L2+Damboise+Kelley

=**UMF LESSON PLAN FORMAT**=

Grade Level: 9- Diploma Topic: Healthy Practices and Behaviors
 * Teacher’s Name: Ms. Damboise Date of Lesson: Lesson 2 Appetite vs. Hunger

Objectives Student will understand** that there is a difference between appetite and hunger.
 * Student will know that** external factors stimulate appetite, where as psychological, physical, and chemical reactions trigger hunger.
 * Student will be able to** demonstrate healthy practices and or behaviors to maintain or improve the health of self and others by being able to analyze different triggers that help to determine when the body is hungry.

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 appetite, and how it influences our eating habits.
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** Student will take a quiz that involve short responses dealing with questions that look at the psychological, physical, and chemical factors that assess hunger.
 * Assessment

Students will be able to analyze the psychological, physical, and chemical factors that triggers and stimulate hunger. With this knowledge students will develop a questionnaire, designed to help people assess the signs of hunger, which they will upload to the class wiki for other students to take. Classmates will take each others questionnaires and hold a discussion on the class wiki about which questions they felt accurately assessed whether a person is experiencing hunger signals. Students will evaluate each other’s questionnaires and their own based upon the rubric requirements given to them by the teacher.
 * Summative (Assessment of Learning)**

Science: I will introduce psychological, physical, and chemical reactions that occur in the body that triggers hunger in the mind. Students will be divided into groups and asked to research one of these areas further in-depth and then they will participate in a jigsaw cooperative learning activity to share their information with their peers. Technology: Students will be asked to create an online questionnaire that they will put onto the class wiki for their peers to take, and then they will participate in an online discussion. Students will also be using laptops to research psychological, physical, and chemical factors that take place when a person is hungry.
 * Integration**

At the beginning of class students will receive a piece of paper that is labeled psychological, chemical, and physical. Students will watch the YouTube online video describing the difference between hunger and appetite. Student will use the piece of paper given to them at the beginning of class to write down one specific fact that stuck out to them. Students will be divided into groups based upon the label that is on the top of the paper given to them at the beginning of class, therefore, there should be three groups. Within these groups students are asked to research and then brainstorm some different questions that might be asked to determine if a person is hungry. After ten minutes these groups will jigsaw into their new groups and each member will share what he or she has learned with his or her new group.
 * Groupings**

Strategies Bodily-kinesthetic:** jigsaw cooperative learning experience; allows students the chance to get up and move around**. Interpersonal:** jigsaw cooperative learning experience; allows student to interact with each other.
 * Differentiated Instruction
 * Logical-Mathematical:** questionnaire; creating logical explanations as to how to determine when the body is hungry.
 * Intrapersonal:** responding to the questionnaire using the wiki, students are able to express what they see as good, needs improvement, and what would make it stronger.
 * Linguistic:** the short responses on the quiz and the response on “Do you think the obesity epidemic has something to do with the fact that people do not recognize the difference between hunger signals and appetite stimulus?”
 * Spatial:** students will use a visual graphic organizer called an ISP chart to record their research findings.

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 the students who finish early, or would like to go one step further with their questionnaire, they can add hyperlinks to their questionnaire for a further understanding as to why that question relates to the four main components of hunger triggers (Type I). Students may also upload their brief reflection of the question “Do you think the obesity epidemic has something to do with the fact that people do not recognize the difference between hunger signals and appetite stimulus?” onto the wiki, and start a online discussion about their response (Type II).
 * Extensions**

Laptops ISP charts Papers with titles: Psychological, Physical, and Chemical Rubric Self-evaluation forms Peer-evaluation forms
 * Materials, Resources and Technology

Source for Lesson Plan and Research YouTube video: http://www.youtube.com/watch?v=74_jgfVk7Xs Graphic organizer: http://www.eduplace.com/graphicorganizer/

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:** This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with six 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 levels by researching and exploring the biological reasons as to what the body does to alert us that we’re hungry. Students will be asked to further this knowledge by making the connection that external factors stimulate appetite, where as psychological, physical, and chemical reactions trigger hunger. Students will be exposed to the emotional, social and cultural aspects that pertain to hunger while they are researching information for their reflection writing piece.
 * Beach Ball:** Students are introduced to a variety of resources such as being able to watch a video, creating a questionnaire, and introduced to and ISP chart.
 * Clipboard:** Students will be able to organize the information they find in their books or on the website by using the ISP chart.
 * Microscope:** Students will participate in a group discussion as they work together to find out what the chemical, psychological, and physical factors are that determine hunger.
 * Puppy:** As students provide positive feedback for their peers on their questionnaire this will create an encouraging atmosphere.


 * • 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 addressing the psychological, physical, and chemical reactions that trigger hunger. The curriculum goal is to have students not only understand the triggers that stimulate hunger, but to realize how these triggers play a part in the bigger picture of healthy eating. Students will be able to explain the biological effects that happen in the body to trigger hunger, and how we as humans can recognize these signs. Students will apply what they have learned about the biological triggers that stimulate hunger to create a questionnaire, and they will continue to interpret upon this information by using their critically thinking skills to answer the question "Do you think the obesity epidemic has something to do with the fact that people do not recognize the difference between hunger signals and appetite stimulus?” Students will use their perspective to consider the connection that is trying to be made between appetite stimulus and obesity. Students will be able to empathize with others to determine if there is a better question that could be asked to help assess whether a person is hungry or if it is just his or her appetite. Students will take a small quiz for their self knowledge to realize what the limits are of their understanding of this topic.

Technology: For the students who finish early, or would like to go one step further with their questionnaire, they can add hyperlinks to their questionnaire for a further understanding as to why that question relates to the four main components of hunger triggers (Type I). Students may also upload their brief reflection of the question “Do you think the obesity epidemic has something to do with the fact that people do not recognize the difference between hunger signals and appetite stimulus?” onto the wiki, and start an online discussion about their response (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 the six different multiple intelligence learning strategies to try and incorporate, or at least hit upon, all learning preferences.
 * Bodily-kinesthetic:** jigsaw cooperative learning experience; allows students the chance to get up and move around.
 * Interpersonal:** jigsaw cooperative learning experience; allows student to interact with each other.
 * Logical-Mathematical:** questionnaire; creating logical explanations as to how to determine when the body is hungry.
 * Intrapersonal:** responding to the questionnaire using the wiki, students are able to express what they see as good, needs improvement, and what would make it stronger.
 * Linguistic:** the short responses on the quiz and the response on “Do you think the obesity epidemic has something to do with the fact that people do not recognize the difference between hunger signals and appetite stimulus?”
 * Spatial:** students will use a visual graphic organizer called an ISP chart to record their research findings.


 * • 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 assessment will consist of a short answer quiz dealing with questions that look at the psychological, physical, and chemical factors that assess hunger. The formal assessment will be where students must analyze the psychological, physical, and chemical factors that triggers and stimulate hunger. With this knowledge students will develop a questionnaire, designed to help people assess the signs of hunger, which they will upload to the class wiki for other students to take. Classmates will take each others questionnaires and hold a discussion on the class wiki about which questions they felt accurately assessed whether a person is experiencing hunger signals. Students will evaluate each others questionnaires and their own based upon the rubric requirements given to them by the teacher.

Agenda: Difference between appetite and hunger YouTube Hunger Video (10 mins) Research: psychological, physical, and chemical (20 mins) Questionnaire (20 mins) Short answer quiz (10 mins) Upload questionnaire to wiki, and discussion on the class wiki (20 mins)
 * Teaching and Learning Sequence:**

As my students enter into the classroom they will be given a sheet of paper that either has psychological, physical, or chemical written on the top of the paper. Students will sit at the labeled tables that match the top part of their sheet of paper that was handed to them when they walked through the door. Once everyone is ready student will view a YouTube video entitled Hungry? Hunger Control, Cravings, Weight Loss, Nutrition. After the video students will write down one specific fact that stuck out to them on the sheet of paper. Next, students will be introduced to the psychological, physical, and chemical factors that influence hunger. I will spend at least ten minutes explaining each of the three biological triggers that occur in the body when we are hungry. **What, Where, Why, Hook, Tailor: Intrapersonal, Linguistic, and Spatial.**

After the lecture students will then begin to research either: psychological, physical, or chemical factors, which everyone is on the top of their piece of paper, that trigger hunger. Student will be given an ISP chart to record their information, sources, and pages. Once students have had enough time to do some research maybe ten minutes or so allow them to brainstorm as a group to come up with questions that they can use for their questionnaire that they will have to create. After about five minutes of brainstorming have student take part in a jigsaw cooperative learning experience. Students from each group will split to form three new groups that have at least one person from each area. Students will be given another ten minutes to share with each other the information that they found. After they have shared their valuable information they will be given another five minutes to brainstorm some new questions for their questionnaires. **Equip, Explore, Experience, Tailor: Interpersonal, Bodily-Kinesthetic, Spatial, Linguistic, and Logical-Mathematical.**

Students will take what they have learned to create questionnaires that ask questions in order to help people analyze how hungry they truly are. Students will post their questionnaires on the wiki and allow students to take them. Students will provide positive feedback to the questionnaire. They should include something that was good about the questionnaire, something that needs to be fixed, and something that would make it stronger. The designer of the questionnaire will look at the positive feedback given from students and revise his or her work. Students will write a brief statement on this question “Do you think the obesity epidemic has something to do with the fact that people do not recognize the difference between hunger signals and appetite stimulus?” **Rethink, Reflect, Revising, Tailor: Linguistic, Logical-Mathematical, and Spatial.**

The informal assessment will consist of a short answer quiz dealing with questions that look at the psychological, physical, and chemical factors that assess hunger. The formal assessment will be where students must analyze the psychological, physical, and chemical factors that triggers and stimulate hunger. With this knowledge students will develop a questionnaire, designed to help people assess the signs of hunger, which they will upload to the class wiki for other students to take. Classmates will take each other’s questionnaires and hold a discussion on the class wiki about which questions they felt accurately assessed whether a person is experiencing hunger signals. Students will evaluate each other’s questionnaires and their own based upon the rubric requirements given to them by the teacher. I will be able to provide feedback in two different ways; first while students are working in class I will be able to walk around and answer any questions they might have and/or provide suggestions. Second, I will have a chance to participate in the discussion on the wiki; I will visit each student’s questionnaires and provide the same feedback that the students should be doing. This is a great assignment because it will help students later on in the unit when we have to discuss healthy eating and why some people think that their body is drawn to certain sugary or fatty foods. **Evaluate, Tailor: Linguistic and Interpersonal.**

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