L5+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 6 (Recognize)
 * Grade Level:** Grade 9 **Topic:** How Family Influences Health

__**Objectives**__
Students will understand how their families influence their health. Students will know how their family's choices affect their own health. Students will be able to have a positive influence on their family's 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 take a quiz on family health to pre-assess what they know. With a partner, they will brainstorm ways that family can have a negative impact on health and write them down on a problem/solution chart. They will then brainstorm solutions to each situation. I will use this information to check for understanding. Students will also discuss their family's health in their blog.
 * Formative (Assessment for Learning)**

Students will work in small groups to create a brochure on a specific health topic that appeals to families. The information that they include and their completed brochure is a good assessment of understanding. Students will be evaluated over the content of their brochures, visual appeal, and team collaboration.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: Students will create a brochure that encouraged families to lead healthy lifestyles. __Psychology__: Students much analyze personal habits and behaviors concerning health and understand how they are influenced by the media. __Theater__: Students will role play ways that families can influence health.

__Groupings__
Students will work on the brochures in groups of three. As they come in, I will have each student choose a popsicle stick from a bag. Each stick has a heath topic written on it, and there are three of each topic in the bag. This determines not only the groups that students will work in but also the topic that they do their brochure on.

__**Differentiated Instruction**__
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.
 * 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 being used in this lesson plan is the brochure maker on Microsoft word. By creating these brochures, students will understand how strong of an influence that families can have on health.
 * Extensions**

__**Materials, Resources and Technology**__

 * Student laptops
 * Brochure tutorial
 * Popsicle sticks with topics for grouping
 * Grading rubric
 * Problem/solution chart

__Source for Lesson Plan and Research__
Microsoft Word brochure tutorial: http://www.barrelofcrafts.com/how-to-create-a-simple-business-brochure-using-microsoft-word/ Online quiz: http://www.cdc.gov/family/parentquiz/index.htm CDC Family Health: http://www.cdc.gov/family/ Problem/solution chart: http://www.eduplace.com/graphicorganizer/

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach ball: This learning style corresponds with the creativity of the brochure project. Students will also get to act out family influences in class. Clipboard: These students will be glad that they have a topic assigned to them for the brochure project since they like organization and clear procedure. Microscope: Students who learn best through deep analysis will enjoy the exploration and discussion of family influences. Puppy: These students will enjoy working in groups on the brochures
 * //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 of Understanding for this lesson is recognize. Students must realize that often the influence that our family has on us is unintentional but also unavoidable. I will encourage students to recognize these influences, both positive and negative and I will also motivate them to find their own solutions to negative family influences. By role playing or just deciding what to do in a specific situation, students will be better prepared to avoid negative influences.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

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

The type II being used in this lesson plan is the brochure maker on Microsoft word. By creating these brochures, students will understand how strong of an influence that families can have on health.

Rationale:** I will check for understanding using both formative and summative assessments. __Formative__: Students will take a quiz on family health to pre-assess what they know. With a partner, they will brainstorm ways that family can have a negative impact on health and write them down on a problem/solution chart. They will then brainstorm solutions to each situation. I will use this information to check for understanding. Students will also discuss their family's health in their blog. __Summative__: Students will work in small groups to create a brochure on a specific health topic that appeals to families. The information that they include and their completed brochure is a good assessment of understanding. Students will be evaluated over the content of their brochures, visual appeal, and team collaboration.
 * //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 their families influence their health and will examine ways that families can have negative and positive influences on health. The Maine Learning Result for this lesson is **//students analyze and evaluate influences on health and health behaviors//**. At the beginning of class, students will take a quiz on the Centers for Disease Control and Prevention website that is about family health.
 * Online quiz (5 minutes)
 * Problem/solution brainstorm (5 minutes)
 * Role play brainstorm solutions (30 minutes)
 * Grouping and brochure project (40 minutes)
 * Brochure presentation/peer/self evaluations
 * (Where, Why, What, Hook, Tailors: Visual, Intrapersonal)**

Students will understand how their family's choices affect their own health. All students will get involved in the brainstorming and class discussion on family influences and each group member must participate in the brochure project. I will check for understanding by having students role play one of their brainstormed ideas about family influences and by checking their problem/solution worksheet.
 * (Equip, Tailors: Intrapersonal, Interpersonal, Kinesthetic)**

Students will work with a food pyramid partner to brainstorm ways that families can have a negative impact on health. These ideas will be written on a problem/solution chart. Students will then propose ways to improve health by changing the situation. Students will then work in groups of three to create a healthy families brochure on a specific health topic. The Facet of Understanding for this lesson is self-knowledge. Students must realize that often the influence that our family has on us is unintentional but also unavoidable. Students will brainstorm with a food pyramid partner. Students will be randomly grouped for the brochure project. I will have enough Popsicle sticks for the whole class, three for each health topic. Students will draw the sticks out of a bag and this will determine their group and their topic. Students will research their topic online.
 * (Explore, Experience, Rethink, Refine, Tailors: Interpersonal, Logical, Linguistic)**

Students will take a quiz on the website for the Centers for Disease Control and Prevention that is about family health. This will serve as a pre-assessment to get them thinking about the lesson. A majority of student work is done in the classroom for this lesson, so I can ensure that each student is on track.
 * (Evaluate, Tailors: Visual)**


 * Content Notes**

Eat healthy.

 * Eat a variety of fruits, vegetables, and whole grains every day.
 * Limit foods and drinks high in calories, sugar, salt, fat, and alcohol.
 * Eat a balanced diet to help keep a healthy weight.

Be active.

 * Be active for at least 2½ hours a week. Include activities that raise your breathing and heart rates and that strengthen your muscles.
 * Help kids and teens be active for at least 1 hour a day. Include activities that raise their breathing and heart rates and that strengthen their muscles and bones.

Protect yourself.

 * Wear helmets, seat belts, sunscreen, and insect repellent.
 * Wash hands to stop the spread of germs.
 * Avoid smoking and breathing other people’s smoke.
 * Build safe and healthy relationships with family and friends.
 * Be ready for emergencies. Make a supply kit. Make a plan. Be informed.

Manage stress.

 * Balance work, home, and play.
 * Get support from family and friends.
 * Stay positive.
 * Take time to relax.
 * Get 7-9 hours of sleep each night. Make sure kids get more, based on their age.
 * Get help or counseling if needed.

Get check-ups.
http://www.cdc.gov/family/tips/index.htm
 * Ask your doctor or nurse how you can lower your chances for health problems based on your lifestyle and personal and family health histories.
 * Find out what exams, tests, and shots you need and when to get them.
 * See your doctor or nurse as often as he or she says to do so. See him or her sooner if you feel sick, have pain, notice changes, or have problems with medicine.


 * Handouts**.
 * Self evaluation
 * Peer evaluation
 * Problem/solution chart