L1+Damboise+Kelley

Grade Level: 9- Diploma Topic: Healthy Practices and Behaviors**
 * Teacher’s Name: Ms. Damboise Date of Lesson: Lesson 1 Appetite vs. Hunger


 * Objectives**
 * Student will understand** that there is a difference between appetite and hunger.
 * Student will know** how this connects to the reason behind why we eat at certain times.
 * Student will be able to** judge whether they are hungry or if it's just their appetite.

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. 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 understanding the differences between appetite and hunger, and how they influences our eating habits
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** Students will take different pieces of their work, throughout the lesson, and gather it together to form a learning log. The learning log will consist of the students hunger scale; which is where students were asked to assess their level of how hungry they thought they felt, and then view commercials and a PowerPoint presentation reveling delicious foods; where afterward they are asked to once again assess their feeling of hunger. The learning log should also include the student’s first recording of food intake, and their assessment plan. The assessment plan is designed by the student to find a way to evaluate whether he or she actually feels hungry or if it is just his or her appetite taking control. Lastly, the student’s second recording of food intake should be included to complete the learning log. Students will use a checklist to ensure that they have all the necessary parts of the learning log.
 * Assessment

Students will participate in a group activity where one group will research how a person know that he or she is hungry, and the other group will research how a person know that his or her appetite is acting up. The groups will place their information on the side of the Venn diagram designated towards their category. Both groups will collaborate together to fill in the middle of the Venn diagram, and then each group will upload their Venn diagram onto a PDA. The students will then place hyperlinks, where they found their information, with in their Venn diagram. After all the hyperlinks have been added students will do peer reviewing to help clean it up for their final project.
 * Summative (Assessment of Learning)**

Math: Students during the hook are asked to take and plot their data from the hungry scale onto a graph. This will helps students visualize the relationship between food stimulating images and how they can cause our appetite to act up. Technology: Students will be asked to take their Venn diagram and upload it onto a PDA. The Venn diagram is being uploaded onto a PDA for two reasons; one because students, and the teacher, and help edit each other’s work all with the click of a mouse, and also because students will be asked to research information relating to their topic and insert hyperlinks in the Venn diagram.
 * Integration**

After the hook activity has been completed I want my students to write a quick response to the results of the hunger scale, and explain what made them feel this way after the activity. Next, I want my students to plot on a graph where they were on the hunger scale before the commercial and where they ended up. After students are done plotting their data on the graph they will pick from a deck of cards. Students who have odd numbers will be in a group discussing hunger, and students with even number will be in another group discussing appetite. The group discussing hunger will work on the Venn diagram labeled hunger, and the other group will work on the side labeled appetite. Then after five to six minutes the two groups will gather together and talk about what they wrote under their section. Any similarities will go in the middle of the Venn diagram.
 * Groupings**

Strategies Intrapersonal:** students will do a quick response relating to the results of the hunger scale; students are working along and reflecting on personal feelings.
 * Differentiated Instruction
 * 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.

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**

Students who have researched and found the website they would like to use in their Venn diagram (Type I), and have completed hyper-linking it to the Venn diagram on the PDA will be asked to continue furthering their understand of this topic by researching and finding an article that talks about why we tend to eat at certain times. Students will be asked to read the article and pick out keep facts and ideas then blog about their findings; students will need to hyperlink the article they found to their blog. When these students are done this they will be asked to read each other’s blogs and comment on their finds (Type II).
 * Extensions**

Lap tops Venn diagrams PDA's Deck of cards Huge graph paper Projector Commercials Hunger scale Checklist Music PowerPoint
 * Materials, Resources and Technology**

Junk food ads: http://www.youtube.com/watch?v=5Jlv1c-3JeM Venn diagram: http://myt4l.com/index.php?v=pl&page_ac=view&type=tools&tool=graphicorganizers Hunger vs. appetite websites: http://www.dzogchen.ws/hatha/page.php?pg=532 http://searchwarp.com/swa1724.htm http://theinnozablog.blogspot.com/2008/08/hunger-versus-appetite.html PDA Instructions: http://laerdal.com/binaries/AEIOFOCR.pdf****
 * Source for Lesson Plan and Research

Maine Standards for Initial Teacher Certification and Rationale

• Standard 4 **-** //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * 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:** This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with seven multiple intelligence learning strategies so that students can comprehend the material being taught and make a connection to the real world. Students will test their intellectual level by researching and exploring the differences between hunger and appetite. Students will be asked to further this knowledge by making connections to why these differences affect how and why people eat at certain times. Students will understand how cultures and social situations can have an influence why people eat at certain times and why these factors affect appetite. Students will be able to discuss how they feel (emotional) towards the differences of appetite and hunger, and they will explore the physical factors that affect the body when hungry.
 * Beach Ball:** There is a wide variety of resources available to help define the difference between hunger and appetite, such as the hunger scale assessment, Venn diagram, and the students reflections.
 * Microscope:** Students are going to be able to analyze their food journals and look at the types of foods they ate prior to class and determine which one might have been hunger. Also, for homework students are going to do another food journal, but this time they are to record where they were hungry when they ate or if it was just their appetite.
 * Puppy:** Students are going to be working in groups to discuss the results of the hunger scale.
 * Clipboard:** Visual directions will be provided by the teacher who is going to show the students how to do the hunger scale and how to plot it onto the graph
 * Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by addressing what students believe they already know about hunger and appetite and getting them to expand upon their thoughts and understandings. The curriculum goal is to have students not only understand the differences between appetite and hunger, but how these two factors play into the even bigger picture of healthy eating. Students will be able to explain the differences, and then apply what they have learned into creating a Venn diagram. Students will need to interpret the information from their resources and perceive how this all plays into the big picture of their own personal health. Students will use their perspective when in groups discussing the hunger scale results and their point of view as to why the result came out the way they did. Also the students will have to be empathetic with their peers during the discussion so that they can learn from a different opinion. Students will be able to reflect upon their self knowledge when it comes time to try and understand why they were not as affected by the commercials.

Technology: Students who have researched and found the website they would like to use in their Venn diagram (Type I), and have completed hyper-linking it to the Venn diagram on the PDA will be asked to continue furthering their understand of this topic by researching and finding an article that talks about why we tend to eat at certain times. Students will be asked to read the article and pick out keep facts and ideas then blog about their findings; students will need to hyperlink the article they found to their blog. When these students are done this they will be asked to read each other’s blogs and comment on their finds (Type II).
 * • 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 seven different multiple intelligence learning strategies to try and incorporate, or at least hit upon, all learning preferences.
 * Intrapersonal:** students will do a quick response relating to the results of the hunger scale; students are working along and reflecting on personal feelings.
 * 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.

• 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. Some informal assessments that will be used to check students understanding include a learning log, which consist of the students hunger scale; which is where students were asked to assess their level of how hungry they thought they felt, and then view commercials reveling delicious foods where afterward they were asked to once again assess their feeling of hunger. The learning log should also include the student’s first recording of food intake, and their assessment plan. The assessment plan is designed by the student to find a way to evaluate whether he or she actually feels hungry or if it is just his or her appetite taking control. Lastly, the student’s second recording of food intake should be included to complete the learning log. Students will use a checklist to ensure that they have all the necessary parts of the learning log. The formal assessment will be the final project of a Venn diagram that is complete with hyperlinks to website that the students used to access their information about.

Agenda: Hunger vs. appetite Hunger scale (15 mins) Hook Signs of appetite verse signs of hunger (20 mins) Hunger scale response/ appetite assessment plan (15 mins) Learning log (10 mins) Venn diagram entered into a PDA and peer editing (20 mins)
 * Teaching and Learning Sequence:**

As my students enter the classroom they will hear classical music playing softly in the background. I'll hand them a hunger scale and ask them to set up their laptops. The desk will be arranged in two groups as to make it easier when the students are collaborating over their Venn diagrams. As soon as all the students are settled I will ask them to quickly rate how hungry they feel; one being not hungry at all and a ten being I'm starving. I will then turn off the classical music and begin playing the food commercials. After allowing the student to view these commercials I will then ask them, on the bottom scale, to rate how hungry they feel after viewing the commercials. I will then have the students graph their data on a huge graphing paper in the front of the classroom. Students will understand that there is a difference between appetite and hunger, and how this connects to the reason behind why we eat at certain times. Students will demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in healthy eating by understanding how appetite influences our eating habits. Through this lesson I want my students to be able to judge whether they are hungry and find a way to self-assess their appetite. **What, Where, Why, Hook, Tailor: Musical, Spatial, and Logical-Mathematical**

Next, I want my student to do a quick response on the bottom of the hunger scale describing what they think about the results of the hunger scale activity, and then I will do a brief explanation as to why the result look the way they do, and explain some differences between hunger and appetite. Then, I want my students to take out their homework, which was to record what they ate the day before, and I want them to circle some of the food choice they made that might have been affected by their appetite. My next explanation is going to be about what possible ways can a person check to determine whether they are hungry or not. My students will then develop their own form of assessment that will help them to better evaluate their appetite. After this students will split into their groups and begin working on the Venn diagram. Students who finish this task early are asked to work on the extension portion of the lesson. After groups are done researching and uploading information the two groups will come together to discuss their finds, and do some peer editing. **Equip, Explore, Tailor: Linguistic, Interpersonal, Bodily-Kinesthetic, and Intrapersonal**

For homework that night students will record the food choices they made during that day, but this time they will mark down if they used their assessment technique to determine if it was their appetite. Student will be given a chance to discuss, with the person next to them, whether their food assessment strategy worked or why it did not work. Then, I want the student to write a brief explanation as to why the assessment did or did not work, and one change they could have made to it if the assessment did not work. Students will be able to not only understand the differences between appetite and hunger, but how these two factors play into the even bigger picture of healthy eating. Students will be able to explain the differences, and then apply what they have learned into creating a Venn diagram. The group discussing hunger will work on the Venn diagram labeled hunger, and the other group will work on the side labeled appetite. Then after five to six minutes the two groups will gather together and talk about what they wrote under their section. Any similarities will go in the middle of the Venn diagram, and then students will upload it into a PDA. (http://laerdal.com/binaries/AEIOFOCR.pdf) After the Venn diagram has been uploaded students can start peer editing and providing hyperlinks. Students will need to interpret the information from their resources and perceive how this all plays into the big picture of their own personal health. **Explore, Experience, Rethink, Revise, Reflect, Tailor: Interpersonal, and Linguistic**

Student will be allowed to self-assess themselves a number of times throughout this lesson. Students are asked to create a learning log where they have to design a food assessment strategy that will help them in assessing themselves when it comes to choosing certain foods. Students are also asked to self-assess themselves through their checklist that they will complete at the end of the learning log. Also, while working on the Venn diagram students will receive and give input, through peer editing, to other students to help them make the adjustments that are needed to strengthen each other’s work. As students are working in their groups I will walk around and challenge some of the students thinking. I want student to dig deeper into understand the difference between hunger and appetite. I will pose questions such as "what affect do you think the music has on a person appetite; does it even have an effect on appetite at all?" I will help my students in arranging their learning logs so that I can see if they are on the right path or not, and if something is does not seem correct I can help them with that before they complete their learning log. **Evaluate, Tailor: Linguistic and Interpersonal**

=UMF LESSON PLAN FORMAT**=