L3+Bergeron,+Elizabeth

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

Teacher’s Name: Elizabeth Bergeron Date of Lesson: #3 Grade Level: 9 Topic: Nutrition

Objectives -Students will understand that their bodies are either negatively or positively affected by what they consume. -Students will understand the importance of resisting the temptations of fad dieting because they are dangerous and do not work. -Students will understand that the only way to lose weight in a healthy manor is a balanced diet and exercise.

Maine Learning Results Alignment

Maine Learning Results: Health Education and Physical Education- C. Health Promotion and Risk Reduction C1 Healthy Practices and Behaviors Grade 9-Diploma Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy.

Rationale: This lesson helps students learn about healthy eating and making good choices. It teaches students about various fad diets, and why they are poor for their health. It will help them realize that healthy eating it very important.

Assessment

Formative (Assessment for Learning): Students will be assessed on their contribution to their groups. Each student will have roles in their groups, and I will observe whether or not those roles are being fulfilled. After the articles are on the class blog, students will make at least one comment about something they learned from another group’s article on the blog. Summative (Assessment of Learning): The students’ final product will be their article about their assigned fad diet. They will be graded on completeness, accurate information, ability to work with their group, and appearance of their article (see attached rubric).

Integration Technology- Students will be using the Internet to put their articles on a class blog, and to research different fad diets. Writing- Students will use their English and writing skills when they create their article about a fad diet.

Groupings After the hook, there will be a group discussion involving the entire class. This discussion will consist of the students’ reactions and thoughts about the video. The students will then break up into groups of four, which I will create ahead of time. Each student will have a role. One student will be responsible for putting together the article (typing it in the blog, inserting pictures). The second group member will be responsible for researching the fad diet. The third group member will be responsible for gathering pictures to insert in the article, and finding links about proper nutrition, diets, etc. to include in their blog. The final member is in charge of keeping track of the time, and will give a short presentation of their article to the class. After articles are complete, we will have a class discussion/short lecture about dieting.

Differentiated Instruction

Strategies: Verbal- Students will discuss their thoughts on the video, then present their articles to the class. Spatial- Students will view a video, and they will be looking at many pictures that other students include in their articles. Bodily-kinesthetic- Students will move around to form groups. Interpersonal- Students will participate in class discussion. Students will create an article with their groups. Intrapersonal- Students will have a chance to privately reflect on how their group worked as a whole, and how much they learned. Musical- There is music playing in the hook.

Modifications/Accommodations: I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. If there is a student in the class that has a weight issue or is sensitive about their weight, I will take that into consideration during the class discussion. I will be sure to not say anything that could make them feel singled out or embarrassed.

Absent Students: If students are absent, they are responsible for coming to me and arranging a time to make-up this assignment. If there are students missing, they will need to create an article on their own. They may complete this at home or schedule a time with me to make it up. If there are numerous students absent, they may choose to work together if they wish.

Extensions: I will include Type II Technology by utilizing blogs for the students to create articles. This way, student’s articles can be online at the same spot and it will create a sort of online magazine about fad dieting. Also, students will get the opportunity to comment on each other’s articles.

Materials, Resources and Technology Day 1: Projector/Screen My laptop Hook http://www.youtube.com/watch?v=kWoLLUnU-go http://www.everydiet.org http://www.mypyramid.gov

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 meets different learning styles. It is organized and made clear what needs to be accomplished, while allowing groups to work at their own pace and have the freedom of being creative with their articles. Students will be encouraged to support each other and contribute to their groups by fulfilling their roles. Students will discover the effectiveness and dangers of their fad diet through exploring websites on the Internet.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson will help students realize why fad dieting is unhealthy. Once they learn about their fad diets and briefly share them with the class, we will have a discussion on what healthy dieting is.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson uses a variety of ways to teach students. There will be class discussions, as well as working in small groups to create magazine articles. The verbal intelligence will be met when students discuss the video and present their articles. The spatial intelligence will be met by watching the video, and by all of the pictures that will be included in the articles. When students move to form groups, bodily-kinesthetic will be met. The interpersonal intelligence will be fulfilled by students discussing their reactions to the video, talking amongst their groups, and presenting their articles. The intrapersonal intelligence will be fulfilled at the end of the lesson when the students will get a chance to privately reflect on how their group worked as a whole, and how much they learned. The musical intelligence will be met through the video.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: While one purpose of this lesson is to prepare students for the healthy choices test, other assessment strategies are used. The students will post their articles on a class blog, which will allow me to read them and score them. I will also observe students’ abilities to work in groups and fulfill their assigned roles.

Teaching and Learning Sequence Agenda: -Attendance (3 minutes) -Show hook (2 minutes) -Discussion on video (5 minutes) -Split students into predetermined groups/each students get a laptop (5 minutes) -Explain the roles that need to be filled in each group, let students determine who will have each role (5 minutes) -Groups research and create their magazine articles/post to blog (35 minutes) -Groups present a short overview of their fad diet and why it is unhealthy (15 minutes) -Lecture/Discussion on healthy dieting versus unhealthy dieting (10 minutes)

Students will enter the class and sit at their desks, which will be arranged in groups of four. I will then play the hook. We will have a small discussion on the students’ thoughts about the video. The students will then be split into groups of four, decide which role each of them will have, and be assigned a fad diet. The groups will create an article about their fad diet, then present them to the class. After the presentation of the fad diets there will be a lecture and discussion about healthy versus unhealthy dieting. Students will understand that their bodies are affected by what they consume, there are many fad diets that seem to be an easy way of losing weight but they are not healthy or effective, and the only way to lose weight is a balanced diet and exercise. Students will realize that this relates to everyday life, because they are faced with the choice of what to eat everyday and will need to choose the best foods to keep their bodies healthy and increase the quality of life. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy. What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Musical

Students will first start to realize how many fad diets there are after watching the hook. Students will more deeply explore a fad diet with their groups, and create an informative article. Students will then share the articles they have created with the class. The class will end with a talk about healthy dieting. As the students are working in groups, I will walk around to make sure all students are doing their jobs in their groups. I will encourage the groups to stay on task, because they only will have 35 minutes to create their article. Equip, Tailor: Verbal, Spatial, and Interpersonal

Students will learn about fad dieting and eating disorders in order to realize how important balanced diets are. By exploring other options, they will realize that a balanced diet is the most healthy and beneficial way of life. They will rethink their articles when their classmates comment on them (in the blog). Explore, Experience, Rethink, Revise, Tailor: Intrapersonal.

I will provide feedback to students by evaluating their blogs. I will comment on each article in the blog, stating what I like about the article and what can be improved. Students will individually reflect on how they think their group did, and if they enjoyed working in groups or would have found the assignment more effective as an individual task. Evaluate, Tailor: Intrapersonal