L4+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 4
 * Grade Level:** Grade 9 **Topic:** How Culture Influences 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 be encouraging my students to think about factors that influence health and find these influences in their own lives.

__**Assessment**__
Students will work in groups to research a specific culture. They will record their research using a t-chart. On the right side, foods, diet, and other health-related habits will be listed. On the left side, students will describe how it plays a role on health. This is how I will assess that students are grasping the idea. Each group member will have to write the information on a t-chart because I will have students change partners and teach each other about different cultures.
 * Formative (Assessment for Learning)**

Student pairs will create a wikispace that could teach other people about how different cultures. Each pair of students will do in depth research on their culture and create a page for the wikispace about this culture, complete with statistics, information, and graphics.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: The class will create a wikispace about culture and health __History__: Students will research different countries and cultures

__Groupings__
Similar to seasonal partners, I will have students find partners for four different groups from the food pyramid: vegetables, fruits, grains, and protein. I will tell students which partner they will meet with for the culture research assignment and this will be the same partner that they have for the wikispace project.

__**Differentiated Instruction**__
Logical: Students will plan out the information for the wiki page on their specific culture. Visual: Students will watch a movie and create a brochure. Kinesthetic: Students will learn how to play games that are popular in other cultures. Natural: Students will get to try foods from other cultures. Musical: Students will listen to music from other cultures. Intrapersonal: Students will blog about how different cultures affect their health specifically.
 * 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 and encourage the student to ask questions. I will give the student any readings, worksheets, or assignments that they missed and will work with the student to set an appropriate due date for the work. Any student that is absent will still be responsible for blog postings as well.

The type II technology that I use in this lesson is a wikispace. Student pairs will each create a page for a specific culture that includes research, statistics, and graphics about that culture and relate it to health. They have to think about what information would be important to include when teaching other people about their culture and about influences on health.
 * Extensions**

__**Materials, Resources and Technology**__
French Paradox video T-chart Food Pyramid Partners sheet Laptops and internet access Books on different cultures/countries (Library) Wikispace tutorial video Wikispace account

__Source for Lesson Plan and Research__
[|Centers for Disease Control and Prevention National Prevention Information Network] [|Science Daily] [|Life in the USA] [|Wikispace tutorial] [|T-chart]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** __Beach ball__: Students who are beach balls will learn well from the freedom of creating their own wikispace page without specific guidelines and will appreciate the variety of resources. __Clipboard__: These students will learn well from the structure of the t-chart that they have to use to record their initial research. __Microscope__: The students who learn through analysis and deep exploration will learn well from the research involved with this lesson. __Puppy__: Students will work in pairs and have to teach other classmates about the culture that they research, which is an effective learning environment for these students.
 * //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 examining the eating habits and traditions of different cultures and creating a wikispace resource that is a compilation of all the information. Students must apply the knowledge of health trends in different cultures to their own lives to determine how they are affected by cultural influences.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Logical: Students will plan out the information for the wiki page on their specific culture. Visual: Students will watch a movie and create a brochure. Kinesthetic: Students will learn how to play games that are popular in other cultures. Natural: Students will get to try foods from other cultures. Musical: Students will listen to music from other cultures. Intrapersonal: Students will blog about how different cultures affect their health specifically.
 * //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 a wikispace. Student pairs will each create a page for a specific culture that includes research, statistics, and graphics about that culture and relate it to health. They have to think about what information would be important to include when teaching other people about their culture and about influences on health.

Rationale:** I will use both formative and summative assessment in this lesson. __Formative__: Students will work in groups to research a specific culture. They will record their research using a t-chart. On the right side, foods, diet, and other health-related habits will be listed. On the left side, students will describe how it plays a role on health. This is how I will assess that students are grasping the idea. Each group member will have to write the information on a t-chart because I will have students change partners and teach each other about different cultures. __Summative__: Student pairs will create a wikispace that could teach other people about how different cultures. Each pair of students will do in depth research on their culture and create a page for the wikispace about this culture, complete with statistics, information, and graphics.
 * //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: Day 3: Students will understand that different cultures impact their health, even if their family is not of that specific culture or nationality. Culture still influences their health through food, dance, and other traditions that have been incorporated into the American lifestyle. Students will be able to use this information to analyze the affect of other cultures on our own health and to understand the origin of seemingly American things like pizza, yoga, and other influences on health. The Maine Learning Result for this unit is //**students analyze and evaluate influences on health and health behaviors**//. To get students to start thinking about how health varies among cultures, students will watch a video on the French Paradox.
 * French Paradox video (5 minutes)
 * Food pyramid partners (5 minutes)
 * Culture research with t-chart (30 minutes)
 * Teaching classmates about culture using pyramid partners (40 minutes)
 * Wikispace video tutorial (10 minutes)
 * Finish research and work on Wikispace (70 minutes)
 * Wikispace presentation and self-assessment (65 minutes)
 * Blog assignment: How does culture impact your health? (15 minutes)
 * (Where, Why, What, Hook, Tailors: Visual, Intrapersona)**

Students will need to know how culture can affect a person's opinion on health. Students will research and teach their classmates about different cultures and traditions. After learning this information, I will encourage students to apply it to their own health and find examples of cultural influence in their own lives.
 * (Equip, Tailors: Intrapersonal, Linguistic, Logical)**

Students will be grouped according to their food pyramid partners and be given a t-chart that they will use to research a specific country or culture. Students will have to include research about diet, lifestyle, and traditions and relate each piece of information to health. Students will then meet with other groups to teach each other about the culture that they researched. Students will then work with their original parter to create a wikispace page for their culture that explains their research and also analyzes how this information impacts their own health. They must include facts, pictures, statistics, and studies about that culture. Each wikispace page will be linked to a main homepage that I will create. By applying this information to their own lives, they will rethink the way that culture impacts their own health.
 * (Explore, Experience, Rethink, Tailors: Interpersonal, Logical)**

Students will be grouped based on their food pyramid partners sheet. Each pair of students will be assigned a country or culture that they have to research. I will explain to them what kinds of information they should include on their t-chart. They must also include how each fact on the left side of the t-chart is related to health. Students will then rotate through all the groups and teach their classmates about the culture that they researched. I will check each pair for understanding before they meet with other students and this will be their formative assessment. I will then guide students through creating a wikispace page for their culture. This will include more in-depth information about the same culture that they already researched. The completed wikispace page will serve as a summative assessment of what each student has learned. Instead of a blog post for this lesson, each student will include a paragraph on their wikispace page about their opinion of how culture influences their own health.
 * (Evaluate, Tailors: Interpersonal, Intrapersonal, Logical, Visual)**

Nowhere are the divisions of race, ethnicity, and culture more sharply drawn than in the health of the people in the United States. Despite recent progress in overall national health, **disparities continue** in the incidence of illness and death among African Americans, Latino/Hispanic Americans, Native Americans, Asian Americans, Alaska Natives, and Pacific Islanders, as compared with the US population as a whole. cdc.gov
 * Content Notes**

The "French paradox" -- the perplexing disconnect between France's rich cuisine and slender population -- can be explained in part by portions that are significantly smaller in French restaurants and supermarkets than in their American counterparts. So say researchers at the University of Pennsylvania and CNRS in Paris, who compared the size of restaurant meals, single-serve foods and cookbook portions on both sides of the Atlantic. "The French paradox is only a paradox if one assumes that dietary fat is the major cause of obesity and cardiovascular disease," said Paul Rozin, professor of psychology at Penn and lead author of a paper in the September issue of the journal Psychological Science. "However, recent studies suggest that the importance of fat intake as a risk factor has been greatly exaggerated. While the French eat more fat than Americans, they probably eat slightly fewer calories, which when compounded over years can amount to substantial differences in weight." sciencedaily.com

Italian-American food stands on its own, apart from the many cuisines of Italy itself, as a great culinary tradition. Despite the fact that Christopher Columbus was himself an Italian, immigration to the United States from Italy did not begin in earnest until about 1880; over the next 40 years some four million Italians came to America, largely from the south of Italy and the island of Sicily. Italian-American cooking took the new country by storm. Spaghetti and meatballs, ravioli, mozzarella and Parmesan cheese, have been for generations as mainstream American as the hamburger and hot dog. Few foods today are as American as the pizza, originally an Italian import. lifeintheusa.com

Yoga was introduced in the West during the early 19th century. It was first studied as part of Eastern Philosophy and began as a movement for health and vegetarianism around the 1930's. By the 1960's, there was an influx of Indian teachers who expounded on Yoga. One of them was Maharishi Mahesh, the Yogi who popularized Transcendental Meditation. Another one is a prominent Yoga Guru Swami Sivananda. Sivananda was a doctor in Malaysia and he later opened schools in America and Europe. abc-of-yoga.com

T-chart Food Pyramid Partners sheet
 * Handouts**