L6+Lamblin,+Rache

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


 * Teacher’s Name:** Ms. Rachel Lamblin **Date of Lesson:** Lesson 6 (Compare)
 * Grade Level:** Grade 9 **Topic:** Influences on Health

__**Objectives**__
Students will understand how much or how little each influence affects their lives. Students will know which of these examples influence their own lives. Students will be able to to improve their own health and avoid negative influences on their health.

__**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 demonstrate an understanding of how the health influences that they have learned about in this unit affect them by creating a comic that illustrates their own health belief and the influences that have shaped it. Each student will create his/her own comic and will also be responsible for a blog entry that explains their comic and how they can make changes in their own lives that could have a positive impact on their health and the health of others around them.
 * Formative (Assessment for Learning)**

Students will complete the steps of the Health Newscast WebQuest and create a 5-minute newscast using iMovie. They will choose a topic from a list on the WebQuest and have to relate it to the four influences on health that were discussed in this unit. They will show what they have learned by applying it to the health topic that they choose. They will be evaluated using the project and presentation rubrics on the WebQuest website.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: Students will use comic life to create a comic that illustrates their personal health belief and will also create a news broadcast on a specific health topic using a video camera and iMovie. __Art__: Students will be encouraged to be creative and original when making their comics. __Psychology__: Students will analyze and evaluate behaviors associated with health.

__Groupings__
Students will work in groups of two to complete the WebQuest and create their iMovie newscast. They will be paired up according to their food pyramid partners sheet, which students received in lesson 4. I will determine which food group students will match up with based on groups that have already met.

__**Differentiated Instruction**__
__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 iMovies 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.
 * 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.

One of the type II technologies that I use in this lesson is comic life. Students will analyze their own health beliefs, what influences them, and how they have improved or how they will avoid negative influences. Basically, they are creating a visual autobiography about their health. This will continue to keep students thinking about how the influences we discussed in class impact their own health. The other type II technology that I use is iMovie. I have students work in pairs to complete a WebQuest that involves creating a news broadcast on a specific health topic that applies to each of the four influences that students have covered in this unit. Students will also explain their comic in their blog and discuss any ways that they intend to improve their own health.
 * Extensions**

__**Materials, Resources and Technology**__
Comic life examples KWL chart Student laptops Comic life tutorial Food pyramid partners sheet Cameras/web cams Props for comics: clay, figurines, dolls, paper, markers, etc.

__Source for Lesson Plan and Research__
Comic life tutorial : http://www.youtube.com/watch?v=4C_3VHhkA54 Topics on healthy living: http://www.cdc.gov/HealthyLiving/ Verb campaign: http://www.cdc.gov/youthcampaign/ KWL chart: http://www.eduplace.com/graphicorganizer/

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** __Beach bal__l: These students will learn well from the variety of assignments, such as blogging, creating a comic life, and making a video. The choice of health topics in the WebQuest will also appeal to them since they like to have a choice of activities and personal freedom. __Clipboard__: These students will enjoy having clear directions for the WebQuest assignment. Each step is listed out and resources are linked on the website. They also like routine, so these students will learn well from the repeated use of blogs throughout the unit. __Microscope__: These students will thrive on being able to analyze their own health and the influence they have on others since they learn best through deep analysis and discussion. __Puppy__: These students will learn well through working in groups to complete the WebQuest and getting to share their comics with the 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 facet for this lesson is compare. Students will take the information about influences on health that has been covered in the first five lessons and now look at it from their own point of view. I will encourage students to ask themselves how these influences affect them and how they have an impact on the health of others. The Maine Learning Result is **students analyze and evaluate influences on health and health behaviors**. Students will look for examples of these influences in their own lives and use this information to improve their health.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

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

One of the type II technologies that I use in this lesson is comic life. Students will analyze their own health beliefs, what influences them, and how they have improved or how they will avoid negative influences. Basically, they are creating a visual autobiography about their health. This will continue to keep students thinking about how the influences we discussed in class impact their own health. The other type II technology that I use is iMovie. I have students work in pairs to complete a WebQuest that involves creating a news broadcast on a specific health topic that applies to each of the four influences that students have covered in this unit. Students will also explain their comic in their blog and discuss any ways that they intend to improve their own health.

Rationale:** Students will be graded over two types of assessment, formative and summative: __Formative__: Students will demonstrate an understanding of how the health influences that they have learned about in this unit affect them by creating a comic that illustrates their own health belief and the influences that have shaped it. Each student will create his/her own comic and will also be responsible for a blog entry that explains their comic and how they can make changes in their own lives that could have a positive impact on their health and the health of others around them. __Summative__: Students will complete the steps of the Health Newscast WebQuest and create a 5-minute newscast using iMovie. They will choose a topic from a list on the WebQuest and have to relate it to the four influences on health that were discussed in this unit. They will show what they have learned by applying it to the health topic that they choose. They will be evaluated using the project and presentation rubrics on the WebQuest website.
 * //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: (Students will have previously been told about comic life project so they can bring in any props that they can use for their comic. This way the comics can be done in class. I will have props on hand for those students who don't have or didn't bring anything.) Day 1: Day 2: Day 3: Students will understand how much or how little each influence affects their lives. They will take what they have learned and look at it from their perspective. I will encourage students to apply it to their own health beliefs to determine what have the most and least affect on their lives. Students can use this information to improve their health and the health of others as well. The Maine Learning Result is **students analyze and evaluate influences on health and health behaviors**. Students will also view examples of comics that are created to represent a person's health. They will be creating their own comics about their own health.
 * View comic life examples (10 minutes)
 * Comic life tutorial (5 minutes)
 * Comic life project (65 minutes)
 * Blog assignment (relate to your comic): How do each of the influences we learned about impact your health and how can you use this to improve your health and the health of others around you? (for homework)
 * WebQuest (80 minutes)
 * iMovie presentations (80 minutes)
 * (Where, Why, What, Hook, Tailors: Intrapersonal, Visual)**

Students will be able to find examples of these influences in their own life. By knowing this, students will be able to improve their own health. I will be guiding students through the comic life assignment to ensure that they are doing what I am looking for. This is why the assignment takes place in class.
 * (Equip, Tailors: Intrapersonal)**

Students will fill in the "learned" section of the KWL chart that they were given at the beginning of the lesson. Here they will write what they have learned and any questions they had that have been answered. The class will then have a discussion over the results of the KWL chart where students can share something they found interesting or surprising. The facet for this lesson is perspective. Students will take the information about influences on health that has been covered in the first five lessons and now look at it from their own point of view. Students will be grouped in pairs for the WebQuest assignment. These groups will be determined by their Food Pyramid partners sheet. Students will demonstrate what they have learned and ways they plan on improving their health in their blogs and through the comic life project and newscast.
 * (Explore, Experience, Rethink, Refine, Tailors: Interpersonal, Intrapersonal, Visual, Natural, Verbal, Logical)**

Students will get a chance to self-assess by completing their KWL charts and through their blog entries and comic life projects. Here they will show what they have learned and how they plan to apply it to their own lives. A majority of the assignments will be completed in class, so I can answer any questions and make sure that students are on the right track. This lesson is about synthesizing what they have already learned.
 * (Evaluate, Tailors: Intrapersonal)**

One of the biggest problems in America today is lack of activity. We know it's good for us but avoid it like the plague either because we're used to being sedentary or afraid that exercise has to be vigorous to be worth our time. The truth is, movement is movement and the more you do, the healthier you'll be. Even moderate activities like chores, gardening and walking can make a difference. Just adding a little movement to your life can: So, even if you opt for small changes and a more modest weight loss, you can see the benefits are still pretty good. One study has found that just a 10% weight reduction helped obese patients reduce blood pressure, cholesterol and increase longevity. http://exercise.about.com/od/healthinjuries/a/healthylifestyl.htm
 * Content Notes**
 * Reduce the risk of heart disease, stroke and diabetes
 * Improve joint stability
 * Increase and improve range of movement
 * Help maintain flexibility as you age
 * Maintain bone mass
 * Prevent osteoporosis and fractures
 * Improve mood and reduce symptoms of anxiety and depression
 * Enhance self esteem
 * Improve memory in elderly people
 * Reduce stress

Four main influences on health:
 * Media
 * Peers
 * Family
 * Culture

Topics on healthy living http://www.cdc.gov/HealthyLiving/

Verb campaign http://www.cdc.gov/youthcampaign/


 * Handouts**
 * KWL chart (from lesson 1)
 * iMovie rubrics