L5+Murphy+Amber

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand the health concept of stress and stress relief ||
 * Student will know that everyone has stress in their lives and there are proper ways to deal with it. ||
 * Student will be able to create an I movie or garage band talk show with the subject stress. ||

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- I will be using students evaluations of their own lives to get them to evaluate their own lives and how they use the 6 means of a healthy life style.** ||
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results:// Health Education & Physical Health Education -A. Health Concepts

The students will be assessed through out the entire lesson. The students will be pre-assessed in the hook when they are given a test on stress on their reading or chapters. The next assessment will be when student’s write in their journals about how they feel about the test and then how their bodies felt when relaxing music was played. The Students will fill out a graphic organizer which will show students understanding or learning. || The final summative assessment of the students will be their final test at the end of the lesson on the information the students learned and their comic life presentations. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Psychology is used when students recognize how they are feeling and recognize how the body deals with stress. English will be used when the students will be writing in their journals and expressing how they feel. After this lesson this topic will be reinforced in real life daily. It is essential for students to know how to relax and use stress management tips within their daily lives. These will be used in every content area when students are getting ready to take a test they will know how to relax themselves and reduce their stress level. ||
 * =**Integration**= ||
 * The different subject areas which students will use include psychology and English. The type II technology the students will be working with is comic life. The students will work on comic life presentations dealing with the side effects of stress and will present these to the class.


 * =**Groupings**= ||
 * The students will be divided into groups anywhere from four to six members. The students will be divided up by age the youngest will all be in the same group and so on. The students will have to ask birth dates and figure out which group they belong in. When the students are finally in their groups there will be one person who becomes the recorder. The teacher will ask a question which has many possible different answers and then the students will be given time to think about the question. Then the team will share their response like a round robin. The recorder's job is to write down the group members answers. One person starts to give an answer and then it will just go in order as each member of the team gives an answer. The students will be rated on their participation in this activity. Each member must contribute an answer when it reaches them and the sheet of paper where it is being recorded will be passed in at the end of the activity. ||

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 student’s technology used in this lesson is a comic life presentation. The students will create a funny and engaging presentation showing a stressed individual and behaviors which they may turn to from the stress. This will show the student’s knowledge of some behaviors which people do when they are stressed out. This will also help them to realize the bad habits involved with stressful situations. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:**The class discussion
 * Kinestic:**Students will be able to act out project or use computers hands on to make their final project
 * Intrapersonal:**Students will be taking the test along
 * Interpersonal:**Students will discuss in class how the test made them feel and what they wanted to do.
 * Visual:**the graphic organizer
 * Naturalistic:**will be brining animals into the lesson and focusing how animals are similar to humans
 * Musical:**relaxing music environemnet ||
 * **Modifications/Accommodations**
 * **Extensions**

computers stress test Test for them to have at the start of class ||
 * =Materials, Resources and Technology= ||
 * comic life soft ware

This website explains how to manage and cope with your stress as individuals. http://www.helpguide.org/mental/stress_signs.htm__** This website gives relaxation techniques and shows methods for relaxing. ||
 * =Source for Lesson Plan and Research= ||
 * This web site breaks down stress and offers explanation behind it all. **__http://www.medicinenet.com/stress/article.htm__**__**
 * __ http://www.helpguide.org/mental/stress_relief_meditation_yoga_relaxation.htm __**

Within this lesson it is crucial to teach to reach each and every learning style. The lesson will create a safe climate and have a supportive grouping system. This supportive group will be the cooperative group activity where their ideas are shared and they talk about the question and answers to the question. This activity provides an atmosphere encouraging students to participate in the activity. The students will deeply explore the topic stress and understand negative behaviors which in turn are caused by lack of education on the topic of stress management. They will analyze the concept of stress and will be able to have a better understanding of the complex situations stress presents to us humans. This lesson provides clear procedures for the comic life presentation and for the test taking at the start of the lesson. Within this lesson students will be able to use a variety of different resources to put information into their comic life presentation and there will be a variety of activities within this one lesson plan || This lesson proves Maine’s standard by reaching each of the individual students different multiple intelligences. Within this lesson I will provide different opportunities in each of the separate intelligences. Students will explore the effects of health and will learn healthy options to deal and handle stress in different situations. These skills will be useful to the individual in the future for dealing and handling every day stress. (Attached are content notes for this lesson.) || **Verbal** - The students will take part in discussion and the cooperative group activity where they have verbal discussions sharing ideas with each other. The students will be working with comic life as type II technology in this lesson. They will create a comic strip to present to the class on the side effects of stress. || This lessons pre-assessment is built into the hook of the lesson. The test which is given at the start of the lesson can be used to evaluate where the student stands on the subject. There will be ongoing formative assessment throughout the entire lesson. The graphic organizer the ladder will be used as formative assessment along with the cooperative group activity and the classroom discussion. The student’s participation will demonstrate the student’s knowledge. The journal entries which include the students feelings will show the information they physical felt and behaviors they did during the stressful time period. The summative assessment in this lesson is the final test at the end of the lesson and the comic life presentation. The summative assessment will be used to determine how much information or knowledge the student has mastered throughout the lesson. These will assist with proving the students learning and understanding material within the classroom. ||
 * =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.
 * __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:**Consider how you used the **Multiple Intelligences**.
 * Logical** - The students will critical think about how stress influences people daily the students will make decisions to reduce the amount of stress in their lives.
 * Visual** - The students will have a graphic organizer to use and put their thoughts on paper and this will help to organize their thoughts in a visual manner.
 * Intrapersonal** - The students will work alone on their test at the start of the lesson and will reflect in their journals about how they were feeling during the test.
 * Interpersonal** - The round robin group activity will encourage students to share ideas with each other and working on comic life presentation with a partner will get students working cooperatively together.
 * Kinesthetic** - The students will move within the lesson like getting up and into groups finding out which group you fall under and the group activity.
 * Musical** - Music will be implemented into the lesson after students have been given the test at the start of the lesson and students will write about the calming music and how it affected them.
 * Naturalist** - This lesson compares animals to humans and how both species deals with stress in very similar ways and humans have not adapted their way of dealing with stress.
 * __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?

This lessons hook consists of the students walking into the classroom and being given a test. The test will be on stress and it will be on the nights reading. This will create stress in the students and it will also serve as a pre-assessment. Following the test I will play relaxing music and explain to the student it was a stress test and then have them write about how they felt. In this lesson the students will understand the natural effects of stress and how the body reacts to stressful situations. This information is crucial to learn due to the fact that stress is involved in everyone’s lives and handling stress properly can increase an individual’s life span and reduce the amount of stress in their lives. Students will show evidence of learning in the final test of this lesson and in their comic life presentations. Students will compare and contrast stressful situations to relaxing ones. Students will be able to see how the body feels when stressed out and when the body is relaxed. Students will be grouped by youngest to oldest and they will take on their positions for the cooperative group activity. The students can work together to decide what individual does what. The students will demonstrate learning through their comic life presentations and with the final test. The students will rethink of the stressful situation in the class and revise their feelings. When creating the comic life presentation they will be thinking about their feelings in this situation to create a comic life which catches one’s attention and accurately describes a stressed individual. ** Evaluate, Tailor: Interpersonal, Intrapersonal (5 minutes) **
 * =Teaching and Learning Sequence:= ||
 * What, Where, Why, Hook, Tailor: Intrapersonal, Musical, Visual, (25 minutes) ** ||
 * || Students will be equipped with information on the topic stress throughout the lesson. Students will be working as a team and with their group will share ideas on the topic stress. The students will be presented with a power point on the topic stress. The students will demonstrate understanding in their final test and in their comic life presentation. Students will be allowed to use computers and look up information to go in their comic life presentations. Students will need to know about different situations which stress them out and how they individually handle stress in their lives.
 * Equip, Tailor: Verbal, Visual, Interpersonal, Intrapersonal (30 minutes) ** ||
 * Explore, Experience, Rethink, Revise Tailor: Intrapersonal, Interpersonal (20 minutes) **
 * The students will receive feedback on the pre-assessment. Following them taking the test the answers will be gone over. This feedback will assist the students throughout the remainder of the class. Students will self-asses themselves on their comic life presentation and the hook. Students will correct their answers as they are gone over in class. This will allow the students to know the information that they already know.
 * The students will receive feedback on the pre-assessment. Following them taking the test the answers will be gone over. This feedback will assist the students throughout the remainder of the class. Students will self-asses themselves on their comic life presentation and the hook. Students will correct their answers as they are gone over in class. This will allow the students to know the information that they already know.

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