S3+Goodrow,+Megan

=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.Video clip of an individual with a tracheostomy as a result from smoking (Hook). 3.The basic consequences of using tobacco (Equip). The students will meet with partners to discuss the basic facts about tobacco and it's negative impact (Explore). Then use the inquiry model (Experience). 4.Once students have gone through the checklist and self assess, they can then come up with different ideas for their product and make changes if necessary (Rethink and Revise). The students can share their ideas with their partner (Rehearsal). 5.There will be a rubric with clear expectations to assess the final product on the wiki page (Evaluate). 6.Visual: The visual part of this lesson can be met through the video clip in beginning as a hook. Verbal: When the students meet with a partner and discuss their ideas, the verbal part of this lesson will take place. Intrapersonal: When the students are working on their projects and doing research, they will be getting some individuall work. Interpersonal: The interpersonal part of this lesson can be met while the students are sharing ideas with their partners. Naturalist: Connect the use of tobacco with the environment for the students with a naturalist point of view. Bodily-Kinesthetic: The students will be using their laptops to be doing research for their product. 7.Students will be able to compare and contrast the health of a tobacco user to the health of a non-tobacco user. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that there are differences between the health of a tobacco user compared to the health of a non-tobacco user (Where). The real life connection is to show the students how severe these negative effects can be for a tobacco user (Why). **//Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention//** (What). Product: Wiki page.

9. Handout of a list of negative effects on friends and family that a drug user causes and an actual commercial (Hook). 10. Basic effects of specific drugs on the body and socially. Difference between stimulants and depressants (Equip). Make a Spider chart listing the different effects of drug use and sharing with groups (Explore). Cooperative learning (Experience). 11. Students can go over checklist and do their own assessing (Rethink and Revise). Meet with partner and let each other listen to commercials and get feedback (Rehearsal). 12. The rubric will have clear expectations and give the student the idea of what they need to do (Evaluate). The student will also give themselves a grade (Evaluate). 13.Verbal: Commercial Naturalistic: Have students go outside when they are given time to work on their project. Visual: Handout of negative efffects of drug use. Kinesthetic: Meeting with partners/going outside. Musical: Let students use music for their projects. Interpersonal: Students meeting partners. Intrapersonal: Students working on projects individually and self assessments. 14. Students will be able to tell a story about how drug use affects not only themselves but also their family and friends. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that drug use can affect an indivudiual's health and also their friends and family (Where). It will be important for the students to hear real examples of how drug users are not only affecting themselves but also their friends and family (Why). **//Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention//** (What). Product: Podcast commerical

16. Drunk driving commerical and photos of cars from a drunk driving accident (Hook). 17. The differences between alcohol use, misuse, and abuse and the basic effects of alcoholism (Equip). They will be with groups to make a script for their product and be able to share ideas of what should be in the iMovie (Explore). They will use the inquiry model (Experience). 18. The students will have their own checklist and be able to do their own self-assessment (Rethink and Revise). They can practice doing their skit for the iMovie before they actually put it all together (Rehearsal). 19. The rubric will have guidelines for what needs to be in their iMovie and they will know what is expected of them (Evaluate). 20.Verbal: The commercial. Visual: Photos of cars. Bodily/Kinesthetic: Working on their skits. Interpersonal: Working with groups for skits. Musical: They can have the option of singing in their skits or incorporating music into their project. Naturalist: They can work on their skits outside to be able to have nature sounds and scenery. 21. The students will be able to role play how excessive use of alcohol effects others around him/her. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that alcoholism affects others around him/her (Where). This will help the students understand how alcoholism can affect their friends and family and sometimes people they do not even know(Why). **//Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention//** (What). Product: iMovie of a scenario.

23. Article about nutrtion and what an unhealthy diet can lead to (Hook). 24. Basic concepts of nutrition such as food groups (Equip). The students can meet with a partner and make their own food pyrimid with the proper servings to see how much they really know (Explore). They will use cooperative learning (Experience). 25. The students can use a checklist for their project (Rethink and Revise). They can meet with the same partner and share ideas about their projects (Rehearsal). 26. The students will receive a rubric giving them a clear idea of what is expected of them for their wiki page (Evaluate). 27. Verbal: Sharing ideas with partner. Visual: Article about nutrition. Bodily/Kinesthetic: Moving around and meeting with their partners/Research on their laptops. Interpersonal: Meeting with their partner to share ideas. Naturalistic: Connecting nutrition with the environment (plants/vegetables, etc). Interpersonal: Doing their own research for their nutrtition plan. 28. Students will be able to demonstrate a possible nutrition plan that could be followed. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that it is important to have a balanced diet (Where). This will show the students why people need to have a healthy diet and how it can help with the prevention of disease (Why). **//Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention//** (What). Product: Wiki page

30. An article about a case study (Hook). 31. They will need to understand BMR, BMI, metabolism and calorie intake/calorie burning (Equip). They can do research online using different resources for understanding certain terms and ideas for their product (Explore). They can use cooperative learning (Experience). 32. Students will use checklist for projects (Revise). Share ideas with partners and get feedback (Rehearsal). 33. There will be a rubric for each of the options that gives a clear idea of what is expected from them (Evaluate). 34. Visual: Article Bodily/Kinesthetic: Doing a workout video. Intrapersonal: Research online for ideas on project. Interpersonal: Meeting with partners and sharing ideas. Verbal: Being able to explain their workouts in the iMovie. Naturalistic: Giving examples of workouts that can be done in the outdoors. 35. Students will be able to design a workout plan for a mock individual. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that physical activity plays a huge role in maintaining a healthy lifestyle (Where). This will give the students an idea of what goes into maintaining a healthy weight and why it is important (Why). **//Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention//** (What). Product: iMovie or wiki page

37. Handout with statistics of benefits/consequences(Hook). 38. The students will need to know the basic pros to a healthy lifestyle and the cons to an unhealthy lifestyle (Equip). Students can be in pairs or groups to share ideas and resources (Explore). They will use the inquiry model (Experience). 39. The students will self assess and follow a checklist (Rethink and Revise). 40. There will be a rubric for the students to follow regarding the requirements for the wiki page (Evaluate). 41. Verbal: Sharing ideas with groups. Interpersonal: Being in groups for feedback and sharing. Intrapersonal: Working on wiki page individually doing research and finding resources. Kinesthetic: Using their laptops for reserach and moving to groups. Visual: Looking at others examples. Natualisic: The students can have a chance to get outside and do something that is physically active. 42.Students will be able to recognize the benefits of leading an overall healthy lifestyle. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that it is important to have a physically active lifestyle, a balanced diet, and to make healthy choices (Where). This will give the students an idea of the benefits of leading a healthy lifestyle are. (Why). **//Students demonstrate a healthy practice and/or behavior to maintain or improve their own health in each of the following areas: personal hygiene, healthy eating; physical activity; and tobacco, alcohol, and other drug use prevention//** (What). Product: Wiki page with facts and resources.

2004 ASCD and Grant Wiggins and Jay McTighe