L1+Minor,+Maria

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 8 Topic: Personal Health**

 * =**Objectives**:= ||
 * Student will understand that tobacco, alcohol, and other drugs will affect their personal health, and dietary needs and caloric intake differ from person to person. ||
 * Student will know the aspects of health (physical, mental, emotional, social, and spiritual). ||
 * Student will be able to be open to personal health changes. ||

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. Rationale: This lesson provides students with an overview of the five aspects of health, which have an effect on personal health. ||
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results: Health Education and Physical Education**

Students will be responsible for collecting ten answers for the topic question, which is: If there is one thing you could change about your health, what would it be? They will have a checklist to help with the organization and recording of the answers to this question. They will personally assess the answers they received from friends and family before they compile answers in groups of three. The purpose of the interview question is to show students the different views people have on their personal health. || Once the students compile the answers from the interview questions in groups, we will have a class discussion on the aspects of health as an introduction to the unit. Students will then reflect on the answers in a blog. The blog will be assessed with the completion of the checklist the students are using to collect their answers. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

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 * =**Integration**= ||
 * Type II Technology: Students will be using e-mail, IM, and text messaging during the hook on personal health changes. They will then write a reflection in a blog, after which students will write comments on two of their classmate’s blogs.

English: Students will need to write a reflection on personal health changes and why people constantly want to change in a blog. ||


 * =**Groupings**= ||
 * Once the students receive their answers to the topical question, they will compile the answers in groups. These groups will be formed by birth dates; students will stand in a line based on what month their birthday is in. Students will then count off by three’s down the line. In each group, students will look for any common answers between the three checklists. ||


 * =Differentiated Instruction= ||
 * **Strategies**

**Kinesthetic:** Students will be up using laptops for email or IM, asking other classmates, or using a cell phone.
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 * **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 Type II Technologies in the hook by allowing students to e-mail, IM, and text message their friends and family during class. If school policies do not allow students to use cell phones, I will ask administrators prior to class if we could work out a change in the rules for that particular day. I will also assign students to write a reflection (Type I) in their own blog, then comment on two of their classmate’s blogs (Type II). ||

Checklist Laptops Blogger accounts Cell phones and/or IM Pencils and Pens ||
 * =Materials, Resources and Technology= ||
 * Syllabus

Blogger accounts: www.blogger.com ||
 * =Source for Lesson Plan and Research= ||
 * Content Notes

In this lesson, I begin with an activity to further self-knowledge. I will present students with the definition of health and the five aspects of health (emotional, physical, social, mental, and spiritual) as an overview of the basic health concepts. Students will have a chance to evaluate the answers they recorded from the topical question based on the aspects of health. I believe the word health means something different for everyone, and through this lesson, students will have a chance to witness this at first hand. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. || This lesson meets the Maine Standard for Initial Teacher Certification by including six out of the eight multiple intelligences. ** Verbal intelligence is met ** during the presentation on aspects of health. ** Logical intelligence asks **students to search for any patterns in the answers they record during the hook. ** Interpersonal intelligence **is met by sharing answers in groups based on birthdates. ** Intrapersonal intelligence is met ** during independent work on the reflection blogs as well as researching the interview question. ** Kinesthetic intelligence is met while **students use laptops for email, IM, or using a cell phone. Visual intelligence is reached by allowing students to pick out a format for their Blogger accounts. This lesson will incorporate technology and communication through e-mail, IM, and text messaging which are in the lives of all of our students. The technology use will be monitored, but if there are any school restrictions for the use of these forms of technology in classrooms, I will address administrators before hand. || In this lesson, students will be responsible for collecting ten answers for the topical question: If there is one thing you could change about your health, what would it be? I will provide a checklist to help with organization and recording of the answers to this question. Students can use the checklist to self-assess their work. In groups of three, students will compare and contrast the answers they received from friends and family. I will evaluate student participation in this lesson by referring to the checklists, blogs, and comments from each student. ||
 * =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. During the first in-class assignment, I will ask students to analyze the importance of personal health by interviewing family and friends. This will lead into a discussion once students complete their assignments. The lesson also uses a hands-on activity for students. 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:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

The classroom will be arranged with student desks in groups of four. Each group of desks will form a team where students will be sitting for the first quarter of the school year. Agenda: After students enter the classroom and take their seats I have assigned, I will begin by introducing myself and asking the students tell me about themselves. To learn the names of the students, we will play a quick name game. I will then hand out the syllabus to the students, read over it with them, and ask for any questions. If there are no questions, I will continue on to the hook by asking students to take out their laptops and cell phones to e-mail, IM, or text family and friends the following question: If there was one thing you could change about your health, what would it be? Students will understand that tobacco, alcohol, and other drugs will affect their personal health, and dietary needs and caloric intake differ from person to person. This activity will show students that the word “health” can mean a variety of things to different people. I will ask the students to record at least ten answers, in which five need to come from a form of technology (response from e-mail, IM, or text), and the remaining can come from classmates or a teacher. The answers to the questions can be recorded in the space provided on the checklist (see attached). (30 minutes) **What, Where, Why, Hook, Tailors: Verbal, Interpersonal, Bodily-Kinesthetic, and Logical** || The students will come back together for a presentation and class discussion. I will use the content notes (see attached) to present students with some basic health information. Students will need to know the five aspects of health: emotional, physical, social, mental, and spiritual. The students will then compile their answers to the topical question in groups of three, based on the month in which they were born, to find similarities and differences in the answers they received. (30 minutes) **Equip, Explore, Rethink, Tailors: Verbal and Interpersonal** || I will be evaluating the topical question activity, reflection, and blog comments by referring to the checklist (see attached). Students can self-assess by using the checklist, which I will provide at the beginning of class to record the ten answers for the question. It also includes instructions for the reflection blog and comments. The reflection blog will be graded based on its completion and content, which will be noted on the checklist. **Evaluate** ||
 * =Teaching and Learning Sequence:= ||
 * Introduction/Getting to Know Students
 * Syllabus
 * Hook (e-mail, IM, or text message)
 * Presentation of Content
 * Set-up student Blogger accounts
 * Blog Reflections and Comments
 * Once each group has finished comparing and contrasting their answers to the topical question, they will return to their seats. I will instruct students on how to set up Blogger accounts on their laptops. Students are responsible for writing a two paragraph reflection as a blog. The first paragraph is a reflection on the answers and group discussion. The second paragraph will be their own reflection on a personal health change they would like to make. While students work on their reflections, I will be available for feedback and questions. After each student has written a reflection in their own blog, students will need to comment on two of their classmate’s blogs as noted on the checklist (see attached). (20 minutes) **Explore, Experience, Rethink, Revise, Tailors: Bodily-Kinesthetic, Intrapersonal, Verbal, and Visual** ||

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