L4+Hebert,+Thomas


 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** **__ Teacher’s Name __**** : ** Mr. Hebert **__Lesson #:__** 4 **__Facet:__** Application
 * __ Grade Level __**** : ** 9-12 **__Numbers of Days:__** 3(80)
 * __ Topic: __** Media and technology influence on health and health behaviors.

Students will understand that media and technology can have a negative or positive effect on health and health behaviors. Students will know media, technology, health, behavior, influence, positive vs. negative message and healthy/unhealthy. Students will be able to exhibit a negative vs. positive media message.
 * __ PART I: __**
 * __ Objectives __**
 * Product: ** iMovie

// Maine Learning Results // // Content Area: Health Education and Physical Education // // Standard Label: D. Influences on HealthStandard: D1. Influences on Health Practice/Behaviors, D2. Technology and Health // // Grade Level Span: 9-Diploma // // Students analyze and evaluate influences on health and health behaviors. // // Students evaluate the impact of technology, including medical terminology, on personal, family, and community health. //
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: **Media and technology are a part of our daily lives and many hours are spent using media and technology. With all the time being spent using media and technology comes effects on health and health behaviors. Physical activity gets reduced and snacking increases which can lead to weight gain, obesity, and the health conditions associated with it.


 * __ Assessments __**
 * __ Pre-Assessment: __** The teacher will ask a series of questions in regards to media and technology and ways that they can affect health and health behaviors. The student's will respond by holding up their fingers from one hand from one to five, one being the lowest level of understanding and five the highest.


 * __ Formative (Assessment for Learning) __**
 * Section I – ** The student's will view a video media message and a visual media message and fill out an observation chart describing what they saw by using the five senses. They must describe what they viewed and how it appealed to their senses. Students will also respond to the question of "What was the most recent advertisement they heard, saw, or read that they actually performed or purchased what was being advertised and why?". Students will get into groups of four and discuss the last advertisement they recall and acted upon and how it affected their health or health behaviors and discuss with each other why they acted on that particular message. The students, as a group, will teach to class two of the main reasons people in their group acted on a particular message explaining what techniques of the media they were influenced by and how it affected health or health behaviors.


 * Section II – **Sudents will be given a rubric describing what is expected in their iMovie products. The teacher will score based on the rubric with reasoning and comments on the back.

Students will create a 30 second iMovie in an infomercial type way in order to promote or advocate against a healthy behavior of their choice. The movie must be original, creative, appealing, and persuasive, which are some of the traits of an effective media message. The product will be scored using a rubric. After all presentations are completed, the teacher will hold a "what's still confusing" discussion in class in order to clarify any information the students are still confused about.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will create a 30 second iMovie in an infomercial type way in order to promote or advocate against a healthy behavior of their choice.


 * Content Areas: **
 * Visual Arts: ** Creative an attractive and appealing iMovie.
 * English/Language Arts: ** All work must be grammatically correct.


 * __ Groupings __**
 * Section I - ** The student's will view a video media message and a visual media message and fill out an observation chart describing what they saw by using the five senses. They must describe what they viewed and how it appealed to their senses. Students will also respond to the question of "What was the most recent advertisement they heard, saw, or read that they actually performed or purchased what was being advertised and why?". Students will get into groups of four and discuss the last advertisement they recall and acted upon and how it affected their health or health behaviors and discuss with each other why they acted on that particular message. The students, as a group, will teach to class two of the main reasons people in their group acted on a particular message explaining what techniques of the media they were influenced by and how it affected health or health behaviors.


 * Section II – ** Students will be paired with a partner of choice to create their iMovie product.

**Interpersonal**: Team discussion about a media message that influenced them and why. **Spatial**: Show example media messages that are powerful that include pictures. **Naturalist**: Nature walk while discussing how health is related to nature. **Linguistic**: Explain why pictures are so effective in media messages. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic**: Performing a physical activity as an example of a healthy behavior.
 * __ Differentiated Instruction __**
 * __ MI Strategies __**


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">All hand-outs will be placed in a folder for the student to acquire the next day, I will have a Wiki-Space with all information available, students can feel free to contact me via phone (call or text) or e-mail at anytime in regards to what was discussed in class that day.


 * __ Extensions __**
 * Type II technology: ** Students will create a 30 second iMovie in an infomercial type way in order to promote or advocate against a healthy behavior of their choice.


 * Gifted Students: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">These students can explore other types of technologies available to them on the internet, such as wordle, audio recording, podcast etc. to utilize in their presentations or how they can be used for advertising.


 * __ Materials, Resources and Technology __**


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptop for teacher and video/audio capability
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hard copies of graphic organizers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Access to the comptuer lab
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Product rubric
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">White board with dry-erase markers and eraser


 * __ Source for Lesson Plan and Research __**

[]- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Government program "Media Smart Youth" [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Graphic organizer templates [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Cooperative learning strategies


 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**(W)** 4.1 Students will understand that media and technology can have a negative or positive effect on health and health behaviors.(**WHERE**) Media and technology are a part of our daily lives, many hours are spent using media and technology. With all the time being spent using media and technology comes effects on health and health behaviors.(**WHY**) //**Students analyze and evaluate influences on health and health behaviors. Students evaluate the impact of technology, including medical technology, on personal, family and community health**//.(**WHAT)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**(H)** 4.2 Students will stand up and perform a physical activity to demonstrate a healthy behavior from a list on the board that the teacher provides.(**HOOK**) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**(E)** 4.3 Students will know media, technology, health, behavior, influence, positive vs. negative message and healthy/unhealthy.(**EQUIP**) Students will be shown a video media message and a visual message (poster, article etc.) and fill out an observation chart on what they saw. They will fill out the sections in accordance with what was attractive or unattractive with the messages in the five senses.(**EXPLORE/RETHINK**) Students will begin creating an iMovie commercial promoting a healthy behavior that demonstrates understanding of the media and their methods.(**EXPERIENCE**) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**(R)** 4.4 Students will respond to the question of "What was the most recent advertisement they heard, saw, or read that they actually performed or purchased what was being advertised and why?".(**RETHINK**) Students will get into groups of four and discuss the last advertisement they recall and acted upon and how it affected their health or health behaviors and discuss with each other why they acted on that particular message.(**REVISE**) The students, as a group, will teach to class two of the main reasons people in their group acted on a particular message explaining what techniques of the media they were influenced by and how it affected health or health behaviors.(**REFINE**) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**(E)** 4.5 Prior to class end, the teacher will provide the students an opportunity to inform the teacher of anything they are still confused about or do not understand about the topics of the class. The teacher will answer as many questions as possible and provide feedback to the students.(**EVALUATE**) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**(T)** 4.6 **(TAILORS)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal**: Team discussion about a media message that influenced them and why. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Spatial**: Show example media messages that are powerful that include pictures. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist**: Nature walk while discussing how health is related to nature. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Linguistic**: Explain why pictures are so effective in media messages. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic**: Performing a physical activity as an example of a healthy behavior. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**(O)** 4.7 Students will be able to exhibit a negative vs. positive media message.**(APPLICATION)** Product: iMovie 3(80) **(ORGANIZE)**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be seated at tables in alphabetic order of last name, there will be two tables together for each table group.


 * Day 1:**
 * Hook, jumping jacks and running in place (10 mins)
 * Product discussion and explain rubric (20 mins)
 * Media message viewing (10 mins)
 * Observation chart exercise and discussion (40 mins)


 * Day 2:**
 * Group activity in response to the question of "What was the most recent advertisement they heard, saw, or read that they actually performed or purchased what was being advertised and why?" (50 mins)
 * Nature walk (10 mins)
 * "What's still confusing me" activity (20 mins)


 * Day 3:**
 * iMovie presentations (80 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will understand that media and technology can have a negative or positive effect on health and health behaviors. Media and technology are a part of our daily lives and many hours are spent using media and technology. With all the time being spent using media and technology comes effects on health and health behaviors. Physical activity gets reduced and snacking increases which can lead to weight gain, obesity, and the health conditions associated with it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will analyze and evaluate influences on health and health behaviors. Students evaluate the impact of technology, including medical technology, on personal, family and community health. The student's will be hooked into the lesson by getting out of their seats and performing jumping jacks and running in place. This will get the blood dlowing and their minds moving prior to instruction.

The student's will view a video media message and a visual media message and fill out an observation chart describing what they saw by using the five senses. They must describe what they viewed and how it appealed to their senses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will also respond to the question of "What was the most recent advertisement they heard, saw, or read that they actually performed or purchased what was being advertised and why?". Students will get into groups of four and discuss the last advertisement they recall and acted upon and how it affected their health or health behaviors and discuss with each other why they acted on that particular message. The students, as a group, will teach to class two of the main reasons people in their group acted on a particular message explaining what techniques of the media they were influenced by and how it affected health or health behaviors. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to exhibit a negative vs. positive media message. Students will create a 30 second iMovie in an infomercial type way in order to promote or advocate against a healthy behavior of their choice. The movie must be original, creative, appealing, and persuasive, which are some of the traits of an effective media message. Student's will work with a partner of their choice to complete their product.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Sudents will be given a rubric describing what is expected in their iMovie products. The teacher will score based on the rubric with reasoning and comments on the back. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">T <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">he teacher will hold a "what's still confusing" discussion in class in order to clarify any information the students are still confused about.

Work in progress
 * __ Content Notes __**


 * __ Handouts __**


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Product rubric
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Hard copies of graphic organizers


 * __ 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. //**
 * //__ Learning Styles __//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Clipboard://** My classes are well structured with each activity assigned a specific amount of time in order to achieve set goals for each class. My syllabus clearly difines goals and objectives for the unit and student expectations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Microscope://** Students will be analyzing how they viewed and defiined media and what the media actually is. Nearly every activity involves class discussions to get a deeper understanding of the media and how it affects health and health behaviors. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Puppy://** Students will be seated in table groups and have several opportunities to work with partners. Student expectations are very clear and disrespect will not be tolerated and I will be available at any time to discuss any issues or answer any questions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Beach Ball://** All of my lessons include taking a nature walk, various activities and group work, music, and movement. We will reflect on nearly every aspect of my class either through class discussions or individual.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**//Rationale://** My classes involve a wide variety of activites, movement, and reflection in order to gain a deep understanding of the material while keeping everything fun and relevant. All content relates to real world situations, students will be exposed to media nearly every day of their lives, and how it affects their health and health behaviors can affect their overall quality of life and life expectancy.


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know what media and technology is, the different types, they will know and understand health and health behaviors and how they can be influenced by the media and technology. They will understnand how the media operates and the techniques they use to influence others and how it can affect health and health behavior.


 * // MLR or CCSS: //**

// Maine Learning Results // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">// Content Area: Health Education and Physical Education // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">// Standard Label: D. Influences on HealthStandard: D1. Influences on Health Practice/Behaviors, D2. Technology and Health // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">// Grade Level Span: 9-Diploma // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">// Students analyze and evaluate influences on health and health behaviors. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">// Students evaluate the impact of technology, including medical terminology, on personal, family, and community health. //
 * // Facet: //** Application


 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The students will gain a deep understanding of the media and technology, how it operates, how it affects health and health behavior, how it relates to their lives, how they can use it and how not to be negatively influenced by it.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal**: Team discussion about a media message that influenced them and why. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Spatial**: Show example media messages that are powerful that include pictures. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist**: Nature walk while discussing how health is related to nature. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Linguistic**: Explain why pictures are so effective in media messages. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Kinesthetic**: Performing a physical activity as an example of a healthy behavior.


 * // Type II Technology: //** Students will create a 30 second iMovie in an infomercial type way in order to promote or advocate against a healthy behavior of their choice.
 * // Rationale: //** Students will create a 30 second iMovie in an infomercial type way in order to promote or advocate against a healthy behavior of their choice. The movie must be original, creative, appealing, and persuasive, which are some of the traits of an effective media message. The student's will develop understanding of how effective media messages are made and the thought process behind them. They will understand the techniques and strategies used as they will have to use them themselves.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //** The student's will view a video media message and a visual media message and fill out an observation chart describing what they saw by using the five senses. They must describe what they viewed and how it appealed to their senses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will also respond to the question of "What was the most recent advertisement they heard, saw, or read that they actually performed or purchased what was being advertised and why?". Students will get into groups of four and discuss the last advertisement they recall and acted upon and how it affected their health or health behaviors and discuss with each other why they acted on that particular message. The students, as a group, will teach to class two of the main reasons people in their group acted on a particular message explaining what techniques of the media they were influenced by and how it affected health or health behaviors.


 * // Summative: //** Students will create a 30 second iMovie in an infomercial type way in order to promote or advocate against a healthy behavior of their choice. The movie must be original, creative, appealing, and persuasive, which are some of the traits of an effective media message. The product will be scored using a rubric. After all presentations are completed, the teacher will hold a "what's still confusing" discussion in class in order to clarify any information the students are still confused about.

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 * // Rationale: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The students will be assessed from the beginning to the end. The assessment will allow me to determine differences in understanding and learning and allow me, as the teacher, to adapt to their needs. It will aid me in determining an area of need or extra attention to ensure the students gain full and deep understanding of all information. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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