L3+Minor,+Maria

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 8 Topic: Family Life**

 * =**Objectives**:= ||
 * Student will understand that dietary needs differ from person to person ||
 * Student will know family history and genetics. ||
 * Student will be able to recognize positive aspects of family life. ||

A6 Basic Health Concepts Grades: 6-8 Students will explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results: Health Education and Physical Education**

Rationale: This lesson supports the Maine Learning Result by providing students with an opportunity to discuss family influences on our health and completing a family health history WebQuest. ||

Students will be assessed on their participation in a WebQuest, which is available online, and the completion of a Comic Life. I will provide students with a rubric (see attached) for the Comic Life. This is the same rubric I will use to assess their work. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * After listening to the hook, students will be participating in a discussion on family life and nutrition. This will be assessed by student participation to the following discussion questions: Who buys the food for your family? What types of food are primarily can be found in your house? Are your parents the types of parents who tell you to clean you're plate or else you don't get dessert? A WebQuest will follow the discussion, and students will be creating a Comic Life as well. They will be evaluated on their participation, performance and final products. ||
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Technology: Students will be using the Comic Life program to create a 1-2 page product using pictures and words on how a family can positively influence eating habits. They will also be using a WebQuest online that covers family history.

Art: Students will be using art and photography to create their own Comic Life.

Science : Students will be working on a WebQuest over family history and genetics. ||


 * =**Groupings**= ||
 * Students will work in small teams to complete the assigned parts of the Webquest. The teams will be determined by having students form a line by how many siblings they have. The line will then be folded in half, so students without siblings are working with students who have multiple siblings. The teams should have 2-3 students each. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual:** Will be met through the task in the assigned WebQuest and also in the preparation of the Comic Life.
 * Verbal:** Will be met during lecture on family life.
 * Musical:** A song will be played for the hook.
 * Logical:** Students will work on finding ways for their family to improve on their own healthy lifestyles.
 * Interpersonal:** Will be met while working in groups on the Webquest.
 * Intrapersonal:** Students will work independently completing a short Comic Life on family life that relates to nutrition. ||
 * **Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Students who are absent are responsible for making up the work they missed and meeting with the teacher to review lectures. They will be given an extension of two days for each day absent to complete homework and class assignments they may have missed. Assignments should be turned in on time, but an extension will be given to students who meet with the teacher prior to class. ||
 * **Extensions**
 * I will be using two forms of Type II Technology in this lesson. The WebQuest, which already exists online, will be the first assignment. It is interactive and will require group members to work together. The Comic Life will be an individual project that will get students familiar with this particular program. ||

laptops Comic Life program Comic Life rubric ||
 * =Materials, Resources and Technology= ||
 * pens/pencils

WebQuest ||
 * =Source for Lesson Plan and Research= ||
 * Music for Hook: Weird al Yankovic, "Eat It"


 * =Maine Standards for Initial Teacher Certification and 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 addresses the Maine Standards for Initial Teacher Certification by providing students with a safe and comfortable classroom environment. Students and I should be supportive of each others opinions, and provide an encouraging atmosphere. The lesson also uses a hands-on activity for students. During the first in-class assignment, I will ask students to participate in a WebQuest. I have organized this lesson to provide students with a clear procedure and expectations. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** In this lesson, I address family health history and how it may affect our health. I also discuss genetics and family influences on nutrition. This relates to students’ lives because our health is affected by our genetics and the environment. The WebQuest I have selected for this lesson discusses these topics in further detail, and students will understand how to use family history to improve health. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by incorporating the Multiple Intelligence theory. ** Visual intelligence will be met during the ** task in the assigned WebQuest, and also in the preparation of the Comic Life. ** Verbal intelligence ** will be met during presentation on using family history to improve health. I will address ** musical intelligence by playing a **song by Weird al for the hook. ** Logical intelligence will be met by having ** students figure out their place in line, based on the amount of siblings they have, for the groupings. I will address bodily- kinesthetic intelligence by asking students to use their laptops for the majority of the class. ** Interpersonal intelligence will be met during **group work on the WebQuest. Finally, ** intrapersonal intelligence will be met with ** students working independently to complete a short Comic Life. I will incorporate technology in two different ways, by having students participate in a WebQuest and also making a Comic Life. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** I will asses students during class discussion with informal observations. I will also be observing group work and participation during the WebQuest activity. The Comic Life product will be evaluated using a rubric, which will be available to students prior to handing in the assignment. ||

The classroom will be arranged with student desks in groups of four around the room. Students will take their seats with their assigned teams. Agenda: ¨ Hook: “Eat It” by Weird al  ¨  Class Discussion ¨ Group work on WebQuest ¨ Comic Life Students will understand that dietary needs differ from person to person. This lesson will relate to the students' lives because families influence eating habits in healthy or non-healthy ways. I will begin the lesson with a hook, which will include the song "Eat It" by Weird al Yankovic. Students will have a chance to reflect on the lyrics of the song and have a class discussion. The discussion may be driven by the following questions: Who buys the food for your family? What types of food are primarily found in your house? Are your parents the types of parents who tell you to clean you're plate or else you don't get dessert? If so, why do you think they say this? (10 minutes) **What, Where, Why, Hook, Tailors: Verbal and Musical.** || The instructional process for this lesson will come in the form of a WebQuest (http://learn.genetics.utah.edu/units/health/HealthFamilyWebQuest.pdf). Students will need to know family history and genetics. To create groups for the WebQuest, the students will form a line by how many siblings they have. The line will then be folded in half, so students without siblings are working with students who have multiple siblings. The teams should have 2-3 students each. The group will be responsible for the completing the WebQuest assignment, which has to do with using family history to improve your health. The WebQuest addresses questions such as: Why is it important to know your family health history? What does it mean to be “at risk” for developing a disease? Why is it important to make healthy choices and take good care of your body? I will be available for help and to answer any questions during this time. The class will then come back together to discuss their results from the Webquest. (40 minutes) **Equip, Explore, Rethink, Tailors: Verbal, Visual, Logical, Kinesthetic, and Interpersonal.** || Students will then be responsible for creating a Comic Life on an individual level that reflects family influences on nutrition habits. Students will be able recognize positive aspects of family life. The Comic Life should be done in class on a laptop, but may need to be finished for homework. Each student can choose from a variety of resources to use in their Comic Life including pictures and words that reflect how a family can positively influence eating habits. Students will show evidence of learning by including facts that have been discussed in class and photos relevant to the topic. (30 minutes) **Explore, Experience, Rethink, Revise, Tailors: Intrapersonal, Verbal, and Kinesthetic** || I will be observing students during the class discussion as a form of assessment. I will also be evaluating participation and group work during the WebQuest activity. The Comic Life will be graded as a final product with a rubric (see attached). Students will have access to the rubric as they work on their projects, and I will offer feedback before a final grade is given on the Comic Life. **Evaluate** ||
 * =Teaching and Learning Sequence:= ||

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