S3+Minor,+Maria

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), and **What** (MLR and Product)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Instruction), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding)

=Lesson 1= 2. Using e-mail, IM, and text messaging for a class assignment **(Hook)**. 3. A presentation on personal health choices will precede the project on the main aspects of health (physical, emotional, mental, social, and spiritual) **(Equip)**. Students will interview family and friends through e-mail, IM or text messaging during class on: If there was one thing you could change about your life, what would it be? **(Explore)**. The Inquiry Model **(Experience)**. 4. Personal health choices starting at a young age affect your health for the rest of your life **(Rethink).** Once students assess the answers from their interview, they will compile answers to find the most popular **(Revise)**. Students will discuss the significance of the answers they got from the interviews **(Reflect)**. 5. Checklist will be available for interview and rubric for blog (**Evaluate)**. 6.**Verbal:** Will be met during lecture of basic health concepts. 7. Students will be open to personal health changes **(Organize)**. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that tobacco, alcohol, and other drugs will affect their personal health and dietary needs differ from person to person **(Where)**. This activity will show students that the word health means many different things to different people. **(Why)**. //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// **(What)**. Product: interview and blog.
 * Logical:** Will be met while students look into and understand the answers from their interviews, and search for any patterns.
 * Interpersonal:** Students will compile the answers from the interview in small groups.
 * Intrapersonal:** Students will work independently on their blog.
 * Kinesthetic:** Will be met during class when students will be up using laptops for email or IM, asking other classmates, or using a cell phone.

9. A short movie clip from the movie "Over the Hedge" (Hook). 10. Students will evaluate information and ideas to form their own opinions on health topics such as obesity, fad diets, drugs, etc. (Equip).They will meet with their assigned group to work on the team wiki page and then present it to the class (Explore). Then use the Inquiry Model (Experience). 11. Health topics and opinions are also changing, so it is a good idea for students to have a good base on what is truly healthy and what is not (Rethink) Once students self-assess using the checklist, they will make improvements to their wiki page (Revise). 12.Rubric for position paper and checklist for blogs (Evaluate). 13. Visual: Will be met through the movie from the hook. Verbal: Will be met during presentation of basic health concepts. Logical: Students will categorize and analyze the basic health concepts. Interpersonal: Students will be meeting with their group to research the fad diet. Intrapersonal: Students will work independently on researching the specific fad diet. Kinesthetic: Will be met during class time where can use their laptops to create the wiki page. 14. Students will be able to explain essential health concepts (**Organize**). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that tobacco, alcohol, and other drugs will affect their personal health and dietary needs differ from person to person (**Where**). This will relate to the students' lives by discussing health topics that are always in the news (**Why)**. 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 (**What**). Product: Team wiki page.

16. The song "Eat It" by Weird Al will ask students what the role food has in their lives (Hook). 17. Students will complete part of a nutrition and family history WebQuest that will be provided in class (Equip). They will use the Inquiry Model (Experience). 18. Families have a huge impact on the nutrition choices for their children (Rethink). Students assess the state of their own family and some ways they can all make changes (Revise). Students will discuss the significance of the health of their families and their personal health (Reflect). 19. Rubric for Comic Life (**Evaluate**). 20. Visual: Will be met through the movie and commercials from the hook. Verbal: Will be met during lecture on family life. Musical: The song for the hook will be played during class. 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. 21.Students will be able recognize positive aspects of family life. (**Organize**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that dietary needs differ from person to person (**Where**). This will relate to the students' lives because everyone has some type of family that influences eating habits in healthy or non-healthy ways (**Why**). 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 (**What**). Product: Comic Life

23. A pre-quiz on food safety (Hook). 24. Students will have presentation and activity on kitchen safety and injury prevention (Equip). They work as a class to complete the kitchen safety checklist activity (Explore). Then they will use the Inquiry Model (Experience). 25. Many injuries occur in the kitchen although they are not usually fatal (Rethink). Students can assess the state of their own kitchen and some ways they can all make changes or ask their family to make changes (Revise). Students will discuss the ways to use the kitchen safely (Reflect). 26. Rubric for blog entry (Evaluate). 27.Logical: The pre-quiz in the hook. Verbal: Will be met during lecture and through readings on kitchen safety. Intrapersonal: Students will work independently on reading about kitchen safety. Kinesthetic: Will be met through using laptops and moving around during the kitchen safety checklist activity. Musical: The lecture will be short, which will leave time to listen to music while students work. 28. Students will be able to apply safety and injury prevention to the kitchen (Organize). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that there are key injury preventatives related to kitchen safety (**Where**). This will relate to the students' lives because we come in contact with food everyday, and there are food safety tips everyone should know (**Why**). 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 (**What**). Product: Blog

30. Photos of the "bad" side-effects drug use can have on health **(Hook)**. 31. A lecture will precede the activities and will focus on drug use, abuse and addiction. It will also cover different types of drugs and their affect on the body **(Equip)**. Students will meet in a jigsaw where each team picks a specific drug to research, and each group will report out to the rest of the class **(Explore)**. Then they will use the Inquiry Model **(Experience)**. 32. Drugs play a huge role in our lives and if used inappropriately they can have devastating effects **(Rethink).** Students will asses the use and abuse of drugs and make a brochure on their chosen drug **(Revise)**. Students will discuss the significance of drugs and their health **(Reflect)**. 33. Rubric for Brochure **(Evaluate).** 34. **Visual:** Will be met through the photos in the hook. 35. Students will be able to contrast drug use, abuse, and addiction. **(Organize)**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the use of tobacco, alcohol, and other drugs can affect their personal health. **(Where)**. This will relate to the students' lives because drugs play a huge role on our health and can affect our health in so many ways **(Why)**. //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// **(What)**. Product: Brochure
 * Verbal:** Will be met during lecture and through assigned readings.
 * Logical:** Students will categorize and analyze the basic health concepts related to drug use.
 * Interpersonal:** Will be met while meeting in "jigsaw" teams.
 * Intrapersonal:** Students will work independently on the brochure.
 * Kinesthetic:** During class we will take a stretch break and do an activity using gross motor skills.

37. Video clip on obesity epidemic (Hook). 38. A presentation of content vocabulary will precede the WebQuest. This includes calorie, BMI, and BMR (Equip). Students will work with partners to complete the WebQuest (Explore). Then they will use the Inquiry Model (Experience). 39. Nutrition plays a huge role in our lives (Rethink). Students will asses their own nutritional status and revisit the previous lessons on family life, drug use, and basic health concepts to look at how these topics relate to each other (Revise). Students will discuss the significance of these topics and their health (Reflect). 40. Rubrics for the iMovie and the Presentation (Evaluate). 41. Visual: Will be met during the hook and the through creation of the iMovie. Verbal: Will be met during presentation of nutrition vocabulary. Musical: Student can include music or rhythms into their iMovie Interpersonal: Will be met while working in pairs to complete the WebQuest. Intrapersonal: Students will work independently on research. Naturalist: Students will have to prepare a recipe on the WebQuest, so they will be working with food or even gardens. 42. Students will be able to evaluate dietary needs.. (Organize). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that that dietary needs differ from person to person (**Where**). This will relate to the students' lives because everyone's diet requires a different variety of nutrients, but we also should follow some of the same guidelines (**Why**). 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 (**What**). Product: WebQuest

2004 ASCD and Grant Wiggins and Jay McTighe