for the person they chose to back in the debate.

__Groupings__
For the groupings within this lesson the students will have no say in it. I will be collecting the persuasion map and look at them to see where students are either lacking knowledge or are quite proficent with the topic at hand. I will be creating the groups based on what the student provide on their persuasion map. I will be looking to create the three groups with at least one or two students that have a good base with all the people I have provided for them in each group. I will be aiming to create these groups so there will be students in each group that will have some students that will know the content better and some that will need to work harder to gain an understanding. I am going to do this so that the students will take this upon themselve to help their classmates out and teach them the information that is going to be brought up in the debate. I also am creating the groups this way so that one group is not stacked with the more knowledgable students and one is loaded with the less knowledgable students.

__**Differentiated Instruction**__

 * Verbal** – The debate will challenge and allow students to work in this intelligence.
 * Physical** – The students participating in the opening activity will be moving around the room quite a bit.
 * Interpersonal** – The students will work collaboratively to prepare for the debate.
 * Logical** – Knowing that not everyone is the same, physically speaking, students will have to logically put the pieces together about how their lives fits the way it does.
 * Intrapersonal** - The students will most likely pick sides as to the lifestyle they follow, so they will look into themselves for examples and a jumping off point.
 * Visual** - Students will be visually seeing their classmates react and counteract to their statements and we all know that the majority of communication is non-verbal.

I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

For the situation when a student is absent from class and is excused by the office, we will discuss a due date for any missed work and go from there. If there is content that they have missed, after-school time will be set aside for them to come and receive help from me. If a student happens to hand something in late I will take off 5% for every day it is late. This is not every class period they see me, but individual days. This policy is good for up to five days, and then it will go in the books as a 0. For those that are just plain cutting class the same policy will be applied as those who hand things in late.

Within this lesson the students will be creating a [|ComicLife] which will represent the happenings on the debate. This will allow the students to get on the computers and if they need do some more research on information that may not be real clear to them at the beginning. I will encourage the students to take some time and look online to pick up more indepth information on what was being discussed in the lesson.
 * Extensions**

__**Materials, Resources and Technology**__
Computers Large sheets of paper Markers Stop watch

__Source for Lesson Plan and Research__
Mr. Knox http://www.macinstruct.com/node/69 - this is a website to help students out if they are having troubles with ComicLife

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Through this lesson the students will be engaged in all different ways. With the debate alone the students of all types will find comfort in one aspect or another. The clipboards of the class will enjoy the fact that debates have set limits and rules along with the fact that it is very language driven. The puppies will find some comfort in the fact that they will be given time as a group and have peer-to-peer time to prepare for the debate, while the beachballs will be anixous to get to the debate itself so they can be actively engaged and participate with the other groups along with their own. With all the information that each will need to come up with the microscopes will have time to go and look for more information that may help strengthen their cause.
 * //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:** Through this lesson I will be equipping the students will come to know the importance of regular exercise, the benefits of established eating habits, and that genetics are a major role in a persons over health. The goal of the debate is for the students to see that even though people live completely different lives they can, and do, maintain a healthy lifestyle. I want the student to come to understand that maintaining an overall healthy life they are to keep their minds up to every aspect of their lives. I will providing the opportunity, in accordance with the MLR H4, for the students work towards the chance to //explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal** – The debate will challenge and allow students to work in this intelligence.
 * Physical** – The students participating in the opening activity will be moving around the room quite a bit.
 * Interpersonal** – The students will work collaboratively to prepare for the debate.
 * Logical** – Knowing that not everyone is the same, physically speaking, students will have to logically put the pieces together about how their lives fits the way it does.
 * Intrapersonal** - The students will most likely pick sides as to the lifestyle they follow, so they will look into themselves for examples and a jumping off point.
 * Visual** - Students will be visually seeing their classmates react and counteract to their statements and we all know that the majority of communication is non-verbal.
 * Technology** - The students will be using a software program called [|ComicLife] which they will display the debate they will be participating in.

Rationale:** Through the use of a persuasion map the students will be providing points for each of the three people. The students to fill out the persuasion map to the best of their abilities on lifestyle habits, physcial activity, and their diet choices. Upon picking these up I will then be able to see where the students are lacking the knowledge I am hoping them to gain. To end the lesson the students will be providing a ComicLife based on the debate in a way that will fit with the content covered. Through their [|ComicLife] I will want them to convey how the debate went in their own way. The students will be requried to include their persons lifestyle habits, physcial activity, and their diet choices. There will be a rubric that they will be given and graded with for their final product.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
The classroom will be in a horse shoe shape when it comes to desk arrangement. For this lesson this will be the most practical for the the hook along with the debate. It will allow the students to all look at each other and provide a good environment for a class discussion.


 * Day 1**
 * Corners activity
 * Explanation of the Three People/persuasion map
 * Class discussion

As the students walk into class I will ask that they put their belongings down, but remain standing. I am going to have large pieces of paper on the walls of the room with one saying "Healthy" and "Unhealthy". I will then ask the students questions and they will then move to the side of the room to which those two they believe is the correct answer. These questions will be based off three made up people. Each of these people live a different type of life and maintain a healthy lifestyle, although each one will also have some vice that may not be the most healthy of vices. I will be asking them six vague questions based off their lives and have them move to a side of the room. Once they have I will ask them why they think the way they do. This will allow the students to rehearse what they know already about the topic at hand. This will also get the students engaged with each other and find more about their peers. (20 minutes)
 * Hook, Rehearse, Tailors: Interpersonal, Physical, Verbal**

Following the hook I will have the students take a seat. I will then present them with their persuasion map so they can fill them out as I explain where we are going with the rest of the lesson. I will explain to them that we will be breaking up into three groups to have a debate the following class. The students will be informed that there are three people, who live different lives, and they will have to back one of them. I will then provide the information on the three people and explain the type of lifestyles they live. The students should be filling out their persuasion map to the best of their ability so that they will know things about all three. That way when the debate begins they will know how to defend their person better. (60 minutes) The students will be debating that their person is the healthiest of the three. The students will be using what they learned over the past few lessons to help beef up their argument along with coming to know that their is an importance of regular exercise, the benefits of established eating habits, and that genetics are a major role. The students will be able to ask as many questions as they may need to help clarify anything about each person. I will be collecting the persuasion map at the end of class, because I will be looking at them prior to the next class to group the students. I will be picking the groups based on what the students provide me for information. I will make sure that the groups are equal and that students will benefit the most from the group they are put into.
 * Equip, Explore, Tailors: Verbal**


 * Day 2**
 * Groupings for Debate
 * Work session for Debate
 * Debate
 * Work session on [|ComicLife]

To start the class I will have the desk somewhat seperated by the groups the students will be put in. I will have them get together then let them know who they are going to be backing for the debate. Once I have done this I will allow the student only ten minutes to prepare for the debate. (10 minutes) I will expect the students to come up with reasons why they think their person is the healthiest, how they might defend their person if one of their weakness is brought up, and what may be some of the weak points of the other two people. I will have a student from each group come up to do a rock/paper/scissor face off to see who will go first, second, and third. The debate will be set up so each team will have six minutes to present a case for their person and why they are the healthiest among the group. Once they have finished the other two teams will have two minutes apiece to say anything they would like. When all three groups have gone each group will then have one minute apiece to have any closing words. (35 minutes) The students should be hitting on the fact that nothing with physical fitness happens overnight and that there are multiple ways to be healthy. These students are learning this because even though they might not be able to get to the gym everyday that there are other ways to stay and maintain a healthy lifestyle.
 * Experience, Rehearse, Refine, Where, Why, Tailors: Physical, Interpersonal, Logical, Verbal**

This debate will allow the student to work towards the ability //to explain the interrelationsihp of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.// After the students are all settled down from the debate I will then have them get on their computers where we will begin the [|ComicLife] project. Within this [|ComicLife] I am asking the students to convey, in their own way, how the debate went. They will need to add the information that was present by not only themselves but even the other two groups. The [|ComicLife] will give them a lot of freedom to express themselves and convey the information in a unique way. I will be providing the students with the rubric at which they will be graded. (35 minutes)
 * Evaluate, Refine, Revise,** **What,** **Tailors: Intrapersonal, Visual**


 * Content Notes**
 * People of the Debate**
 * Bill the Banker
 * Has a desk job
 * Eats roughly 2000 calories a day
 * Eats a regular diet and is very conscience of what is in his diet
 * Has a family with young kids who are involved with sports
 * A boy age 10 who plays soccer and basketball and a girl age 8 who also plays soccer and plays softball
 * Most free time is spent on kids
 * Does not have a gym membership
 * Craig the Construction worker
 * Very active at work
 * Tends to eat out a lot, but packs generally healthy lunches during the work week
 * Is a big sports fan and is weekend warrior on a mens league basketball team during winter, softball during the summer, and soccer during the fall
 * Most of his free time is spent in front of the TV
 * Does not have a gym membership
 * Tammy the teacher
 * Is a new teacher and money is tight, so lunches are generally thrown together at last minute with not much thought put in it as far as it being healthy or not
 * Would rather grab some take away then cook at home
 * Has a gym membership and enjoy the group fitness classes they offer
 * Attends spin class twice a week
 * Attends the weekly water aerobics class on the weekends
 * Attends the three time a week cardio/strength class
 * Each class is an hour long
 * Most of her free time is spent at the gym or doing house/yard work

1 - Is having an inactive lifestyle but a nutritious diet healthy or unhealthy? 2 - Having an active work life considered healthy or unhealthy? 3 - Healthy or Unhealthy??? Being a gym rat? 4 - Eating out or getting take away three times a week? 5 - Exercising just once a week? 6 - Inconsistency in your diet when it comes to a regular lunch routine?
 * Questions for the starting activity**

persuasion map Rubric for ComicLife
 * Handouts**