L1+Hebert,+Thomas


 * UNIVERSITY OF MAINE AT FARMINGTON****COLLEGE OF EDUCATION**

**HEALTH AND REHABILITATION**

**LESSON PLAN FORMAT**
 * __Teacher’s Name__****:** Mr. Hebert
 * __Lesson #:__** 1 **__Facet:__** Explain
 * __Grade Level__****:** 9-Diploma
 * __Numbers of Days:__** 4(80)
 * __Topic:__** Media and Technology Influence on Health and Health Behavior

Student's will understand that media and technology can have a negative or positive effect on health and health behaviors. Student's will know what media and technology is the different types, and they will know health, behavior, influences. Student's will be able to do describe the media and how it affects health and health behaviors.
 * __PART I:__**
 * __Objectives__**
 * Product:** ComicLife

//Maine Learning Results// //Content Area: Health Education and Physical Education// //Standard Label: D. Influences on Health// //Standard: 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:__** Students will complete a KWL chart. Students will complete "What they Know" and "What they hope to learn" columns of the chart and turn in to the teacher.


 * __Formative (Assessment for Learning)__**
 * Section I –** Students will be handed an index card and instructed to write their own definition of media. The teacher will answer any questions and review all student definitions. The definition should demonstrate understadning of media and how it functions. Teacher will review and provide written feedback on the back of the index card of the student media definitions. As a class we will then determine one overall definition of media.


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

Students will create a comic to educate the class about what the media is and the types of media. The comic must use media tactics and techniques in order to be appealing and draw the interests of the class. It must be creative and original and thoroughly explain what the media is and describe the different types of media. This will be done with one partner of your choice and completed within the time frame given. There is no minimum number of pages or length, it must meet the criteria listed above. Students will be given a rubric to help guide them as well as score the final product.
 * __Summative (Assessment of Learning):__**


 * __Integration__**
 * Technology:** Students will create a ComicLife that explains what the media is, how it works and how it can affect health and health behaviors.


 * Content Areas:**
 * Art**: The students must be creative when producing their ComicLife products. They can either find pictures from the internet, use their own pictures, draw, and change font types and styles.


 * __Groupings__**
 * Section I -** Using a Fact and Opinion sheet, students will be asked 3-5 questions in regards to media and its influences on health and health behaviors. The students will write down their opinion on each question in the opinion column. The teacher will then examine the facts to each question, the students will write down the facts and compare and contrast them to their opinions. Students will then write a one minute essay in regards to what they learned about media and how it influences health and health behavior, the students will then pair up using Seasonal Partners and combine their essays into one and report back to the class.


 * Section II –** Students will be paired using Seasonal Partners to complete ComicLife product.


 * __Differentiated Instruction__**
 * __MI Strategies__**
 * Linguistic**: Class discussions about media and technology and their influence on health and health behaviors.
 * Logical**: Students will keep a log of media use for one week describing the type, amount, and reasons for the use.
 * Visual**: Students will present their ComicLife products to the class educating the class about what media is and describing the different types of media.
 * Interpersonal**: Students will sit in group tables and have table discussions in response to questions posed by the teacher in regards to media, technology or health.
 * Kinesthetic**: Students will demonstrate a healthy behavior to the class.
 * Naturalist**: The class will take weekly nature walks and discuss how nature relates to health.


 * __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:** 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 ComicLife that explains what the media is, how it works and how it can affect health and health behaviors.


 * Gifted Students:** 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__**
 * Laptop for teacher and video/audio capability
 * Index cards
 * Hard copies of graphic organizers
 * Access to the comptuer lab
 * Tutorial for ComicLife
 * Product rubric
 * Syllabus
 * White board with dry-erase markers and eraser

[]- Website for product creation [] ComicLife tutorial []- Government program "Media Smart Youth" [] Graphic organizer templates [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] Cooperative learning strategies
 * __Source for Lesson Plan and Research__**

Students will be seated at tables in alphabetic order of last name, there will be two tables together for each table group.
 * __PART II:__**
 * __Teaching and Learning Sequence__****(Describe the teaching and learning process using all of the information from part I of the lesson plan)**


 * Day 1:**
 * Hook, on an index card students will write down the last advertisement they remember, how it was viewed, what the product was, and what about it made them remeber it. (5 mins)
 * Teacher introduction (5 mins)
 * Hand out syllabus and product rubric and discuss (20 mins)
 * Fill out first two sections of KWL chart (5 mins)
 * Discuss in table groups the advertisement they wrote down (5 mins)
 * Class discussion about "What is Media?" (20 mins)
 * Class discussion about "What is Health?" (20 mins)


 * Day 2:**
 * Fact and opinion exercize (40 mins)
 * Students will begin media use log (10 mins)
 * Nature walk (10 mins)
 * One minute essay exercize (20 mins)


 * Day 3**
 * Computer lab for ComicLife tutorial (10 mins)
 * ComicLife (70 mins)


 * Day 4**
 * ComicLife presentations (60 mins)
 * Student definitions of media (15 mins)
 * Completion of KWL chart (5 mins)

Students will understand that media and technology can have a negative or positive affect on health and health behaviors. Media and technology are a part of our daily lives, many hours are spent using media and technology. With all this time being spent using media and technology it can lead to severe health consequences. Students are required to analyze and evaluate influences on health and health behaviors and evaluate the impact of technology, including medical terminology, on personal, family, and community health. The students will be "hooked" into the lesson by writing down the last advertisement they remember and describe what method they viewed or heard the advertisement, what was being promoted, and what about the advertisement made them remember it. **Where, Why, What, Hook Tailors:**

Each table group will be asked 3-5 questions about media, technology, and health. As a group using a fact and opinion sheet, the students will write their opinions in the opinion column in response to the questions, once complete the teacher will discuss the facts of the questions and the students will write them down in the fact section and compare them to their opinions. This will open their eyes to their perceptions of media compared to reality. The students will then write a one-minute essay during class time, they will then pair up with another student at their table and combine their essays and report their finaly essay back to the class. This will start a class discussion facilitated by the teacher. **Equip, Explore, Rethink, Revise, Tailors:**

The class will start by standing up and performing five jumping jacks and running in place to demonstrate two examples of healthy behaviors. The students will begin work on their ComicLife productions by watching a tutorial in class and then going to the computer lab to begin work. The teacher and technology staff will be readily available to answer and provide support to all students. The ComicLife final product will educate the class about what the media is and the types of media. The comic must use media tactics and techniques in order to be appealing and draw the interests of the class. It must be creative and original and thoroughly explain what the media is and describe the different types of media. This will be done with one partner from the students seasonal partners sheet and completed within the time frame given. Grading will be based on a rubric and in order to determine that each student participated equally, the pairs will write a brief summary of who did what to hand in to the teacher when their product is presented. The final product will be presented on the last day of class. **Explore, Experience, Revise, Refine, Tailors:**

Students will assess themselves by finishing the final column of "What they learned" on the KWL chart and compare it to what they knew in the beginning and what they wanted to know. They will then create their own definition of media based on what they learned through the lesson and hand it in to the teacher. The teacher will evaluate the definitions and provide written feedback and return it to the students. **Evaluate, Tailors:**

__C**ontent Notes**__ See attached


 * __Handouts__**
 * Product rubric
 * Hard copies of graphic organizers
 * Syllabus
 * ComicLife tutorial
 * Informational hand-outs


 * __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__//**
 * //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.
 * //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.
 * //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.
 * //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.


 * //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://** 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.

//Content Area: Health Education and Physical Education// //Standard Label: D. Influences on Health// //Standard: D1. Influences on Health Practice/Behaviors, D2. Technology and Health// //Students analyze and evaluate influences on health and health behaviors, s////tudents evaluate the impact of technology, including medical terminology, on personal, family, and community health.//
 * //MLR or CCSS://**

This lesson will introduce what is media and health, explain them both and how they can affect health and health behaviors. Students will get a deep understanding of media through various activities.


 * //Facet://** Explain, students will be able to describe the media and how it affects health and health behaviors. The students will be shown statistical evidence of media use and health affects as well as how media can affect health in a positive way.


 * //Rationale://** The students will gain a deep understanding of the media, 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://**
 * Linguistic**: Class discussions about media and technology and their influence on health and health behaviors.
 * Logical**: Students will keep a log of media use for one week describing the type, amount, and reasons for the use.
 * Visual**: Students will present their ComicLife products to the class educating the class about what media is and describing the different types of media.
 * Interpersonal**: Students will sit in group tables and have table discussions in response to questions posed by the teacher in regards to media, technology or health.
 * Kinesthetic**: Students will demonstrate a healthy behavior to the class.
 * Naturalist**: The class will take weekly nature walks and discuss how nature relates to health.


 * //Type II Technology://** Students will create a comic to educate the class about what the media is and the types of media. The comic must use media tactics and techniques in order to be appealing and draw the interests of the class. It must be creative and original and thoroughly explain what the media is and describe the different types of media. This will be done with one partner of your choice and completed within the time frame given.


 * //Rationale://** The students will use their ComicLife productions to explain to the class what the media is and how it affects health. The students will not only learn and understand the material, they will also have to teach it to the class. This will develop full understanding and allow the student's to gain different perspectives.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Formative://** Students will be handed an index card and instructed to write their own definition of media. The teacher will answer any questions and review all student definitions. The definition should demonstrate understadning of media and how it functions. Teacher will review and provide written feedback on the back of the index card of the student media definitions. As a class we will then determine one overall definition of media. Sudents will be given a rubric describing what is expected in their ComicLife products. The teacher will score based on the rubric with reasoning and comments on the back.


 * //Summative://** Students will create a comic to educate the class about what the media is and the types of media. The comic must use media tactics and techniques in order to be appealing and draw the interests of the class. It must be creative and original and thoroughly explain what the media is and describe the different types of media. This will be done with one partner of your choice and completed within the time frame given. There is no minimum number of pages or length, it must meet the criteria listed above. Students will be given a rubric to help guide them as well as score the final product.

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 * //Rationale://** 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.
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