S3+Murphy+Amber

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinestic: Intrapersonal: Interpersonal: Visual: Naturalistic: Musical:**
 * 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)
 * Verbal:


 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= 2.H- Have the class be broken up into 6 different areas which are mental emotional physical social and spirtual and in each area there is a definition of that form of health and how it affects one individually. 3.E-Students will explore the six different catorgories to a health life style which include mental, emotional. physical, social, spirtiutal and environmental. Students will experience different situations and they will determine what catorgory they fall under. These situations will help students to make good health decisions when faced with an outside situation. 4.R-Students will reuse the knowledge gained in this lesson throughout the entire semester in health class it is very important to maintain health in all six of the different areas. Students will be able to have steudents peer edit their essays and they will be given time in class to refine and fix their essays before passing them in for the final grade. Students will be able to rehearse situations where they are faced with making a decision. These situations encourage positive decision making skills and give them the support to make the proper decisions when it comes down to them actually being pressured with these decisions. 5.E-The final evaluation the students will be asked to write an essay describing how each catorgory is present in their lives and how this lesson has made them realize changes or different things. 6.Tailor 7.O- Students will organize the means of a health life style and they will finally create an essay on all the catorgories and how these different catorgies affect their lives. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.W- Students will understand that it is essential to take care of ones personal health. Stedents will learn the means of a health life style and they will evaluate them within their own lives.
 * Verbal:**discussion and role play of decision making skills
 * Logical:** reasoning and the decision making skills
 * Kinestic:**the role play within the classroom
 * Intrapersonal:**writting the essay and refining the essay
 * Interpersonal:**Peer editing of the essay
 * Visual:**Seeing the note card with the word and definition on it.

9.H- Watching a debate on youtube and hearing the different sides. 10. E-Students will be equiped with knowledge on a good debate and how to change ones point of view by watching a debate on you tube. Students will be given time to explore healthy family lives. The will explore these lives using the story map. Students will be able to experience what it actually feels like to participate in a debate and students will be given points throughout the debate to switch sides of the debate or more more neutral if one side has changed there perspective at all. 11.R-Students will rehearse the debate in class and they will rethink valid points which they want to make throughout the debate to the other team. students will reuse previous knowledge within the classroom to help support and make strong points to throw at the other side. Students will reuse their debate capabilities throughout their entire lives when they are trying to prove a point or getting people to listen to their point of view. It is essential for students to know how to get their point of effective as opposed to noneffect at all. 12.E- The evaluation will be a formal paper reflecting on the debate and stating your beliefs on a positive family life and how it has effected you as an individual. 13.T- 14. O- Class will organize a debate on health family lives and will state what they believe is essnetial for a healthy family life and what is not. Students will be able to change sides of the debate and will be able to be in between or undecided during the debate. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.W- Students will understand that family life directly relates with ones personal health. Students will learn how and why family life effects ones health. Students will relate family life to ones health.
 * Verbal:** the classroom debate
 * Logical:** thinking about essential points to make thorughout the debate thinking about valid points which might make one see a different perspective
 * Kinestic:** Moving around changing sides of the debate and being able to stand up while debating.
 * Intrapersonal:**looking up points to make and your own personal beliefs on health family lives.
 * Interpersonal:**The classroom debate
 * Visual:**the story map being used to gather information for sides of the debate

16. H- Students will view a Youtube video showing students picutres of before and after pictures of drug abusers. 17. E- Students will be able to see first hand the effects drugs have on people. Students will be giving time to discuss drugs and alcohol and they will be able to listen to their classmates. Students will be given scripts and acting out a role play having to do with peer pressure and drugs or alcohol. This activity will equip the peers with knowledge on peer pressure and how it feels.Students will be able to experience what it is like to feel pressure from one of your peers and then they will be assigned to make a wiki page discussing drugs and alcohol and the feelings and emotions involved. 18.R- Students will be able reuse these skills when peers are pressuring them to trying things. Students will be able to refine their decision making skills when it comes to drugs and alcohol here in this classroom and they will be able to rethink their choices about drugs and alcohol. 19. E- The students will be evaluated on the class wiki page, the written assignments, and the postings on the wiki pages. 20. T- Logical: Thinking and reasoning about the effects of drugs and alcohol Kinestic: Creating the wiki page and writting posts Intrapersonal: The class wiki page and doing the assigned postings Interpersonal: The cooperative group learing activity Visual: The students are being exposed to the video and seeing first hand the damages drugs and alcohol cause. Musical:The music which is in the video** 21.O- || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.W- Students will understand the complex concepts related to alochol and other drug use and prevention. Students will know how alcohol and drugs effect ones body,
 * Verbal:The class discussion on the wiki page and in class

23.H- A bunch of food will be on my desk as the studnts first walk into the class room with relaxing music being played. 24.E- Students will experience how difficult it is to get grocerys each week and what foods are needed and what foods aren't. Students will explore the cost of food and will be equiped with a budget so they understand what it is really like to go grocery shopping for a week. 25.R- Students will reuse this skill throughout their entire lives grocery shopping when they are out in the real worl. Studnets will have to rethink and refine their grocery list to be creative and make meals each and every night for their families. They will have to focus on meeting the needs for each food catorgory in the food pyramid. 26.E- Students will be evaluated to see if they met the needs of each section on the food pyramid and they will be given a test on nutrition. 27.T- 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**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.W- Students 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. Students will invent a grocery list for a four person family for a week.
 * Verbal: Hearing peoples grocery lists and making suggestions to your peers while they make suggestions back.

28.O- Students will organize a grocery list for their family for an entire week and have to meet the needs of the food pyramid. || =Lesson 5=

30. H- relaxing music is played while students walk in and then students will be given a test as they walk into the classroom that they were unaware of and told to complete the test and place it on the front desk. After five minutes I will talk with students and get a discussion going on how they were feeling. 31.E- Students will explore how both animals and humans deal with stress in very similar ways and that our bodies have not adapted to deal wtih stress. Students will experience what it feels like to be placed in a stressful situation and they will be given time to discuss and write about how their bodies felt when given the test. Students will be equiped with facts so they are able to compare and contrast stressful situations from relaxing ones and how the body feels different in both situations. 32.R- Students will be giving time to reflect and rethink how they felt when they were stressed about the test. Students analyze and rehearse how to change or deal with the feelings of stress by implementing stress relief into their daily lives. Students will reuse this information daily to help cope with stressful situations which they are going through. 33.E- The formal evaluation will be their presetations and a formal test on the subject stress. 34.T- 35.O- Students will organize an I-movie or garage band presentation of a talk show which presents a stressful situation and coping mechanisms to deal with it. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Where- Sutdents will understnad the health concept of stress and stress relief. It is essential for kids to have an understanding that everyone has stress in their lives and there are proper ways to deal with it. Students will create an I movie or garage band talk show with the subject stress.
 * 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

37. H- The hook to this lesson would be work out music and getting the students up and moving to the music for a few minutes. 38. E- Students will know that daily exercise improves preformance. Students will know the Vocabulary words physical activity, diet, and physical health. Students will explore the goals reasons web and will be able to relate goals to real life. 39.R- Students will be assigned take home work having to do with creating their individualized work out plan and then students will be given time in class to refine and rethink their plan. Students will constantly be reusing this skill throughout their lives to create a healthy work out plan and diet. Students will be able to design their plan so they are outside or inside or doing an assortment of activities. After their work out plan is in effect students will reflect on how the plan makes them feel and if they would change or refine anything within their plan. 40.E- The evaluation for this lesson would be the final work out plan and challenging the students to stick to the plan for a complete month. 41. T- Logical: Thinking about how to incoperate a work out plan into ones life. Kinestic:** getting the kids up and moving in the class Naturalistic:** make the workout plan outside and can use their imagination such as nature walks or hiking fishing and biking 42.O- Students will evaluate their lifestyle and will create a work out plan and diet which fits themselves. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. W- Students will understand that physical activity and proper diet will result in improved health and feeling better throuhgout the day. W- Students will learn how physical activity effects a healthy life style. Students will analyze comlex health concepts related to personal health.
 * Verbal: Talking about physical activity and proper diet and how it personally effects ones health
 * Intrapersonal:**creating your own work out plan and being sent home to work on the plan on your own
 * Interpersonal:**the cooperative learning group which is the positive interdependence
 * Visual: seeing people working out
 * Musical:**the work out music to get them involved and exctied

2004 ASCD and Grant Wiggins and Jay McTighe