L4+Damboise+Kelley

=**UMF LESSON PLAN FORMAT**=

Grade Level: 9- Diploma Topic: Healthy Practices and Behaviors
 * Teacher’s Name: Ms. Damboise Date of Lesson: 4 Micro/macronutrients

Objectives Student will understand that** carbohydrates, fats, and proteins are macronutrients, and vitamins and minerals are micronutrients.
 * Student will know** macro/micronutrients are essential to the body, and healthy eating.
 * Student will be able to** create a display representing all the essential vitamins and minerals.

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 healthy eating. Students will be able to justify what constitutes as a healthy diet. Rationale: In this lesson students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in healthy eating by understanding how important micro and macronutrients are for the body.
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** Students will participate in an activity where they are given a vitamin supplement label that shows what vitamins are present in that supplement, how many tablets are included, and how much it cost. Students will take and figure out how much it would cost someone to take this supplement for one year. They will also be required to fill out a chart with all the essential vitamins and minerals, and then write a reflective piece explaining their view on whether they believe supplements are worth the price people are paying for them. Students will also participate in a debate where one side will support the fact that vitamin supplements are worth the money, and are beneficial, and the other side will support the fact that vitamins are just a waste of people's money.
 * Assessment

Students will incorporate information from the prior lesson on macronutrients and combine it with the new micronutrients information to create a rap or a song that explains the purpose of macro/micronutrients. Student will be grade based upon a rubric.
 * Summative (Assessment of Learning)**

Math: Student in the beginning of the lesson are asked to use a vitamin label to find out how much it would cost for one year to use a certain supplements. Technology: Students are asked to create a rap or a song that will help explain the purpose of macro/micronutrients, and they must use Garage band to complete the project. Musical: Students are asked to create a rap or song explaining the purpose of macro/micronutrients
 * Integration**

To determine what groups to put the students in I have decided that the students indirectly will end up placing themselves in their own group without even realizing it. When my students are creating their reflection on whether they believe supplements are worth the price people are paying for them their actually creating their own group. My students who believe that supplements are worth the price will be in one group for the debate and my other students, who believe supplements are not worth the money, will be in the other group. If it just so happens that the number are uneven I will take the initiative and equally divide them myself; unless of course there are students who would volunteer to be in the group with smaller numbers.
 * Groupings**

Strategies Logical-Mathematical:** students will be asked to find out how much it cost to take a specific vitamin for a year.
 * Differentiated Instruction
 * Intrapersonal:** students will work by themselves to determine the cost of taking a vitamin supplement for a year.
 * Interpersonal:** students will work together in groups to create a rap or a song, and also to take part in a debate. Also students will be asked to share their reflection with five other students in the room.
 * Spatial:** students will use a graphic organizer that displays all the vitamins and minerals, and explains what they do for the body, and what foods can they be found in.
 * Naturalist:** could be in charge of researching varying fruit and vegetables to find out what kinds of vitamins or minerals they have.
 * Linguistic:** reflection of whether vitamins supplements are worth the price, and the oral debate.
 * Bodily-Kinesthetic:** students will be working in groups to create a rap or a song; this requires movement and hands on activity.
 * Musical:** student will be asked to create a rap or song that they will have to create in Garage band.

Will review students IEP's, 504 or ELLIDEP and make appropriate modifications and accommodations. Students who have missed a class due to illness, family emergency, and sports or extracurricular related activities must meet with the teacher to find out what they have missed. The teacher and student will come up with a absent student homework plan that will take into consideration the homework that was missed and create a reasonable time line for the student to complete the missed work, while continuing to pass in the homework that is due. If the student was not absent and the homework assignment was attempted, and completed to the best of the students ability they will be allowed to redo the assignment for a better grade, if they did not score well the first time. However, if the student attempted the homework assignment, but it was not completed then an “L” will be place in the gradebook. They will be allowed to finish the assignment and turn it in for a grade. The work will be graded as if it was not late, but the “L” will remain next to the grade for further assessment when it comes time to average grades. If a student did not attempt the assignment then they will have to write a brief explanation to me telling me what they decided to do other than their homework. Also, they will have to find time to meet with me to find out how they can complete the assignment, and what grade they think they should receive on it.
 * Modifications/Accommodations**

Students are going to be allowed class time to research vitamins and minerals in depth so that they can fill out their graphic organizers, and they are also going to be allowed class time to research information to support their side of the debate. Groups that finish early on finding their information are encouraged to start a discussion on the class wiki about their beliefs. I am going to encourage my students, if they want to, to continue the debate on the class wiki so long as it doesn't become out of hand (Type II). If students don't want to do this then I encourage them to begin writing lyrics for their rap that they are going to have to complete (Type I).
 * Extensions**

Vitamin supplement labels Lap tops Graphic organizer Rubric Garage band software
 * Materials, Resources and Technology**

Vitamin supplement labels: http://shop.mercola.com/ShoppingCart.aspx
 * Source for Lesson Plan and Research

http://www.university-nutrition.com/adults.shtml Graphic organizer: Vitamins and minerals graphic organizer.doc Websites for vitamins and minerals: http://www.explorevitamins.co.uk/Pros-and-Cons-of-vitamin-supplements.html http://www.canada.com/theprovince/features/saturdaymagazine/story.html?id=24441f90-2d5e-4f72-8ba3-7b008e3b5bae&k=34581 http://www.vitamins-supplements.org/ Vitamin information: http://orthomolecular.org/nutrients/vitamins.shtml Mineral information: http://www.healthalternatives2000.com/minerals-nutrition-chart.htm

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:** Students will be taught using their different learning styles approach to create a positive and comfortable learning environment.
 * Clipboard:** For my students who like organization the graphic organizer is a great tool to help the student’s learner their vitamins and minerals while keeping everything in a set order. It also helps with the visual organization as well.
 * Beach Ball:** Students are asked to use a wide variety or resources to fill in their graphic organizer, and they also are allowed, for the most part, to choose which side they would like to be on in the debate.
 * Puppy:** Before we begin the debate in the class I will have a talk with my students to explain the proper way to debate. Students will have to follow classroom rules as usual, which means that they must be respectful to others while they are talk and be considerate of people opinions.
 * Microscope:** By using a debate I hope that my students will develop a deep understanding of why our body needs vitamins and minerals, and why supplements may or may not be as wonderful as many people believe them to be.


 * • Standard 4 -** //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by addressing what students believe they already know about micronutrients and getting them to expand upon their thoughts and understandings. The curriculum goal is to have students understand the importance of micronutrients and how they play into the even bigger picture of healthy eating. Students will interpret what vitamins and minerals do for the body and then explain what foods are rich in certain vitamins and minerals. Students are going to apply what they have learned about micronutrients and use their perspective to have an oral debate on whether vitamin supplements are worth all the money people spend on them. Students are also going to learn how to empathize with the group they are debating because they will have to listen to each others sides of the discussion. The debate offers a great way for students to recognize their self-knowledge when they look at their own misunderstand because of prejudice.

Garage band. Technology: Students are going to be allowed class time to research vitamins and minerals in depth so that they can fill out their graphic organizers, and they are also going to be allowed class time to research information to support their side of the debate. Groups that finish early on finding their information are encouraged to start a discussion on the class wiki about their beliefs. I am going to encourage my students, if they want to, to continue the debate on the class wiki so long as it doesn't become out of hand (Type II). If students don't want to do this then I encourage them to begin writing lyrics for their rap that they are going to have to complete (Type I).
 * • Standard 5** //- Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by incorporating the eight different multiple intelligence learning strategies to try and incorporate, or at least hit upon, all learning preferences.
 * Logical-mathematical:** students will be asked to find out how much it cost to take a specific vitamin for a year.
 * Intrapersonal:** students will work by themselves to determine the cost of taking a vitamin supplement for a year.
 * Interpersonal:** students will work together in groups to create a rap and also to take part in a debate. Also students will be asked to share their reflection with five other students in the room.
 * Spatial:** students will use a graphic organizer that displays all the vitamins and minerals, and explains what they do for the body, and what foods can they be found in.
 * Naturalist:** could be in charge of researching varying fruit and vegetables to find out what kinds of vitamins or minerals they have.
 * Linguistic:** reflection of whether vitamins supplements are worth the price, and the oral debate.
 * Musical:** student will be asked to create a rap that they will have to create in
 * Bodily-kinesthetic:** students will be working in groups to create a rap; this requires movement and it is a hands on activity.


 * • Standard 8 -** //Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by assessing the students in a variety or informal and formal strategies. In the informal strategies students will participate in an activity where they are given a vitamin supplement label that shows what vitamins are present in that supplement, how many tablets are included, and how much it cost. Students will take and figure out how much it would cost someone to take this supplement for one year. They will also be required to fill out a chart with all the essential vitamins and minerals, and then write a reflective piece explaining their view on whether they believe supplements are worth the price people are paying for them. Students will also participate in a debate where one side will support the fact that vitamin supplements are worth the money and are beneficial, and the other side will support the fact that vitamins are just a waste of people's money. For the formal strategies students will incorporate information from the prior lesson on macronutrients and combine it with the new micronutrients information to create a rap or a song that explains the purpose of macro/micronutrients. Student will be grade based upon a rubric.

Agenda: Day 1: Micro/macronutrients explanation (10 mins) Vitamin supplements (Hook) (10 mins) Research (Graphic organizer) (30 mins) Reflection (10 mins) Debate (20) Day 2: Explanation on how to use Garage band (10 mins) Garage band rap or song (70 mins)
 * Teaching and Learning Sequence:**

Students will enter the room and have a seat at their desk where a vitamin supplement label will be place on their desk along with some background information about what vitamin the student has and how much that particular brand cost. The students will be asked to look at the label and take note of the high levels of vitamins that are in the supplement. The students will be asked to determine how many pills are in a bottle, determine how many should be taken in a day, and then do some basic math and calculate how much it would cost a person to take that supplement for one year. Students will understand that carbohydrates, fats, and proteins are macronutrients, and vitamins and minerals are micronutrients. This makes the connection between why micronutrients are essential to the body, and healthy eating. Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others by using their knowledge of micronutrients to provide the body with the nutrients it needs. **Hook, Where, Why, What, Tailor: Logical-Mathematical and Intrapersonal.**

Next, I will take the time to lecture a little about the different kinds of vitamins and why certain ones are crucial to have in our diet. I want students to take the time to do the bulk of the learning because I could stand there and lecture on and on about the different kind of vitamins, but that would be rather boring. Therefore, I created a graphic organizer where students will have to look up each of the vitamins and minerals listed and write why these micronutrients are important to the body, and what foods are high in the particular vitamin or mineral. I have provided two website that I found to be very useful, but students are allowed to use both the internet and their book to find the information they are required to have in their graphic organizer. **Equip, Explore, Experience, Tailor: Spatial and Naturalist.**

Then, I want my students to use the graphic organizer and their knowledge of vitamins and minerals to think about the label activity and reflect upon whether vitamin supplements are worth the price. After, I want my students to take their reflection and share it with five other people in the class. I want them to hear what their peers think about this question. Next, I want them to revise their reflection; either they can change their view or expand on their original theory. Based upon the students reflection of whether they believe vitamin supplements are a waste of money, or whether they feel vitamins are worth the money because of the health benefits that come with them, will decide the two sides of the debate team. I want my students who feel vitamins supplements are not worth the money to debate the students who feel that the supplements are worth it. To show evidence of learning my students will take part in a project where they must use what they know about vitamins and minerals to create a rap or a song, and then they must put it into Garage band. **Rethink, Revise, Refine, Tailor: Interpersonal, Musical, Linguistic, and Bodily-Kinesthetic.**

Students will be able to take the time during the debate to self assess themselves to see if they really do understand the material. Chances are the students who do understand will be the ones who are engaged the most within the debate, however, every student from both groups must contribute to the debate at least once. Because I have allowed for plenty of in class research to be done for the graphic organizers and the debate I will be able to walk around and answer any of the questions students may have. As for the rap or song because I plan on keeping the students in the two groups they had for the debate they will have more than enough time to being working on this in class, and once again I can walk around and answer questions. This connects to the next lesson because now students understand what effects micronutrients have on the body and in what foods they can be found which will help them in the next lesson on healthy eating habits. **Evaluate, Tailor: Musical, Interpersonal, Linguistic, and Spatial.**

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