L3+Lamblin,+Rachel

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

Teacher’s Name:** Ms. Rachel Lamblin **Date of Lesson:** Lesson 3
 * Grade Level:** Grade 9 **Topic:** Influences on Health

__**Objectives**__

 * Student will understand** **how each main influence on health has shaped their own view of health.**
 * Student will know** **how each main factor affects health.**
 * Student will be able to** **describe how each main influence on health affects their own life and the lives of people around them.**

__**Maine Learning Results Alignment**__
Maine Learning Results: Health Education and Physical Education D. Influences on Health D. Influences on Health D1. Influences on Health Practices and Behavior Grades 9-diploma Students analyze and evaluate influences on health and health behaviors


 * Rationale:** I will encourage my students to think about factors that influence health and find these influences in their own lives.

__**Assessment**__
I will ask students to find and document two examples, one positive and one negative, of how their peers influence their own health or life in general and share with the class. Students will be graded over participation in the assignment and discussion. Students will record these two influences on the t-chart and describe why they are influential. The purpose of this assignment is to get students thinking about how their friends' decisions can affect their own. Students will also blog about to improve their health based on peer influences in their own lives and I will give them feedback on their blogs.
 * Formative (Assessment for Learning)**

Students will create posters to be put up around the school that aim to improve students' health by visualizing peer influences in a way that encourages students to live healthier lives. Students will work in small groups of two or three to create their posters using Glogster. Each group will present their poster to the class and discuss why the chose the topic that they did and how their poster is influential.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: Students will use Glogster to create posters. __Psychology__: Students must analyze personal habits and behaviors concerning health and understand how they are influenced. __Art__: Students' posters will be creative and eye-catching.

__Groupings__
As students come in the class, I will be standing by the door holding a bowl of stickers. There will be only three of each sticker. Students get to choose whatever sticker they want from the bowl as long as it is available. After all the stickers have been chosen, I will tell the students that those with the same color of sticker will be in the same group. And as an extra gift, the students can keep the stickers.

__**Differentiated Instruction**__
__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.
 * Strategies**

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

Absences:// If a student is absent from class, I will work with that student to set up a meeting time that is mutually convenient. I will go over the main points of that day's lesson, encouraging the student to ask questions. I will give the student any worksheets, handouts, or assignments that they missed and explain the project and guidelines. I will also work with the student to set up an appropriate due date for the work. Any student that is absent will still be responsible for the blog postings as well.

The type II technology that I use in this lesson is the program, Glogster. Students will use this program to create eye-catching posters. The posters will intend to improve the health of other students by encouraging positive peer influences and discouraging negative ones.
 * Extensions**

__**Materials, Resources and Technology**__
Student laptops Teacher laptop Glogster EDU account Projector T-chart Stickers

__Source for Lesson Plan and Research__
T-chart Glogster tutorial [|Friends: The Role of Peer Influence Across Adolescent Risk Behaviors] [|Parental and Peer Influence on Development of Health Maintenance Behavior in Adolescence] [|Family Relationships and Peer Influence]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** __Beach ball__: These students will learn well from the poster project, because this assignment gives them the freedom to chose their own topic. They get to insert their own opinions about health and peer influences into their posters. __Clipboard__: The students who learn best through organization and structure will benefit from having clear directions about what the purpose of the poster is. They will also enjoy the routine nature of the blogging assignment. __Microscope__: Since analyzing is popular with these students, they will learn best from analyzing their own health and the influences that their peers have on them. __Puppy__: Students will work together in groups of three to create the poster. They must work together and be respectful and supportive of each other so that they can meet the criteria for the project.
 * //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 Maine Learning Result for Health Education that I chose for this lesson is that **//students will analyze and evaluate influences on health and health behaviors.//** Students will develop this through analyzing the way that their peers influence their own decisions and habits. By finding examples of this in their own lives, they will understand that their peers are very influential. I will also encourage students to reflect on the influence that they have on others. Using this information, students will be able to improve their own health and also be a positive influence on the health of others around them. Out of the six Facets of Understanding, this lesson uses interpretation to have students apply the concept of peer influence to themselves. I encourage this by having them find examples of peer influence in their own lives.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** __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.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

The type II technology that I use in this lesson is the program, Glogster. Students will use this program to create posters that will be put up around the school. The purpose of the poster is to encourage positive peer influences or discourage negative ones by presenting a convincing message in an eye-catching poster. This project ties into the lesson about influences on the media as well.

Rationale:** In this lesson, I will evaluate the students using both formative and summative assessments to ensure that they have a complete understanding of the lesson. __Formative assessment__: I will ask students to find and document two examples, one positive and one negative, of how their peers influence their own health or life in general and share with the class. Students will be graded over participation in the assignment and discussion. Students will record these two influences on the t-chart and describe why they are influential. The purpose of this assignment is to get students thinking about how their friends' decisions can affect their own. Students will also blog about to improve their health based on peer influences in their own lives and I will give them feedback on their blogs. __Summative assessment__: Students will create posters to be put up around the school that aim to improve students' health by visualizing peer influences in a way that encourages students to live healthier lives. Students will work in small groups of two or three to create their posters using Glogster. Each group will present their poster to the class and discuss why the chose the topic that they did and how their poster is influential.
 * //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__
My classroom will have small tables, each accommodating a group of four students. They will be spaced evenly around the room, but all in plain view of the board and my desk. This will be the normal seating arrangement. Students will be allowed to sit wherever they want for the first week, but after that I will warn them ahead of time and make a seating chart using their regular seats to help me remember their names. Agenda: Day 1: Day 2: Students will understand how and why their peers have positive or negative affects on their health. Students will think about the decisions they make, their hobbies, and their likes and dislikes in relation to their friends'. **//Students will analyze and evaluate influences on health and health behaviors//**. Using this information, students will understand how to improve their health and the health of their friends by avoiding negative health behaviors and encouraging positive ones. To get students to start thinking about peer influences, I will have them find two examples of influences their friends have on their lives to present to the class.
 * Sticker grouping
 * Share and discuss peer influences (30 minutes)
 * Blog assignment: Why do (or why don't) our friends have so much influence over our decisions and ideas? (30 minutes)
 * Intro to poster project and class time to begin brainstorming (20 minutes)
 * Poster presentations (80 minutes)
 * Student evaluations
 * (Where, Why, What, Hook, Tailors: Intrapersonal, Verbal, Interpersonal)**

Students need to know how their actions and decisions affect others as well as themselves. I will encourage this by having students find examples of peer influences in their own lives. I will check for understanding using this assignment, the blogging done in class, and the poster project.
 * (Equip, Tailors: Intrapersonal)**

Students will record the two examples of personal peer influence that they find on a t-chart and explain the reasons that each one is influential and whether it is positive or negative. Students will also be responsible for creating posters that discourage negative health behaviors, such as smoking, and encourage positive ones, such as physical activity, that are commonly influenced by peers. These posters will be put up in the school and must include graphics, facts, and statistics and be presented in an eye-catching manner. Students will be able to interpret this information to fit their own lives and personal health. Students will be grouped using the sticker strategy that allows them to choose whichever sticker has the most visual appeal to them and and then being grouped based on their decision.
 * (Explore, Experience, Rethink, Revise, Tailors: Interpersonal, Visual)**

Students will self-assess their knowledge in their blogs and will be assessed by their peers over the poster assignment. I will also assess students' blogs for understanding of peer influences and leave feedback. After students begin planning their posters on day one, I can start reading blogs and leaving feedback. That way I can talk to individual students who may need help before they leave for the day.

Outside of the classroom, adolescents who have friends have better family relationships and more positive attitudes toward family relationships. Friendships can also compensate for inadequate families. For example, adolescents who have low levels of family cohesion but have close and supportive friends have levels of self-worth and social competence equal to their peers who come from cohesive families (Guaze et al. 1996). Friends allow for high self-esteem (which includes freedom from depression) and self-worth, thereby promoting the exploration and development of personal strengths (Hartup 1999). Furthermore, adolescents who are engaged in friendships are more likely to be altruistic, display affective perspective-taking skills, maintain positive peer status (Savin-Williams and Berndt 1990), and have continued involvement in activities such as sports or arts (Patrick et al. 1999). Finally, having close same-sex friendships in adolescence forecasts success in early romantic relationships in early adulthood (Collins et al. 1997). []
 * Content Notes**

Parental and peer influence on adolescents account for a substantial portion of the variation in health behavior developing in late adolescence. Of high school students sampled, 50% describe the influence attempts of their mothers, fathers and peers as neutral on most health behavior. Smoking is the exception to the pattern with mothers and fathers strongly discouraging and peers mildly encouraging smoking. Peer and parental influences are consistent with each other regarding weight watching, health food selection and optional exercise. The most frequent response for these behaviors, other than neutral, is that of mild encouragement. It seems clear that there is the potential for health educators, government health agencies and others to increase efforts to involve parents and peers in more actively influencing the establishment of health maintaining habits in adolescents http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED162187&ERICExtSearch_SearchType_0=no&accno=ED162187

This longitudinal project examined peer influence across five risk behaviors: cigarette smoking, alcohol consumption, marijuana use, tobacco chewing, and sexual debut. A total of 1,969 adolescents aged 12–18 years completed two waves of data collection. Each respondent matched behavior data for at least one friend. Results found that a random same sex peer predicts a teen's risk behavior initiation; there is influence only to initiate cigarette and marijuana use; and that there is influence to initiate and stop alcohol and chewing tobacco use. This finding suggests that friends may protect adolescents from risk activities. The study has implications for understanding how peer influence, expressed as social norms, may be used in public health campaigns that target teen behavior. http://www.springerlink.com/content/p0438njtthcl7ey7/

T-chart
 * Handouts**