L4+Murphy+Amber

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand about the health concepts related to family life and nutrition. It is essential for kids to know proper foods which are necessary for their diet ||
 * Student will know how to invent a grocery list for a four person family for a week. ||
 * Student will be able to do evaluated to see if they met the needs of each section on the food pyramid and they will be given a test on nutrition. ||

A6. Basic Health Concepts Grades 9-Diploma //Students analyze complex health concepts related to family life, nutrition, personal health, safety & injury prevention; and tobacco, alcohol, & other drug use prevention.// rationale- Tbe students will evaluate the food pyramid and the essential of food in each category. Students will create a grocery list to demonstrate their knowledge of the seperate categories.** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results:// Health Education & Physical Health Education -A. Health Concepts

The students will discuss the food pyramid in the classroom. Each individual student will develop a meal plan for their families for an entire week. These two participations and creations will be formative assessment on the students and will be an informal evaluation of what the student is learning within this lesson. || The student’s final form of assessment will be their grocery list creation. The students will be graded if they successful purchase food in each category and have creative meal ideas. The students will have to stay in budget to be cost efficient, but at the same time purchase healthy foods to feed their families. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = English- Writing the grocery list and writing words down for them to purchase. Math- Students have to remain under budget and be able to add the price of food and make sure they are staying under the given amount. The skill of grocery shopping will be used constantly within these students’ lives and it is essential in weekly routines this will be reinforced in nutrition lessons. The students will use mypyramid.gov as type II technology. The students will create class discussion from this web page and will gain information to add to their meal plans and grocery lists. ||
 * =**Integration**= ||

The students will be placed in groups with four people per group. The students will be assigned groups by birthdays, students with similar birthday months will be grouped together until each person has a group with four people. The activity they will be doing is number heads together. Each teammate is given a number one through four. The group works together so that everyone within the group is able to answer the questions correctly. Then the teacher will call out one number and that number from each team will give an answer to the entire class. ||
 * =**Groupings**= ||

Logical: The budget and comparing and contrasting food prices to make sure they are under their budget Intrapersonal: Creating the grocery list on your own and refining it as the class continues Interpersonal: students will participate in cooperative group activity called face to face interaction. Visual: Seeing the food in front of you and all the different colors. Naturalistic: Getting to see the fruits and veggies and picking what goes on your grocery list for natually grown foods. Musical: The music when the kids firts walk into the classroom** || I will review students IEP, 504 plans, or ELLIDEPs and will make the appropiate modifications and accommodations for these students If students are absent from class they are responsible for the lesson and work which was covered in class. If students are absent they must go and get all the information from their fellow classmates. If the students needs to meet with me personally they must make an appointment and then once they have gained all the work they need to supply me with a plan of action as to how they are going to go abouts making up the work. || The Type II technology I will be using in this class will be the use of mypyramid.gov. Students will be looking up the food pyramid and its different categories and then the classroom will have a discussion about the different categories and how much of each category one is suppose to eat each day. This will allow the students the oppotunity to to think deeply about the food pyramid. Looking at this website and formulating converstaion about the pyrmaid will help for better class projects and it will allow the students to take part in fun classroom activity. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal: Hearing peoples grocery lists and making suggestions to your peers while they make suggestions back.
 * **Modifications/Accommodations**
 * **Extensions**

Computer Paper Pencils Mypyramid.gov ||
 * =Materials, Resources and Technology= ||

This web site will show the students the food pyramid and will allow them to experiment with foods and different food ideas. [|www.mypyramid.gov] These following two websites will give information on foods and show the different sections which are among their stores such as bakery and deli and so on. These will help students to gain ideas for their shopping list and allow them the right information for them to make decisions on foods. **__http://www.hannaford.com/__**
 * =Source for Lesson Plan and Research= ||
 * http://www.shaws.com/ ** ||

This lesson demonstrates the competency with the standards by meeting each of the different learning style in different aspects. This lesson provides a comfortable envirnonment and an encouraging atmoshpere. This encourages the students to take part in discussion and tell their ideas for feed back. This lesson demonstrates to the students how difficult it is for an individual to go grocery shopping and it forces them to think in detail and deeply explore prices and the food parymaid. Students will analyze the concept of grocery shopping and putting together dinners each and every night. This lesson shows clear expectations that the students have to go grocery shopping for their family for a week and it allows dor clear procedures such as looking at the food parymaid and knowing the essential foods which need to be met. The students may use a veriety of resources to create their grocery list and they have ther personal choice to decide items to purchase and items to not. They get to decide the meals and the activites they do as meals with their families. || This lesson proves Maine’s standard by attempting to reach each of the individual students. Each of the students will be given the opportunity to learn in their best learning style and I will provide different learning opportunities in the different intelligences. Students will explore the difficulties in making grocery lists and developing meals for an entire week. (Attached are content notes for this lesson.) ||
 * =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:**How does this lesson demonstrate my competency with the standard?
 * __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:** How does this lesson demonstrate my competency with the standard?

Consider how you used the **Multiple Intelligences**. Students using myparymaid. gov and looking at the different areas of food. With this website they will figure out meals for an entire week and get foods that meet each of the different catergories. The type II technology the students will be using is on a website. Students will be using mypyramid.gov and looking at the different areas of food on the food pyramid. With this website they will figure out meals for an entire week and get foods that meet each of the different categories. ||
 * Verbal** - discussions in the classroom
 * Logical** - The students were given a certain amount of money and had to stay in their budget calculations figuring out prices and adding them up.
 * Visual** - seeing the food in the classroom
 * Intrapersonal** - creating their own personal grocery list
 * Interpersonal** - Classroom discussion on food and the parymaid
 * Musical** - The music playing when the kids first walk into the classroom
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Consider how you used both formative and summative assessments?

Students will be formative assessed throughout the lesson and at the end they will have one final summative assessment. The ongoing assessments within this lesson include the classroom discussion and the creative meals they will create for their family for the week of grocery shopping. This will demonstrate the student’s knowledge on the topic of food and will force the kids to show understanding of the different sections in the food pyramid. The summative assessment in this lesson will be the student’s final product of the grocery list. The students will be given two hundred dollars for a week of groceries. They will have to come up with a list to feed a family of four for an entire week. The goal is to come up with food for the family for the entire week. The role students will take on is one providing for their family. The audience is going to be the health teacher. The situation is the students are given 200 dollars and have to create a grocery list for under that amount for one week. The product will be the food purchased and the family meals created at night. ||

The hook for my lesson is having a bunch of food set out as the students walk in the room and have music playing. This hook will attract the student’s attention and introduce to them to topic of food. The students will be given the opportunity to evaluate the foods and look at their nutrition labels. This will introduce the topic of food and students will understand the importance of the food pyramid and how each category is essential in its own important way. They will be learning this information because it is essential to know the nutritional needs of your body. The body needs to get the proper nutrition and energy in order to perform daily tasks and remain healthy. The classroom will have food from different areas of the food pyramid out on the desk in the front of the classroom. The Teacher will raise the different foods asking what category it belongs in and assess the student’s knowledge of the food pyramid. The students will be asked which category the foods fall under and as a class they will call out what they believe the answer is. This will pre-assess the students and will introduce the different categories to them. Agenda: Hook Graphic organizer Cooperative group activity Students using computers to look up information and visit mypyramid.gov The students will be equipped with information from the classroom hook. There will be an explanation to what food goes into what categories. They will also be given time to explore the website mypyramid.gov. This website has tons of information on foods and the different sections of the pyramid. Following the time students were on the computer students will be explained that they are to create a grocery list and are allotted to spend 200 dollars and they will be required to purchase healthy foods and at the same time be cost efficient for the week of groceries. The teacher will view the grocery list and determine if the students understood the task of grocery shopping and preparing family meals at night. The student will demonstrate knowledge of food prices and will be able to show their knowledge with their final grocery and how well it lines up with the different categories.
 * =Teaching and Learning Sequence:= ||
 * What, Where, Why, Hook, Tailor: Interpersonal, Intrapersonal, Logical, Musical, Visual, and Naturalist (10 minutes) ** ||
 * Equip, Tailor: Kinesthetic, Interpersonal, Intrapersonal, Visual, and Logical (30 minutes) **

Students will explore mypyramid.gov and will view all the different categories on the website. Students will experience making a family grocery list and demonstrate their ability and knowledge of important foods within the food pyramid. Students will have the option to compare and talk about their grocery lists among their peers sharing their ideas. Then students will also be given the option to refine and revise their individual grocery lists if they wish to. Their grocery lists will show mastery of the subject due to their food choices. Students will demonstrate knowledge of the importance of the different foods and the food categories. Students will be grouped their birthdays and will have to talk with one another to figure out who goes in the right groups. The students will be taking part in their cooperative group activity. The students will be allowed to refine and share ideas regarding their grocery lists with their peers. Students will self-assess themselves after they have created their grocery list. They will look over their list and develop meals for each night of the week. The teacher will provide feedback to the students by giving them different ideas for meals and how to incorporate the different food groups into their meals. This lesson connects with future nutrition lessons and with life in general. It is essential for students to know about the food pyramid and how each of the different sections is required in order for one to be healthy. These different food categories must be met in order to prevent deficiency in certain areas such as vitamins or minerals which are in the different foods.
 * Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Bodily-kinesthetic, Intrapersonal, and Logical (30 minutes) **
 * Evaluate, Tailor: Intrapersonal, Visual, Interpersonal, and Logical (10 minutes) ** ||

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