S3+Damboise+Kelley

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **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 - Students will be able to ...) and Product

=Lesson 1= 2. Students will receive a hunger scale from one to ten. One being the students is extremely hungry. When students first enter the class they will be asked to assess how hungry they feel. Then the students will watch commercials displaying food advertisement. At the end of all the commercials students will again be asked to assess how hungry they feel now. **(Hook)** 3. Students will understand what causes us to have an appetite and what are signs of appetite verse hunger. **(Equip)** I will ask my students to spend a day and write down everything they ate and whether they could use what they learned in class, about appetite and hunger, to decide if they were eating because they were hungry or if it was just there appetite. **(Experiences)** I want my students to individually find a way to assess if they feel hungry or if it is just their appetite. **(Explore)** 4. Students will reflect on how they assess whether they are hungry or if it is just their appetite, did it work, why or why not. **(Reflect)** If students assessments of hunger and appetite did not work how can they find a way to determine if they are hungry or not. **(Revising)** I want them to complete the same assignment where they had to record what they ate for a day. However, this time I want students to use there assessment and keep tract of how many times they assessed their eating habits. **(Rethink)** 5. I want my students to take their hunger scale, their first recording of food intake, their assessment plan, and their second recording of food intake and create a learning log. **(Evaluation)** 6. **Intrapersonal:** students will do a quick response relating to the results of the hunger scale; students are working along and reflecting on personal feelings. 7. Students will be able to judge whether they are hungry or if it's just their appetite. Product: enter their Venn diagram into a PDA for peer editing. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that there is a difference between appetite and hunger. **(Where)** This connects to the reason behind why we eat at certain times. **(Why)** Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in healthy eating by understanding appetite and how it influences our eating habits. **(What)**
 * Linguistic:** students will write a quick response relating to the results of the hunger scale, and they also will write about what they ate the day before.
 * Logical-Mathematical:** students will take the hunger scale and plot their data on the graph, and students will be divided into two groups using odd or even numbers.
 * Spatial:** visual learners will be able to see the result of the hunger scale, and the relationship between food stimulating images and how they can cause our appetite to act up.
 * Bodily-Kinesthetic:** students will participate in a group activity where they will either be researching hunger or appetite.
 * Interpersonal:** students will participate in a group activity where they will have to collaborate with their group members on either hunger or appetite.
 * Musical:** hopefully students will make the connection that music can be a stimulus for appetite, and they will discuss this in their group. **(Tailor)**

=Lesson 2=

Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others by being able to analyze different triggers that help to determine when the body is hungry. **(What)** 9. Student will view a YouTube video entitled “Hungry, Hunger control, cravings, weight loss, and Nutrition”. Student will write down one specific fact that stuck out to them. **(Hook)** 10. Students will research the biological reasons as to what the body does to alert us that we’re hungry. **(Equip)** Students will be introduced to the psychological, physical, and chemical factors that influence hunger. They will have to choose one of the three areas mentioned to research and then student will participate in a cooperative learning experience jigsaw. **(Experiences)** I want student to brainstorm, in groups, different questions that they could ask themselves to determine if they are hungry or not. **(Explore)** 11. Students will take what they have learned to create questionnaires that ask questions in order to help people analyze how hungry they truly are. Students will post their questionnaires on the wiki and allow students to take them. Students will provide positive feedback to the questionnaire. They should include something that was good about the questionnaire, something that needs to be fixed, and something that would make it stronger. **(Reflect)** The designer of the questionnaire will look at the positive feedback given from students and revise his or her work. **(Revising)** Students will write a brief statement on this question “Do you think the obesity epidemic has something to do with the fact that people do not recognize the difference between hunger signals and appetite stimulus?” **(Rethink)** 12. Student will take a quiz that involve short responses dealing with questions that look at the psychological, physical, and chemical factors that assess hunger. **(Evaluation)** 13. **Bodily-Kinesthetic:** jigsaw cooperative learning experience; allows students the chance to get up and move around 14. Student will be able to analyze the triggers that stimulate hunger. Product is the questionnaire being uploaded onto a wiki, and the discussion posting on the wiki. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that there is a difference between appetite and hunger. **(Where)** This helps to make the connections that external factors stimulate appetite, where as physical chemical reactions trigger hunger. **(Why)**
 * Interpersonal:** jigsaw cooperative learning experience; allows student to interact with each other.
 * Logical-Mathematical:** questionnaire; creating logical explanations as to how to determine when the body is hungry.
 * Intrapersonal:** responding to the questionnaire using the wiki, students are able to express what they see as good, needs improvement, and what would make it stronger.
 * Linguistic:** the short responses on the quiz and the response on “Do you think the obesity epidemic has something to do with the fact that people do not recognize the difference between hunger signals and appetite stimulus?”
 * Spatial:** students will use a visual graphic organizer called an ISP chart to record their research findings. **(Tailor)**

16. Each student will receive 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. **(Hook)** 17. Students will be given background information on the differences between vitamins and minerals. **(Equip)** Students will explore the different kinds of vitamins and minerals. **(Explore)** Groups will use a graphic organizer that shows the different kinds of vitamins and minerals, with a small description of what they do for the body and what kinds of foods have these vitamins and minerals in them. **(Experience)** 18. I want my students to use the display and their knowledge of vitamins and minerals to think about the label activity and reflect upon whether vitamin supplements are worth the price. **(Reflect)** Then I want my students to take there reflection and share it with five other people in the class. I want them to hear what their peers think about this question. **(Rethink)** Next, I want them to revise their reflection; either they can change their view or expand on their original theory. **(Revising)** 19. I want my students who feel vitamins supplements are not worth the money to debate the student who feel that the supplements are worth it. **(Evaluation)** 20**.Logical-Mathematical:** students will be asked to find out how much it cost to take a specific vitamin for a year. 21. Students will be able to create a rap that talks about the different kinds of using Garage Band. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that carbohydrates, fats, and proteins are macronutrients, and vitamins and minerals are micronutrients. **(Where)** This makes the connection between why micronutrients are essential to the body, and healthy eating. **(Why)** 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. **(What)**
 * Intrapersonal:** students will work by themselves to determine the cost of taking a vitamin supplement for a year.
 * Spatial:** students will create a graphic organizer that display all the vitamin and minerals, and explaining what they do for the body, and what foods can they be found in.
 * Musical:** students will create a rap or song
 * 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 song; this requires movement and a hands on activity.
 * Interpersonal:** students will be asked to share their reflection with five other students in the room. **(Tailor)**

23. Show students a video clip of children in third world countries that are malnourished because there body is not getting the required amount of micro and macronutrients. Ask students to participate in an oral discussion about what macro or micronutrients most of these people are missing from their diet. **(Hook)** 24. Students will need to be taught the difference between micronutrients: vitamins and minerals, and macronutrients: fats, proteins, and carbohydrates. Students will have to understand the important roles macronutrients and micronutrients play in supplying the body with essential nutrients that allows humans to continue functioning. **(Equip)** Students will be asked to use an inverted triangle and fill in the blanks dealing with micro and macronutrients. Students will be asked to incorporate a visual image to go along with each category that makes up the inverted triangle. **(Experiences)** They are going to use there previous food journal and enter the information into mypryamid.gov. **(Explore)** 25. Students will reflect upon what they have learned by finding a recipe that focuses on carbohydrates, or proteins, or healthy fats, or a recipe that includes essential minerals, or vitamins. **(Reflect)** Students will then bring together all of the recipes they have found and determine which recipes should make up our macro/micronutrient cookbook. **(Revise)** Student will have to provide an in depth explanation as to why a certain recipe shouldn’t be included in the cookbook. Recipes can be discussed to determine that only the best make it into the cookbook. **(Rethinking)** 26. Students will self-evaluate the cookbook by using the rubric requirements as a guideline. **(Evaluation)** 27. **Linguistic:** oral discussion about what macro or micronutrients most people in third world countries are lacking. 28. Students will consider why macronutrients and micronutrients are essential to the body. Project will be for the students to enter their food intake into mypryamid.gov and then fill out a worksheet to analyze if their body is receive enough micronutrients. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Student will understand that carbohydrates, fats, and proteins are macronutrients, and vitamins and minerals are micronutrients. **(Where)** This makes the connection between why macronutrients are essential to the body and healthy eating. **(Why)** Students demonstrate healthy practices and behaviors to maintain or improve the health of self and others by understanding the importance of micro and macronutrients the body requires. **(What)**
 * Logical-Mathematical:** mypryamid.gov
 * Spatial:** provide visual images to go alone with each category that makes up the inverted triangle.
 * Bodily-Kinesthetic:** group work allows for these students to move around, and participate in the learning activity.
 * Naturalist:** finding recipes and researching foods.
 * Interpersonal:** working in groups to figure out what are the best recipes to make up the cookbook. **(Tailor)**

30. Each student it going to receive a fact card on his or her desk. The fact card has a picture of a certain food and a statistical fact about that food. Some foods will be healthy, but for the most part the fact cards will have unhealthy food that depicts just how much we consume of a certain food as a society. **(Hook)** 31. Students will be taught how to read labels on foods, discover unhealthy ingredients, understand and use the food pyramid as a guide, and portion control. **(Equip)** Students will use a goal reasoning chart to assess their eating habits and what they would like to learn to change the way they consume food. **(Experiences)** Students will look at different foods and ingredient to determine what affects they have on the human body. **(Explore)** 32. Students will journal daily on their blog, two weeks prior to this lesson, to record what food they have in taken, how their body feels, and if they ate something that wasn't healthy they will provide a healthy replacement food strategy for next time. **(Reflect)** Students will look over their food journal for the past two weeks and use the knowledge that they now have to revise the healthy strategies into strategies discussed in class. **(Revise)** Students will then be asked to partner up and read each others blogs and comment on the healthy strategies that were used. **(Rethink)** 33. Students will be evaluated based upon a rubric which incorporates: did they journal every day, did they provide a healthy replacement food strategy when needed, and did they try to reach their goal that they set for themselves. **(Evaluation)** 34. **Linguistic:** writing in the journal and online blogs. Naturalist:** can research plants such as fruits and vegetables and how they interact with the body. **(Tailor)** 35. Students will be aware of the foods they are consuming and how it affects their body. Project will be the blog journal online, with comments being made by the partners. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that there are steps they need to take in order to achieve and maintain a healthy diet. **(Where)** This helps in connecting the decisions we make about the food we consume and the affect is has on the body. **(Why)** Students demonstrate healthy practices and behaviors to maintain or improve the health of self and others by being aware of the food he or she is consuming and how it affects the body. **(What)**
 * Logical Mathematical:** statistical facts presented in the hook.
 * Bodily-Kinesthetic:** when student partner up they must move around the room.
 * Intrapersonal:** students are to journal and create individualized goals.
 * Interpersonal: working in pairs, having a partner to share his or her work with.

37. Students will be dividing into three groups; each group will receive an information packet describing a diet. A description of the diet will be on the card. All around the room will be pictures of food items that pertain to one of the diets. Students will have to read the description on the back of the card and then move around the room searching for the food items that belong to their specific diet. Students will also take part in a food sampling activity. **(Hook)** 38. Students will be introduced to a wide variety of eating habits and current diets. Students will need to draw upon prior knowledge in this unit such as macro and micronutrients, hunger, and appetite in order to design their own healthy diet. **(Equip)** Students will fill out a KWL chart about what they know about their own eating habits, what they would like to learn about how to change their eating and about current diets, and later they will fill out what they actually learned. **(Experience)** Students will compose an essay describing 1) background information on macro/micronutrients and hunger and appetite. 2) How this background information ties into healthy eating. 3) Discus the different diets mentioned in class and how they do or do not relate to healthy eating. 4) Justify what constitutes as a healthy diet. 5) Discus the changes you have made in your life since the beginning of this unit, if any. 6) Explain something that you didn't know before this unit, but now you have a better understanding of. **(Explore)** 39. Students reflection will be the essay. **(Reflect)** Students will bring a rough draft of their essay to class and students will do peer editing or the essay. Students should focus not only on grammar mistakes, but mostly on the content of the material being presented in the paper. Students will review one paragraph and then switch partners to get more input from others. Student will revise any mistakes or expanding ideas. **(Revise)** In between switching partners students will take one minute to sit and rethink about the feedback they just acquired. **(Rethink)** 40. The KWL chart will be the formative assessment. **(Evaluation)** 41. **Linguistic:** writing the essay, and providing oral feedback. 42. Students will justify what constitutes as a healthy diet. Product for this lesson will be an advertisement ad the explains students healthy diets. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that there are steps they need to take in order to achieve and maintain a healthy diet. **(Where)** This connects to everything we have learned in this unit about micro and macronutrients, hunger, and appetite. **(Why)** Students demonstrate healthy practices and behaviors to maintain or improve the health of self and others by using their acquired knowledge of hunger triggers, appetite simulators, and macro and micronutrients. **(What)**
 * Logical-Mathematical:** students were asked to use thinking skill to decide what food fit their diet description.
 * Spatial:** students are provided with visual representations of food to complete their task during the hook.
 * Bodily-Kinesthetic:** students are asked to move around the room to search for the food items that pertain to their certain diet.
 * Interpersonal:** group work and peer editing allow for students to connect to each other.
 * Intrapersonal:** In between switching partners students will take one minute to sit and rethink about the feedback they just acquired. **(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe