L1+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 1
 * 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 be encouraging my students to think about factors that influence health and find these influences in their own lives.

__**Assessment**__

 * Formative (Assessment for Learning)**

At the beginning of this lesson, students will be given a KWL chart. They will be asked to write down what they know about how their health and health in general is influenced, with specific examples. They will also be asked to write down what they want to learn about influences on health. This will lead in to the class brainstorming activity. Students will also fill out a health quiz that will help them analyze their own health behaviors. At the end of the class, time will be given for the students to reflect in their personal blogs. They will be required to pick three influences based on the list we created in class and write a paragraph for each one about how the influence is visible in their own life. This will show what students have learned and will allow me to give them feedback on their blogs.


 * Summative (Assessment of Learning)**

Based on the list of health influences that we brainstormed in class, students will have to pick one and write a one-page, typed, in-depth paper about how this factor affects their health, why it affects their health, whether it has a positive or negative influence, and how they can use this factor to improve their health, if possible. Papers will be handed in at the beginning of the next class.

__**Integration**__
__Technology__: Students will each sign up for a Blogger account and be given time in class to blog about influences on their health. __English__: Students will be assigned a one-page paper that will be graded in part over spelling, grammar, and punctuation. __Psychology__: Students must analyze personal habits and behaviors concerning health and understand how they are influenced.

__Groupings__
Students will work together in small groups to brainstorm ways that they think health is influenced. At the beginning of class, I will hand each student a colored note card and ask them to find the table with the note card of the same color. Each group will have three members unless there needs to be a team of four. Groups will think about and analyze examples of influences on health, both personal and general.

__**Differentiated Instruction**__
__Verbal__: Students will brainstorm influences on health out loud in small groups and then with the class. __Interpersonal__: Students, in small groups, will discuss influences and share them with the class. __Visual__: The influences that students brainstormed will be written on the board. __Logical__: Using the brainstormed list, students will put tallies next to each factor that they can relate to. __Kinesthetic__: Students will get up and move around the room to write their tallies down. __Intrapersonal__: Students will self-reflect on their blogs.
 * 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 I will use in this classroom includes the use of blogs. I will have students blog twice a week about their health and what influences it. This way I will be able to evaluate their responses and their learning in the class. Students will also be able to evaluate each others blogs, depending on the content.
 * Extensions**:

__**Materials, Resources and Technology**__
Student laptops Internet Teacher computer Projector screen (To show students how to set up their blogs KWL chart Blank paper (for brainstorming) Chalk/markers (for writing brainstormed ideas on the board) Colored notecards

__Source for Lesson Plan and Research__
KWL chart Blogger Tour CDC Adolescent Health Adolescent Health National Initiative

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**
 * //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:**__ This lesson meets the Teacher Certification standards by using various methods of teaching and assignments that meet each learning style. For example, the learners that are beach balls will learn well from the brainstorming activity and the blogging assignment, since it allows them to think for themselves and to interpret their own view of health. Learners who are clipboards will learn well from having to write a paper with a defined topic and expectations since they learn well from having clear procedures. The clipboard learners will also well from having regular blogging assignments, since this is part of a routine. Since microscope learners like to do in-depth analysis, they will enjoy analyzing the relationship that their health has with various factors and how these factors influence people. Students that learn well in a comfortable, group environment will appreciate brainstorming in small groups.

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 brainstorming ways that influence their health and then analyzing them in depth to determine the role that these influences have on their own health and health behaviors. Out of the six Facets of Understanding, this lesson uses explanation to have students express how each factor influences their personal view of health.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** __Verbal__: Students will brainstorm influences on health out loud in small groups and then with the class. __Interpersonal__: Students, in small groups, will discuss influences and share them with the class. __Visual__: The influences that students brainstormed will be written on the board. __Logical__: Using the brainstormed list, students will put tallies next to each factor that they can relate to. __Kinesthetic__: Students will get up and move around the room to write their tallies down. __Intrapersonal__: Students will self-reflect on their blogs. The Type II technology being used in this lesson are blogs. Students will be given a broad prompt and class time to answer that prompt in their blogs. I will assess blogs for content and make sure that they are completed. The purpose of the blog is to have the students relate what they have learned in class to their own life. They are analyzing the information and synthesizing it in their own words. I will have them choose three influences on health and write a paragraph over each that relates it to their own life and health beliefs. I will then be able to leave comments on their blogs and see how students' answers were similar and different.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** In this lesson, I will evaluate the students in both formative and summative ways to ensure that they have a complete understanding of the lesson. __Formative assessment__: Students will be evaluated on their understanding through their blogs. In their blogs, students will take the information about health influences and relate it to their own life. I will read each student's blog and leave comments on each one. I will not grade them over spelling and grammar since what I'm looking for is an understanding of the topic. As long as students followed the prompt and completed the blog on time, they will get full credit for the assignment. __Summative assessment__: Students will also be assigned a one-page paper in which they will choose one influence that had previously been suggested in class and write a longer, in-depth analysis about how it affects their health. They must include whether the effect is positive or negative, what aspect(s) of health it affects, how it affects them and why it affects them. The point is for each student to really analyze their health belief and how it has been formed through outside influences.
 * //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:
 * Divide students into groups when they come in
 * Hand out KWL charts
 * Brainstorming activity about influences on health in small groups
 * Sharing of brainstormed influences with the class
 * Set up blog accounts
 * In-class blogging assignment
 * Give students the option of sharing what they wrote in their blogs to the class
 * Give requirements and due date for influences assignment

Students will understand how these influences have shaped their own view of health. They will learn why they view health the way they do and how their views have been influenced by outside factors. They will also be able to apply these ideas to their own life and use them to improve their own health. Before starting anything, I will have my students fill out the first two parts of a KWL chart. To get my students thinking about health influences, I will have them brainstorm factors that influence health in small groups. I will then have each group present their lists to the class along with brief explanations and I will write each idea on the board. I will then have students come up and put tallies next to each idea that they feel impacts their own life. That way students can see the prevalence of some of these factors.
 * (Where, What, Why, Hook, Tailor: Verbal, Interpersonal, Visual, Logical, Kinesthetic)**

Students will need to know how outside influences have shaped their health. I will have students take a quiz at the beginning of the unit that determines their level of health. This will help students identify their actions, decisions, and influences that affect their health. Students will start to determine their health behaviors and understand how they are influenced. This class is an introduction to the following four lessons and so it is an overview of influences on health. I will assess students on their blog posting and a short essay that they will write about their opinions about their personal health.
 * (Equip, Tailor: Intrapersonal)**

After this lesson, I will have students get their laptops out and guide everyone through signing up for a blog account using my laptop and the projector. Once this is done, I will tell students that I want them to choose three influences from the list on the board and write a paragraph in their blogs about each one. They must write about where they see it in everyday life, how it affects (or does not affect) them and their health, and how they can use this information to improve their health. They do not have to finish their blogs in class, but they must spend the whole time working on it. When a majority of the students have finished, I will ask for volunteers who want to explain what they wrote to the class. I will not force or require any student to share from his/her blog if they do not want to. Blogs will be due by the next class, and I will read through all of them to check for understanding.
 * (Explore, Experience, Rethink, Revise, Tailor: Intrapersonal)**

Students will self-assess their health by taking a health quiz and filling out a KWL chart. I will also assess students based on their reflections in their blogs and the essay that I assign them.

====Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. (World Health Organization) ====
 * Content Notes**


 During the transition from childhood to adulthood, adolescents establish patterns of behavior and make lifestyle choices that affect both their current and future health. Adolescents and young adults are adversely affected by serious health and safety issues such as motor vehicle crashes, violence, substance use, and sexual behavior. They also struggle to adapt behaviors that could decrease their risk of developing chronic diseases in adulthood—behaviors such as eating nutritiously, engaging in physical activity, and choosing not to use tobacco. Environmental factors such as family, peer group, school, and community characteristics also contribute to the challenges that adolescents face. (www.cdc.gov)

The Leading Health Indicators will be used to measure the health of the Nation over the next 10 years. Each of the 10 Leading Health Indicators has one or more objectives from Healthy People 2010 associated with it. As a group, the Leading Health Indicators reflect the major health concerns in the United States at the beginning of the 21st century. The Leading Health Indicators were selected on the basis of their ability to motivate action, the availability of data to measure progress, and their importance as public health issues. The Leading Health Indicators are— (www.healthypeople.gov)
 * Physical Activity
 * Overweight and Obesity
 * Tobacco Use
 * Substance Abuse
 * Responsible Sexual Behavior
 * Mental Health
 * Injury and Violence
 * Environmental Quality
 * Immunization
 * Access to Health Care


 * Handouts**