L6+Damboise+Kelley

=**UMF LESSON PLAN FORMAT**=

Grade Level: 9-Diploma Topic: Healthy Practices and Behaviors
 * Teacher’s Name: Ms. Damboise Date of Lesson: 6 Healthy Diets

Objectives Student will understand that** there are steps they need to take in order to achieve and maintain a healthy diet.
 * Student will know the** effects certain foods have on the body.
 * Student will be able to** assess their food intake and provide healthy alternatives.

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.
 * Maine Learning Results Alignment**
 * 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 being able to assess their food intake and provide healthy alternatives.

Formative (Assessment of Learning)** Students will be using a KWL chart to assess what they know before I begin teaching the lesson, what they want to know, and what they have learned.
 * Assessment

My students will be taking part in writing a formal essay that describes: 1) background information on macro/micronutrients and hunger and appetite. 2) How this background information ties into healthy eating. 3) Discuss 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) Discuss the changes you have made in your life since the beginning of this unit, and if you did not make any changes why? 6) Explain something that you didn't know before this unit, but now you have a better understanding of. I will have students take part in a brainstorming activity to organize how they are going to set up their essay, and what they are going to include in order to meet all of the components. I am also going to have my student participate in an activity where they will have to design their own diet using what they learning from the discussion, and any creditable online resources they would like to use. (Resource must be cited properly) What the student are going to have to do is create their own online advertisement describing their healthy diet, and why people should want to use this diet. They are going to have to upload the advertisement on the class wiki, and provide one website link that supports why this is a healthy diet.
 * Summative (Assessment of Learning)**

English: Students are going to be writing an essay that describes: 1) background information on macro/micronutrients and hunger and appetite. 2) How this background information ties into healthy eating. 3) Discuss 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) Discuss the changes you have made in your life since the beginning of this unit, and if you did not make any changes why? 6) Explain something that you didn't know before this unit, but now you have a better understanding of. I will have students take part in a brainstorming activity to organize how they are going to set up their essay, and what they are going to include in order to meet all of the components. Technology: Students will work in groups of five or six to create and infomercial using iMovie, and students will also be using inspiration for their brainstorming activity.
 * Integration**

Because this project may require the students to do some work outside of class I am going to allow them to choose their groups, however, the students don't know that they are choosing their groups to being with. When the student walk into class there will be three tables set up so that the students can be divided for the hook activity. After the hook activity students will stay in these groups and they will become the group for the infomercial. Students will discuss which role they would like to take on, and discuss how the work will be equally divided. These groups will also be used for the peer editing of the essay that will take place.
 * Groupings**

Strategies Linguistic:** writing the essay, and providing oral feedback.
 * Differentiated Instruction
 * Musical:** while student are working on their formal essay I am going to play some background music so that hopefully my students can stay focused while they write.
 * 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.
 * Naturalist:** research foods pertaining to certain diets, and the diet that they create.

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**

For students who are ahead of the rest of the class they can upload their essay to their blog to share with others before it is viewed in class (Type I). The advantage of doing this is other students can view their work and being a discussion providing constructive criticism to help the group make final alterations to their essay before is due (Type II).
 * Extensions**

Diet packets KWL charts Lap tops Food samples Checklist
 * Materials, Resources and Technology**

KWL chart: http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf Diet packet information: Atkins Diet: http://lowcarbdiets.about.com/od/atkinsdiet/p/atkinsintro.htm http://www.webmd.com/diet/atkins-diet-what-it-is Jenny Craig Diet: http://www.webmd.com/diet/jenny-craig-what-it-is Weight Watchers: http://www.webmd.com/diet/weight-watchers-what-it-is WebQuest: http://students.umf.maine.edu/~damboikj/
 * Source for Lesson Plan and Research**


 * 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:** Students will brainstorm ideas focusing on the six different areas they must include in their essay.
 * Beach Ball:** Students have the personal freedom to create an interesting infomercial.
 * Microscope:** Students will be allowed to discuss the different health diets, and they also will be allowed to discuss who gets what role in the infomercial iMovie.
 * Puppy:** For the empathetic listeners I think that the hook for this class will help student better understand just how far people are willing to go to try and eat healthier.


 * • 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 using the hook as a pre-assessment to see what the students know and understand about macro/micronutrient to find out their knowledge of the subject matter. My curriculum goal is to have students recognize which foods are macronutrients and which are micronutrients and why they are so important to the human body. I want my students to be able to explain what the difference is between a macronutrient and a micronutrient, and then I want my students to interpret the differences and describe why it matters to the human body. I want my student to be able to apply what it is they have learned about nutrition to their own eating habits. I want my student to question their perspective on what they think is a healthy diet after looking at the Jenny Craig diet, the Adkins diet, and Weight Watchers. I want my students to realize how their body feels when they eat healthy (empathy). Through this lesson I want my student to really dig deep into their self-knowledge and create an essay and infomercial that shows just how much they have learned for this unit.


 * • 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 six different multiple intelligence learning strategies to try and incorporate, or at least hit upon, all learning preferences.
 * Linguistic:** writing the essay, and providing oral feedback.
 * Musical:** While student are working on their formal essay I am going to play some background music so that hopefully my students can stay focused while they write.
 * 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.
 * Naturalist:** Research foods pertaining to certain diets, and the diet that they create.
 * Technology:** Students will work in groups of five or six to create and infomercial using iMovie, and students will also be using inspiration for their brainstorming 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. The informal assessments included students will be using a KWL chart to assess what they know before I begin teaching the lesson, what they want to know, and what they have learned. The formal assessment is where I am going to have my student participate in an activity where they will have to design their own diet using what they learning from the discussion, and any creditable online resources they would like to use. (Resource must be cited properly) What the student are going to have to do is create their own online advertisement describing their healthy diet, and why people should want to use this diet. They are going to have to upload the advertisement on the class wiki, and provide one website link that supports why this is a healthy diet. Also my students will be taking part in writing a formal essay that describes 1) background information on macro/micronutrients and hunger and appetite. 2) How this background information ties into healthy eating. 3) Discuss 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) Discuss the changes you have made in your life since the beginning of this unit, and if you did not make any changes why? 6) Explain something that you didn't know before this unit, but now you have a better understanding of. I will have students take part in a brainstorming activity to organize how they are going to set up their essay, and what they are going to include to meet all of the components.

Agenda: Day 1: KWL Charts (5 mins) Food sampling (10 mins) Hook Diet information packets (10 mins) Healthy diets discussion (15 mins) Design a diet (40 mins) Day 2: WebQuest introduction (15 mins) Essay rough draft (45 mins) Reflection/peer editing (20 mins)
 * Teaching and Learning Sequence:**

When the students walk into the room they will be asked to sit in group of six people. Students will be given a KWL chart where they will have to write what they know about the Adkins Diet, Jenny Craig Diet, and Weight Watchers, and then in the next column I want them to write what they would like to learn about these diets. After they are done filling out the KWL chart, the third column will be used a little later in the class, I want them to pass the chart in to me so that I can review what the students would like to learn about the diets. While I am reviewing the KWL charts my students are going to be participating in a food sampling exercise, my hook, where the students will actually sample foods from each diet. After the students are done sampling the food they will get back into their groups and receive a packet that has information on one of the three diets. The group will read about the diet and then will participate in a highlighter exercise where they will highlight in one color the things that they agree with and in a different color the things that they disagree with. After the highlighter exercise students will then move around the room and to find pictures of certain foods that pertain to their particular diet. **What, Where, Why, Hook, Tailor: Linguistic, Naturalist, Bodily-Kinesthetic, Interpersonal, and Spatial.**

After the students have completed the hook we are going to do a class discussion using the information from the KWL chart about what the students want to learn about each of these diets. We are also going to take some time to discuss what harmful effects these diets may have on the human body. Once the discussion is over I will pass back the student's KWL charts and have them fill in the remaining column. After the discussion I am going to have my student participate in an activity where they will have to design their own diet using what they learning from the discussion, and any creditable online resources they would like to use. (Resource must be cited properly) What the student are going to have to do is create their own online advertisement describing their healthy diet, and why people should want to use this diet. They are going to have to upload the advertisement on the class wiki, and provide one website link that supports why this is a healthy diet. Day 2: I am going to introduce to the class the WebQuest (http://students.umf.maine.edu/~damboikj/) that they will be participating in for their final project. I will explain to them that the groups that they are in right now are the groups that they will be working in to complete the WebQuest. I will do a brief review of what is required of the students but I will not go into great detail because the WebQuest will go over what is required step by step and what they need to do. I will mention that the students are going to be given two class periods to complete the WebQuest and video taping of their infomercial. During this class the students are only going to explore the WebQuest, they are not actually going to start working on it until next class, and read about what is required of them so that they can ask clarifying questions if they have any. **Equip, Explore, Experience, Tailor: Linguistic and Intrapersonal**

When the students are done exploring the WebQuest the next thing they are going to do is work on their reflective essay. First students will participate in a brainstorming activity where they will use inspiration to create a web or an outline to help them organize the structure of their paper. Students will compose a rough draft essay describing 1) background information on macro/micronutrients and hunger and appetite. 2) How this background information ties into healthy eating. 3) Discuss 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) Discuss the changes you have made in your life since the beginning of this unit, and if you did not make any changes why? 6) Explain something that you didn't know before this unit, but now you have a better understanding of. Students will compose a rough draft of their essay in class and students will do peer editing for their 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. In between switching partners students will take one minute to sit and rethink about the feedback they just acquired. **Rethink, Revise, Refine, Tailor: Intrapersonal, Linguistic, Musical and Bodily-Kinesthetic.**

While students are doing the peer editing they will have a chance to self assess themselves and their work by reflecting on the comments that have been made by their peers. Students will share their essay with a partner and will work on peer editing, after about five minutes students will stop the peer editing process and spend one minute reflecting on the comments that were just given to them so that they can strengthen their paper. Because most of this lesson is in class work I will be able to walk around and provide feedback to the students. Also, it is required in the WebQuest that the students meet with me at least two times to go over their final product. This will give me the opportunity to provide feedback to my students. This lesson is to wrap up and tie everything that the students have been learning about during in this unit. In the students essay they are answering questions that have to deal with topics and information that we have covered in the unit. **Evaluation, Tailor: Linguistic, Bodily-Kinesthetic, and Interpersonal.**

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