L2+Lamblin,+Rachel

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * .30UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Rachel Lamblin **Date of Lesson:** Lesson 2
 * Grade Level:** Grade 9 **Topic:** How the Media Influences Health

__**Objectives**__

 * Student will understan**d **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:** Students will be encouraged to think about different types of media influences, how the media impacts their health, and how to use this information to improve their health.

__**Assessment**__
Students will watch clips of commercials. Then they will discuss as a class the media techniques used to persuade and how effective they are. Students will also be required to blog about how the media impacts their own health, giving specific examples of positive and negative influences and why they are relevant. Students will also include their impression of the videos we watched in class. Students will look at magazine ads and fill out the advertisement worksheet.
 * Formative (Assessment for Learning)**

Students will work in groups of two to write a script for a commercial using one of the persuasion techniques that they learned in class. The aim of the commercial is to use the technique to sell a product that has either a positive or negative impact on health. The product can be real or made up. The aim of the commercial is to demonstrate their knowledge of the strong influence that the media has on our health and our lives.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: Student will use the internet and their laptops to write their blog responses. Students will use video cameras or web cams to film their commercials and iMovie to edit their videos and create a finished product. __English__: Students must use proper grammar and word usage in their scripts and possibly incorporate some poetic devices into their commercial __Psychology__: Students much analyze personal habits and behaviors concerning health and understand how they are influenced by the media.

__Groupings__
Students will not need to be grouped for the discussion because the class will participate as a whole. For the commercial project, I will allow students to choose their own partners with my approval. This will help me ensure that the pairs will work well together on this project.

__**Differentiated Instruction**__
__Visual__: Students will view clips of commercials at the beginning of the lesson. __Musical__: Students can 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.
 * 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 includes having students blog about how the media influences their health. I also have the students use video cameras and iMovie to create a commercial demonstrating their knowledge of how the media influences health.
 * Extensions**

__**Materials, Resources and Technology**__
Student laptops Video clips of commercials Magazines Advertising techniques worksheet Project self-assessment

__Source for Lesson Plan and Research__
Commercials and radio jingles 4-Column chart List of advertising techniques [|Poetic device glossary] Video camera tutorial iMovie tutorial Media Infuence on Women's Body Image

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** __Beach bal__l: Students have the freedom of choosing the product that their commercial is selling. They may even come up with their own made up product, as long as it is relevant. They will also learn well from being able to interpret their own ideas of how the media influences this within their commercials. __Clipboard__: Students who are clipboard will benefit from having to write down characteristics of magazine advertisements in a 4-Column chart due to its structure. __Microscope__: Students get to scrutinize magazine advertisements and commercials to determine their impact on health. __Puppy__: Students will get to discuss commercials as a class. Students will also work in pairs to create the commercials, which will be viewed by the whole class.
 * //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 analyze and evaluate influences on health and health behaviors//**. Students will develop this through viewing commercials and magazine ads and then discussing the techniques they use to persuade us. I will also have the students determine which advertisements and techniques are the most and least persuasive. Out of the six Facets of Understanding, this lesson uses empathy to have students consider the impact of the media as a whole on their health and their lives.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** __Visual__: Students will view clips of commercials at the beginning of the lesson. __Musical__: Students can 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.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

The type II technology being used in this lesson is video cameras and iMovie. Students will work in pairs to choose a real or made up product that has some impact on health. Students must come up with a convincing script using their knowledge of advertising techniques and poetic devices and film it. Students will use iMovie to edit their videos and create a final product to show the class. By creating commercials, students will understand how the media works to influence them.

Rationale:** In this lesson, I will evaluate the students through both formative and summative assessments to ensure that they have a complete understanding of the lesson. __Formative assessment__: Students will be evaluated on their understanding of media influences based on their magazine advertisement assignment. Students will find advertisements in magazines and must analyze them using a 4-Column chart. They must include how effective or ineffective the ad is, what kind of technique or techniques is used, and how the ad influences health. Students will hand in their chart along with their four examples of magazine ads. __Summative assessment__: Students will create a commercial that will require them to analyze techniques used by the media to grab us and make us what to buy something. Their commercials should sell a product that has an obvious impact on health, whether it is positive or negative. Student commercials will be shown in class.
 * //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:
 * Hand out media influences sheet
 * Show clips of commercials (5 minutes)
 * Class discussion on commercials (30 minutes)
 * Magazine assignment (30 minutes)
 * Introduction to commercial assignment (five minutes)
 * Hand out poetic devices glossary
 * Choose partner (1 minute)
 * Class time to start script (10 minutes)
 * View commercials (50 minutes)
 * Project self-assessment (5 minutes)
 * Blog assignment (20 minutes)

Students will understand how the media has both positive and negative effects on their lives and their health. They will look at examples of commercials and magazine advertisements to analyze their effect followed by a class discussion. I will prompt them to discuss specific instances that the media affects their own lives and specific advertisements that use the different techniques. We will also discuss what qualities are found in a persuasive advertisement. Other topics that will be discussed include smoking, drinking, body image, physical fitness, diet, violence, sexuality, and the different techniques that the media uses to persuade people. Students should be able to find examples of this influences in their own lives and on their health and health behaviors.
 * (Where, Why, What, Hook, Tailors: Visual)**

Students will learn how to improve their health based on their knowledge of how the media can influence people. With this knowledge, they will be able to determine which commercials, advertisements, and other media types how a positive influence on their health and which have a negative influence. During the discussion I will ensure that each student gets involved by directing questions to each student to check for understanding.
 * (Equip, Tailors: Interpersonal)**

Using what they have learned in class, students will then work in pairs or small groups to find four examples of advertisements in magazines, although each student needs to have four advertisements and one 4-column chart. They will cut the advertisements out and describe them using the 4-column chart, one column for each advertisement. Students must discuss the article in detail, including things like visual appeal, wording, colors, emotion, advertising technique, and whether they are positive or negative and why. This will enable students to avoid persuasive advertising that could have a negative impact on their health and also encourage them to rethink the commercials, images, and advertisements they encounter every day. Out of the six Facets of Understanding, this lesson uses empathy to have students consider the impact of the media as a whole on their health and their lives. Students will also be assigned a blogging assignment in which they must reflect on their personal health view and discuss how it has been influenced by the media.
 * (Explore, Experience, Rethink, Revise, Tailors: Interpersonal, Intrapersonal)**

Students will also be required to create a commercial to demonstrate their knowledge of advertising. Students will each self-assess their project using the rubric that I use to grade it. That way I can also encourage students to equally contribute to the project. Blogging is another way for the students to analyze their own knowledge and beliefs and it also allows me to assess them without the informality of an assigned essay. I will leave feedback on blogs so that students know they're on the right track or encourage them to think more deeply. Students will also be promptly graded on their commercials based on their presentation, product, and self-assessments. Learning how to analyze their own health beliefs will continue to be encouraged throughout the unit.
 * (Evaluate, Tailors: Logical)**

77 previous studies involving more than 15,000 subjects. In it, they found that exposure to media depicting ultra-thin actresses and models significantly increased women's concerns about their bodies, including how dissatisfied they felt and their likelihood of engaging in unhealthy eating behaviors, such as excessive dieting. (http://www.medicalnewstoday.com/articles/107269.php)
 * Content Notes**

Media promotes sedentary behavior and eating. Advertainment: Cross promotions: S (A.D.Vertising: The (not so) 'Great' Nutrition Educator)
 * Merges product, brand, and cross promotions with fun!
 * One of most effective tools in tween marketing (Lindstrom and Seybold, 2003)
 * Advergaming: Average player plays 5-7 minutes
 * Expected to generate $750,000,000 in 2006 (Fattah and Paul, 2002)
 * Spokes-characters improve kids' recall of slogans and product indentification (Lieber, 1998)
 * Cross-promos increase brand recognition and liking
 * Young kids can distinguish among brands (Bahn, 1986)
 * Elementary age kids can reproduce brand package and symbols (McNeal and Ji, 1997)
 * 1 in 6 TV food ads aimed at kids promise a free toy (Kotz and Story, 1994)

35.4% of students watched television for 3 or more hours a day. (YRBSS)

Connection between the media and:
 * Body image
 * Diet/nutrition
 * Violence
 * Substance abuse
 * Physical activity
 * Handouts**