Beruflich Dokumente
Kultur Dokumente
Table of Contents
Rational for Unit3 Content Standards for Unit...4 Unit Goals and Description5-6 Bulletin Board.6-7 Bulletin Explanation.8 Summative Assessment9-10 References for teachers and kids..11-12 Lesson Plans.
After the students learn about the food pyramid as a class, the fourth grade students will be able to create a pizza using the six food groups with the help of their partner, label all the ingredients correctly on a sheet of paper, and clean up their area when they are finished (I should see nothing on their desks or on the floor).
After the students record their heart rate scores for a week, they will be able to draw a bar graph to represent the differences for each exercise task with 95 percent accuracy.
Students will be able to support their graph data with evidence, listens to others ideas, and evaluate the data to come to a consensus on which exercise is best for your heart.
The lesson goal for the students is to gain some empathy for the residents who live where Hurricane Sandy hit. They will get inside another persons feelings and worldview and from this they will want to help them by coming up with things that they would want to send to those in need, students just like themselves.
Students will be learning about how to eat right and why it is important to exercise regularly. They will do this by creating a pizza that includes all of the foods from the different food groups and by participating in the different exercise activities. The students will also be learning about all of the different types of wellness there are: intellectual, emotional/psychological, physical, social, vocational, environmental, and spiritual. They will then choose one of the types and make a goal for themselves to achieve. The students will also be contributing to their community by designing a care package that they would send to the Hurricane Sandy victims. They will use their basic health concepts to fill up the care package with things that are wellness related and be able to explain why this is important. By doing this they are gaining empathy for others. Utilize interactive literacy and social skills to establish personal, family, and community health goals.
Students will be able to support their graph data with evidence, listen to others ideas, and evaluate the data to come to a consensus on which exercise is best for their heart. They will do this by actively engaging in the exercises and then finding their heart rates. They will display their findings on graph paper to be able to find which exercise was the best for their heart. Every lesson we have is interactive because students are working together and getting to experience things hands-on. Students will also be using what they know about wellness to create a goal for themselves that they will work towards achieving Demonstrate critical literacy/thinking skills related to personal, family, and community wellness.
Students will demonstrate wellness by creating a goal for them to accomplish. They will write it down and give different ways they are going to work towards reaching that goal. Learning how to set goals is important in life because we all have things that we can work on to be happier healthier individuals. A lot of people know how to state a goal, but knowing how to achieve the goal is a little more complicated. By teaching students how to
5
approach this they will hopefully take away goal setting and goal achieving skills for them to perform as they progress through life. Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.
By learning about the food pyramid, students are more aware of the types of food they should eat to keep their bodies healthy. This is important because one day these students are going to be living on their own and they will have to make the choice of what food to buy at the grocery store. We want the students to encourage their family members to eat healthy as well so they can be living in a healthier lifestyle with the ones they love. This is also true about teaching physical activity. Being active is important to keep our bones, heart, and brain happy.
Bulletin Board:
Bulletin Explanation:
students to see the difference between healthy and non-healthy foods. Te question would you rather is a way for students to look at the foods. They will be able to compare the foods generally that they would want to eat rather than the ones they should be eating. As times passes the foal for the bulletin board is that students are able to want to eat more of the healthier foods because they are better for you. Even though some of the healthier foods should be portioned well so that you dont over eat foods such as cheese or pasta. The bulleting board will be filled with colorful pictures and words to engage the students. The foods will have headings but wont be put up till later when the students are asked the questions of what is healthy and not healthy. Once they have established that, they will then be able to hang it up above the correct place. By the end of the unit the students will write what foods they should be eating rather than what they want due to the concepts they learned during the unit.
Summative Assessment:
The students have learned all of these concepts in the classroom during discussion and activities. The assessment is a way for me to see if the students are learning what we have been discussing the last two weeks. If they are unable to meet the requirements they will be able to verbally speak with me to discuss what they missed and how they can fix it. Name of Student Question/Statement Met Students are able to clearly sort 6 foods in healthy and nonhealthy groups Students are able to take a correct heart rate of their partners Students are able to give 4 examples and descriptions of activities or exercises that are good for your health Students are able to put together a list of supplies that will help people if a disaster was to occur Not Met Exceeds Comments
Name:_____________________________ Date:______________________________
1. With the paper cut outs of food in front of you, I would like you to glue them in the appropriate columns of foods. Make your columns. (there should be a total of 10 items on the page)
2. With a partner, take their heart rate and write down what it is. After you have taken your partners heart rate, write the directions to students who arent aware of how to take heart rate.
3. Please describe 4 attributes or exercises that will help you maintain good health.
4. Make a list of supplies that would be needed for people who have experienced a disaster.
10
References:
Teacher
References-
First
Days
of
School
by
Wong
YouTube
video
on
Hurricane
Sandy
Liked
the
example
you
gave
about
cutting
out
coupons
to
help
feed
a
family
at
Thanksgiving
that
someone
did
in
previous
years,
so
we
thought
about
people
in
need
and
came
up
with
those
affected
by
Sandy.
Product
Criteria
Cards
in
our
brown
packet.
In
the
PE
class
that
I
am
in
right
now
we
talked
about
the
different
parts
of
wellness
and
how
to
write
a
reasonable
goal.
To
come
up
with
the
non-critical
attributes
we
just
used
our
prior
knowledge
to
come
up
with
things
that
we
thought
were
unhealthy.
I
was
inspired
to
do
the
Mr.
Bones
part
because
I
had
a
teacher
in
middle
school
who
had
a
skeleton
at
the
front
of
the
room,
but
never
once
used
it.
I
think
it
would
be
a
good
hands- on/collaborative
activity
for
students
to
learn
where
the
bones
go.
The
test
that
we
used
was
provided
on
a
website
that
we
found.
This
website
seemed
to
understand
that
we
do
not
need
students
to
know
all
206
of
the
bones
in
the
body,
just
the
major
ones.
("The
Skeletal
System
|
Printable
Activity." The
Skeletal
System
|
Printable
Activity.
Knowledge
Bears
INC.,
n.d.
Web.
09
Sept.
2012.
<http://www.kbteachers.com/human- anatomy/skeletal-system-diagram.html>.)
This
is
our
citation
for
the
test
we
used.
We
also
had
the
initiative
that
we
wanted
students
to
be
able
to
practice
what
the
bones
were
and
where
they
went
on
the
skeleton,
as
well
as,
being
able
to
practice
the
spelling
of
the
words.
I
know
that
not
every
family
can
help
their
child
study
their
vocabulary
words
at
home,
so
I
thought
this
would
be
a
good
idea
for
those
that
might
need
a
little
more
practice
before
taking
the
test.
I
remember
in
math
class
we
would
work
in
groups
to
make
bar
graphs
according
to
some
data
that
we
have
to
research.
I
believe
we
were
given
Skittles
or
M&Ms
and
to
separate
them
into
the
different
colors.
From
there
we
had
to
create
a
bar
graph
to
show
if
each
bag
had
the
same
colors
of
Skittles
or
M&Ms.
We
used
the
Curriculum
and
Pedagogy
packet
in
order
to
get
some
ideas
for
social
skills
as
well
as
the
rubrics
for
assessment
purposes.
11
I remember having pizza parties, lunch with the teacher, and fun activities like that when we were on task for a long period of time (a month) I remember during 5th or 6th grade reading we were in different reading groups. In each group there was a recorder, word finder, timer, and connector. We tried to work that into the four groups we had for the different exercises. In my PE and Health Science class that I am taking this semester, my professor brought the plastic food from each food group to share with the class. I thought this was a good way for learners to visualize the information rather than just talking about it. You could even pass it around the room if students have never heard of a certain food before. (Expand their vocabulary). Picture 1: Food Guide Pyramid. The Flannelboard Set. The Food Guide Pyramid, n.d. Web. 23 Sept. 2012. http://www.thefeltsource.com/Food-Guide-Pyramid.html. Picture 2: Education, Nutrition. Blank Food Pyramid for Kids to Color- Printable Food Pyramid Image by Chef Solus. Flickr. Yahoo!, 19 Apr. 2010. Web. 23 Sept. 2012. http://www.flickr.com/photos/nutritioneducation/4536738067/. Kid Resourceswww.nourishinteractive.com/nutrition-education-printables kidshealth.org/kid/ www.nourishinteractive.com/
Lesson Plans:
1. 2. 3. 4. 5. Student Wellness Week Hangman: Skeletal System You Are What You Eat- Food Pyramid Your Heart Skips a Beat Helping Hands
12
Direct Instruction
Concept Attnment
Cooperative Learning
Inquiry Teaching
Lesson Title: Hangman: Skeletal System Materials Needed: Pencil A life size skeleton (each bone can detach from the skeleton) Roll on glue Note cards The Skeletal System Test Dry erase markers Mini model of skeleton (bones can detach from the skeleton) Prerequisite Skills: Students will need to be able to understand numbers 1 through 5. They will need to know how to use the glue stick. They will need to know how to form a line and follow directions. Students will need to know how to work in collaboration. A B C D Lesson Objective: After the students have put together the skeleton as a class, the fourth grade students will be able to correctly write the bones vocabulary next to the appropriate bone on the test sheet with no more than two errors in matching and two errors in spelling. --------------------------------------------------------------------------------------------------------------------
Over the last few days we have been learning about all the different bones in our body. Today we are going to use Mr. Bones (picture displayed below) to help us identify each bone and put him back together. This will help you review the bones before everyone takes the bone test at the end of the period. I will also have everyone create twenty four note cards (one for each bone we have discussed) in order to help you practice spelling your bones vocabulary, which you also will be tested on during the test.
(I dont know if this skeleton can come apart, but the one we would use for this activity would- retrieved from http://bsciencecenter.wordpress.com/what-we-do/)
Time:30 minutes
I will introduce the class to Mr. Bones (as they have not seen him before). Then I will take Mr. Bones apart. I will ask the students to come up to the front of the room and form a line. I will hand each student a different bone. They will then take the bone they have back to their seat and set it on their desk. I will have a mini model skeleton that I will use to show the students what I want them to do as a group. I will take the mini skeleton apart like I did the life size one (except keep all of the parts). I will tell the students that I need to think about which part of the skeleton I should put on first in order for more bones to be added onto the skeleton. I will tell the class, for example, if I choose the phalanges (the scientific word for fingers) I will not have a place to put them yet because there needs to be other parts put on first. (Retrieved from
http://legacy.owensboro.kctcs.edu/gcaplan/anat/study%20guide/api%20study%20g uide%20f%20skeleton%20pectoral.htm)
What bone do you think I will need to put on first to start putting together the skeleton? (Cranium) The next part would be the mandible and so forth until my mini skeleton is completely together again. I will talk through my thinking process of how I know what comes next to build the mini skeleton asking students to chime in along the way.
Time:15 minutes
Okay everyone will need to work together as a group to put Mr. Bones back together. This means that we are using teamwork. The better teamwork you have will determine how quickly you can put Mr. Bones back together. You will need to help each other figure out what bone comes next, as well as who has what bone. You need to use the scientific terms when discussing the bones. I will be observing how students work together and provide any additional help that the students may need (such as hint/questions if they get stuck or if they place a wrong bone somewhere).
4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?) Time: 3 minutes Does everyone seem to be getting the hang of what all the bones are and where they go on the skeleton? (Thumbs up/thumbs down) I will also be able to tell which students might need more help because I observed them during the guided practice. If thumbs down: If you still do not think that you are fully understanding the bones and where they go hopefully this next activity will help you.
5: Provide extended practice and transfer: (Independent practice of the skill) Time:30 minutes I will pass out a baggy with all of the 24 bones that we have been studying (already cut out, so the students can spend more time on practicing spelling) to each student and a glue stick. On a note card you will glue a bone to one side. The bone name will be typed on the back of each bone piece. You will glue this part down so you cannot see how the bone is spelled. It is there just so you can be sure that you know what bone you are looking at. Then on the opposite side of the note card you will write the name of the bone correctly (or the best you can). These will be good study tools for you to use when we have our comprehensive test later on in the unit. In the background I will be playing a song about bones (kids tune). I will be walking around and making sure that everyone understands what they are to be doing and answering any questions the students have. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) You MUST include rubric, checklist or assessment document. Time: 10min I will hand out the test (provided in references) that the students will complete. They will hand the test in when they are done.
Skeleton
Test
Checklist
Name:
Frank
Yes/No
Yes/No
#
of
Errors
Missed
one
All
correct
Spelled all vocabulary words correctly (or missed two or less) Appropriate word to match the bone (2 or less errors)
7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). a. I will allow more time to take the test for the students who need it. Also by having the guided practice be collaborative, students can ask peers for explanations that could be beneficial to their learning. At all times I will be there observing so if students are ever struggling I can help them out. b. For students that seem to exhibit high ability I will make sure that if they ask me a question during this lesson, I will ask them a question that will have them using their higher level thinking skills in order to answer their own question (Example, Why are bones important to learn about? Why do you think they would be something we need to learn?). I will also provide any extra information/resources that the students want to know about bones and give them the opportunity to research a question they have about bones.
TOTAL LESSON TIME:__93 minutes____ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): I was inspired to do the Mr. Bones part because I had a teacher in middle school who had a skeleton at the front of the room, but never once used it. I think it would be a good handson/collaborative activity for students to learn where the bones go. The test that we used was provided on a website that we found. This website seemed to understand that we do not need students to know all 206 of the bones in the body, just the major ones. ("The Skeletal System | Printable Activity." The Skeletal System | Printable Activity. Knowledge Bears INC., n.d. Web. 09 Sept. 2012. <http://www.kbteachers.com/humananatomy/skeletal-system-diagram.html>.) This is our citation for the test we used. We also had the initiative that we wanted students to be able to practice what the bones were and where they went on the skeleton, as well as, being able to practice the spelling of the words. I know that not every family can help their child study their vocabulary words at home, so I thought this would be a good idea for those that might need a little more practice before taking the test.
Direct Instruction
Concept Attnment
Cooperative Learning
Inquiry Teaching
Social Studies
Lesson Title: Food Pyramid Materials Needed: each food group represented with plastic food, ingredients for a pizza (sauce, crust, cheese, veggies, meat, pineapple), a picture of the food pyramid, cups for storing ingredients, teacher will cook pizzas during lunch time, projector sheets, 6 different colored markers, white board, markers for students, spoon (to spread sauce) Prerequisite Skills: The students will have a solid background knowledge about food. They will need to know how to put together a pizza and work collaboratively with their partners. ABCD Lesson Objective: After the students learn about the food pyramid as a class, the fourth grade students will be able to create a pizza using the six food groups with the help of their partner the pair will create their pizza with 95% accuracy.
Time:5 minutes
Today the students will begin learning about the food pyramid. They will learn what foods are in each group and also why it is important to learn the foods and groups, in order to have a balanced diet.
We will begin with a class discussion. Who can tell me what kinds of foods are healthy? (Call on 2-3 students)Those are great answers. Who can tell me what their favorite pizza is? (Have 2 students answer) Oh, that makes me hungry. Who noticed that a pizza contains our different food options? Well the crust of
the pizza is like our grain group in the pyramid. The sauce of a pizza is like our oil group. The cheese of our pizza is like the dairy group. Our green peppers are like our vegetable group. Our sausage is like out meat group. Then the pineapple is like our fruit group. 3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time:
We will begin by handing out a food pyramid handout with pictures of different foods in each group. The students will sit at their desks while the teacher is demonstrating on a projection screen. The teacher will explain each group to the class. With each group the teacher will ask the students what foods they think go into each group and then she will write it down on the transparency of the food pyramid. By the end of the class discussion the teachers blank food pyramid will be full.
(1st diagram----http://www.thefeltsource.com/Food-Guide-Pyramid.html) (2nd diagram---http://www.flickr.com/photos/nutritioneducation/4536738067/) 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it??) Time: Now the teacher will hold up at least two foods from each food group and have the students write what group it is on their whiteboards. For example, the teacher would hold up an apple, give the students a few seconds to write their answer, and then have them hold up their answer for me to check. If someone gets it wrongcheck with your partner and explain why you think it was in a different group to your partner and see who is right. 5. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Time: The students will be in partners and provided with a pizza crust, sauce in a bowl, a bowl of cheese, a bowl of peppers, a bowl of sausage, a bowl of pineapple, a pan and spoon. (Everything will be prepared and ready to go in the classroom mini fridge) As partners, they are to build their pizza in the correct order. (correct order: crust, sauce, cheese, sausage, peppers, and pineapplesausage, peppers and pineapple just go on top of cheese) After they build their pizza they will hand their pan to the teacher (who will then cook it later).
After they have handed the pizza, they will then stay in their partners. The partners will write the ingredients of the pizza in the correct food group. (example: cheese=dairy group----make sure their handout is put away) In the background there will be a cd with a song about pizza and the different food groups, playing on repeat. I will be walking around and making sure all the students will be following the directions and keeping them on task. I will also answer any questions the students may have. Making a pizza Checklist-------Names: Tasks yes Prepared pizza correctly Labeled ingredients Cleaned up area What students can do for next time: 6. Adaptation for students who need extra help, time, or attention? and Extension for students of high ability? A. Students requiring extra help will be allowed more time to make their pizza and group the ingredients. Also by having the demonstration (whole group activity), students can ask peers for explanations that could be beneficial to their learning. At all times I will be observing so if the students ever need extra assistance, I will be available. B. For students that seem to exhibit high ability I will make sure that if they ask me a question during this lesson. I will ask them a question that will have them using their higher level thinking skills in order to answer their own question. (Example: Why is the pepper in the vegetable group? Why do you think we learn about the food pyramid?) On labeling their ingredients the students can also think of other ingredients they could have added to their pizza. I will also provide any extra information/resources that the students want to know about the food pyramid and give them an opportunity to research a question they have about the food pyramid. TOTAL LESSON TIME:______ 7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc): In my PE and Health Science class that I am taking this semester, my professor brought the plastic foods from each food group to share with the class. I thought this was a good way for learners to visualize the information rather than just taking about it. You could even pass it around the room if students have never heard of a certain food before. (Expand their vocabulary). Picture 1: "Food Guide Pyramid." The Flannelboard Set. The Food Guide Pyramid, n.d. Web. 23 Sept. 2012. <http://www.thefeltsource.com/Food-Guide-Pyramid.html>. Picture 2: Education, Nutrition. "Blank Food Pyramid for Kids to Color- Printable Food Pyramid Image by Chef Solus." Flickr. Yahoo!, 19 Apr. 2010. Web. 23 Sept. 2012. <http://www.flickr.com/photos/nutritioneducation/4536738067/>.
No
# of errors
Direct Instruction
Concept Attnment
Cooperative Learning
Inquiry Teaching
Lesson Title: Student Wellness Week Materials Needed: A sheet of paper (to write out their plan) Cards Tape Pencil ELMO Eraser board markers (5) Prerequisite Skills: Listening, speaking, and reasoning skills Students will be able to numbers one through six below Students will know how to come up with a reasonable goal that is specific and attainable
Lesson Objective: The students will be able to create a wellness plan using a SMART goal with no more than one error in writing the goal (meaning has all 5 components of the goal), given that they know the seven components of wellness. Concept Label: Healthy (Wellness)
Critical Attributes:
[yes]
Non-critical Attributes [no] -Sad -Tired -Watching TV -Candy -Smoking -Littering -Laziness -Being mean
Definition of Concept: The state or condition of being in good physical and mental health.
----------------------------------------------------------------------------------------------------------------------------------
(Before starting the lesson, put up the YES and NO cards on the whiteboard so all students can see. Have the critical attributes and the non-critical attributes already typed up on cards and put tape on the back of them). Today, class, instead of telling you what we are going to learn, you are going to think about some clues that I will give you and figure out what concept you think we are learning about today. I have several cards which I am going to put in one of two columns. There is a YES column and a NO column. If a card describes the concept, it will go in the YES column. Likewise, if it does not describe the concept it will go in the NO column. At first I am going to put some cards in the columns so you have some clues to figure out what the concept is. If you think you know what the concept is, please keep it to yourself so you do not ruin it for someone else. As soon as more people get it then we will talk about it as a class. (Place the words sleep, recycling, apples, and school in the YES column. Then place the words sad, tired, and watching TV in the NO column). Now I will show you the cards one by one and if you think you know where the card belongs you may raise your hand. If I call on you, you will get the chance to come put the card in the column in which you think it belongs and explain why you think it goes there. I will let you know if you are right or if you need to keep brainstorming. (Show the students the remaining cards and have them place them in the columns. If they place it in the wrong column, set the card in the middle and say we will come back to this one when we are more certain that it goes in a certain column).
2. Test for attainment: (Do the students understand the concept?) Time:5-8min. Thank you to our volunteers. I would like you to put your thumbs up if you think you know what the concept is. (If there are more than 2 or 3 students that do not have their thumbs up, have the students who do know the concept put the rest of the cards up of what would go under the YES and No columns). Now I would like you to turn to a partner sitting close to you and share what you thought the concept is and why. (During this discussion time listen to students responses making sure that everyone seems to understand the topic and are giving explanations as to why they think it is a particular concept). Have one or two students explain to the class what they thought the main concept was and why they thought that.
3. Analyze student thinking processes and integration of learning: Time: 10-15 min. (Are they able to provide additional examples and non-examples?) Now that everyone understands what the concept is, everyone can contribute at least one example to go under either column. (Call up 3 or 4 students at a time to have them each write an example on the board with a eraser board marker. Then go over them as a class.) Now that everyone has written an example we are going to discuss why each of you put the example you did under the YES or NO column, so everyone can understand everyone elses thinking.
Time:2-3min.
Now that you have all figured out what we are going to be learning about today, being healthy (wellness), you are going to create your own wellness plan using the words under the YES column. The wellness plan will go on for three weeks, so about a month. You will make a goal for yourself that has to do with one of the seven components of wellness: intellectual, emotional/psychological, physical, social, vocational, environmental, and spiritual. You will also write down how you will achieve this goal (I will stop, I will reduce, I will increase, I will start). After a week, you will evaluate how your goal is coming along and make any changes that deem necessary. I will be checking your wellness plans and making sure you have all five parts of the SMART goal (meaning specific, measurable, attainable-realistic, relevant, and timely) we have learned.
5. Procedures for Using the Concept in a meaningful way? Time: 15 min. To make sure that students are thinking and ready to write their wellness plans, I will have them help me make a list of examples for each of the seven components of wellness that they could make their goals about. Intellectual Expand knowledge Share your gifts and knowledge with others Pursue personal interest and growth Challenge your mind rather than being self-satisfied and unproductive Emotional/Psychological Recognize and manage feelings Express feelings freely See value in a support system Relationships are built on trust and respect Self-esteem Self-acceptance Self-confidence Self-control Self-efficacy Physical Regular physical activity Conscious of what you put in your body Strength, flexibility, and endurance Take care of yourself (annual exams, listening to your body) sleep Social Importance in society Have a support system which makes you feel connected Living in harmony with yourself and others Sense of belonging Vocational-
Feeling of satisfaction with career choices Exploring and embracing your personal strengths Ability to access your strengths and weaknesses Do what you love, love what you do! Environmental Desire to be respectful of nature/environment Knowing that your actions can have an impact Protecting yourself from environmental hazards (noise and air pollution) Spiritual Meaning and purpose Recognizing the world is bigger than you Your actions are consistent with your own values and beliefs I will also work through with them an example goal and how I would like it set up, so they know what I will be expecting.
6. Assessment / Closure (How do you evaluate student progress or provide closure for this lesson?) Include rubric, checklist, assessment documents. Time: 15-20min. I will collect their wellness plans and assess them according to the rubric below. I will also look at their results at the end of the month to see how they progressed toward their goal (that part is more just completion rather than an actual grade because the goal is more for the students to learn how to goal set). Name of student: Neat and organized All 5 SMART goal parts are included Gives at least 4 ways to achieve their goal Yes No Comments
7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? Have an example worksheet of a goal for students who might need the reference to create their own goal. Have students share their ideas with a partner to help them get ideas about how they are going to achieve their goals. Provide extra time for any student that needs it.
b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). After creating their goal have them write a letter to themselves explaining why they chose the goal they did and how they are going to try and achieve that goal. If they want they could create a second in a different area of wellness. Do some research on a specific area of wellness to find out more about it.
TOTAL LESSON TIME:___about 76 min.___ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc):
In the PE class that I am in right now we talked about the different parts of wellness and how to write a reasonable goal. To come up with the non-critical attributes we just used our prior knowledge to come up with things that we thought were unhealthy.
Direct Instruction
Concept Attnment
Cooperative Learning
Inquiry Teaching
Lesson Title: Your Heart Skips a Beat Materials Needed: Pencil Crayons/markers Paper Clock Graph paper Gym room (large enough area to perform athletic activities) Yoga mats (to do sit-ups on comfortably) Prerequisite Skills: Students should know how to perform jumping jacks, running, and sit-ups Students should be able to work collaboratively with their peers Students should be able to check their pulse and know how to figure out heart rate (read a book previously on how to figure out heart rate a week before this lesson would happen) Students will need to be able to understand numbers 1-6 below Lesson Objective(s): a. Academic in A B C D formatAfter the students record their heart rate scores for a week, they will be able to draw a bar graph to represent the differences for each exercise task with 95 percent accuracy. b. Social Goals for your lessonStudents will be able to support their graph data with evidence, listen to others ideas, and evaluate the data to come to a consensus on which exercise is best for your heart. Cooperative Learning Grouping Structure: (see course pack.Jigsaw? Think Pair Share? etc)Teammates in small heterogeneous groups (4-5 students in each group) will work together cooperatively to learn about different types of exercises (and how it affects the heart) and accomplish creating a bar graph showing their results at the end of the week (mutual learning goal). Both the academic goal of creating a bar graph using the data that the students will gather and the social goal of evaluating the data the students receive as a group, listening to each others ideas, and supporting their graph with evidence. In this activity the students will be working on all 5 basic elements of cooperative learning: positive interdependence (being positive with group mates), individual accountability (making sure they get their task done so they can contribute their findings to the group), face-to-face interaction (discussing their findings), social skill building (making sure they are listening to others ideas, supporting their findings, and evaluating as a class), and effective group processing (coming to a consensus of which exercise is the best for your heart).
The reading group will have articles/books about exercise and how it is good for the heart. They just need to make sure that they are on task. At the end of the 10 minutes they are to get with one person from their group and find their heart rates. One partner will start out watching the clock for a minute while the other partner is counting their pulses and then they should switch as quickly as possible, so as not to skew their results. The students will be responsible for recording their own heart rate on a sheet of paper. This group will also write one or two interesting facts that they learned about exercise from a book they read that day.
(Two examples of books that could be used in this group. http://www.amazon.com/s?ie=UTF8&keywords=Health%20%26%20Fitness%20%2F%20Exercise& page=1&rh=n%3A4%2Ck%3AHealth%20%26%20Fitness%20%2F%20Exercise) After each of the groups does 10 minutes of their physical activity they will each record their heart rates and start making their bar graph. They will compare with their peers within their group. Hopefully the group members have similar findings within each group. Note: During the ten minutes that the students are working as a group they can share ideas on how to make their exercise more fun. For example, the jumping jacks group could stand in a circle and have each student do one jumping jack at a time and repeat. This is additional data that they could include when presenting to the class. Students might find out that doing jumping jacks this way is not the best way to get your heart rate up compared to everyone jumping jacks at the same time. On Friday, the students will work in their groups to average their heart rates and draw a larger bar graph that will be shared with the rest of the class. From this information the students will be able to compare the results from each groups graphs. 3. Organize students into learning teams: Time:15-20minutes a. Explain how theyll practice the social goal? In their groups, the students will have evidence supporting their heart rates from checking their pulse by making sure to write down on a sheet of paper. They will also collaborate with their peers in order to find the average heart rate of each exercise and share out to the whole group. Each group will have to listen to everyone elses results. When each of the groups has shared their findings, the students will evaluate the data and determine which physical activity has the most dramatic/beneficial heart rate. (Note: at the beginning of the week the students could predict which exercise they think has the biggest impact on the heart).
b. How will you organize the groups? The groups will be determined according to the students birthdays (January-December). Adjusting will happen if necessary to make the groups more even. Also if there are certain issues with asthma or any other health conditions, we would adjust accordingly so everyone is comfortable. c.What group roles will you have? They will each be individually accountable for recording their own scores and making their own graph. They will be working as a group to find the average heart rate scores in order to make a bar graph that shows each group members contribution to this activity. They will also be responsible for making sure everyone in the group has a part in sharing their final graph/findings with the rest of the class. In groups: Timer- watches the clock for a minute in order for their partner to find their pulse Recorder- everyone will be recording their heart rate scores Encourager- each day a new student will encourage the rest of their group to work hard and keep their heart rates up Reporter- one student will tell something interesting they learned at the end of math class about exercise (each day there would be a new student performing this role). 4. Assist team work and study: Time:10 minutes a. How will you monitor academic progress? I will monitor academic progress by clipboard cruising and making sure the students are recording their scores and creating their bar graphs at the end of each math period. b. How will you monitor the social goals? I will be listening/ clipboard cruising (keeping sticky notes for anything that I notice could be improved on) for the social goals as well. These will be more spread out. Some of the goals with be monitored during the exercising time, some during discussions, and during when the students share their findings with the rest of the class. 5. Provide recognition: Time:5-10minutes (How will students know they have met both academic and social goals?) I really like the idea of the marble jar, so as the teacher I would have a jar for each of the four different groups. After clipboard cruising every day during math class I will determine which groups can receive marbles (they will be able to receive two marbles a day: one for their academic goal and one for their social goals). As a class we will talk about possible rewards (extra recess, lunch with the teacher, watch a movie on Friday, popcorn party, etc.) I also think it is important for peer evaluations to happen. At the end of the week on Friday the students will have a chance to share anything they need to on a sheet of paper and evaluate themselves and their peers. 6. Assessment / Closure: (How do you evaluate student progress or end this lesson?) Include documents for assessing both the academic and social goals. Time:30 minutes
Academic goal will be assessed by having the students share their graph/findings with the rest of the class.
Rubric for Bar Graph Names: Very Satisfactory Satisfactory Needs Improvement Comments:
Is colorful Is organized and easy to read Has at least one extra point from each group member* Averages were correct according to their data *Each member knows that they need to tell the class about something they learned during this activity, whether it be able teamwork or math related. The social goal will be for the students to fill out a group work evaluation sheet. It is broken up into two parts. The first one is for the students to fill out on each other and the second one is more for the teacher while clipboard cruising to assess the social goals of the students. Date: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Members: Yes Did your group get quickly organized? Did you have an encourager? Did you agree who should be the encourager? Did you divide your tasks among the members of the group? Were the members willing to do their tasks? Did everyone participate? Were everyones ideas accepted? Did some members dominate discussions? Did you feel free to express your own opinions? Does everyone support the decisions of the group? Would you have preferred to work alone? No
Strongly Agree 1. This group is able to work well together. 2. This group quickly reviews what the days task or assignment is or means. 3. This group is able to effectively divide its work among the members of the group. 4. The members of the group willingly share. 5. This group works on the assigned task most of the time. 6. The members of this group help one another to
Agree
Disagree
learn. 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? I will be keeping a close eye on all students during the whole activity/discussion time, so I will make sure that anyone who looks like they need some help will get it as soon as possible. If someone is not doing so well in the group that they were placed in, I will make adjustments so everyone is learning and being productive. I will allow extra time for students who need it to finish making their bar graphs. It will be a more relaxing atmosphere because students are able to talk in their groups and ask questions openly if they do not understand something. b. Extension for students of high ability? (Remember, gifted students need challenge). Students who have higher abilities will have a chance to research any of the exercises further or conduct their own experiment dealing with exercise and bar graphs. They would also get a chance to share these with the class to report their findings. TOTAL LESSON TIME:__Around 130 minutes (this is over a weeks time) 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): I remember in math class we would work in groups to make bar graphs according to some data that we have to research. I believe we were given Skittles or M&Ms and to separate them into the different colors. From there we had to create a bar graph to show if each bag had the same colors of Skittles or M&Ms. We used the Curriculum and Pedagogy packet in order to get some ideas for social skills as well as the rubrics for assessment purposes. I remember having pizza parties, lunch with the teacher, and fun activities like that when we were on task for a long period of time (a month) I remember during 5th or 6th grade reading we were in different reading groups. In each group there was a recorder, word finder, timer, and connector. We tried to work that into the four groups we had for the different exercises.
Direct Instruction
Concept Attnment
Cooperative Learning
Inquiry Teaching
Social Studies
Lesson Title: Helping Hands Materials Needed: Posters (one for each group) Colored pencils/ markers/ crayons Magazines (to cut things out for their posters if desired) Scissors Glue Construction paper Youtube video Transparency of the food pyramid for reference Piece of paper Prerequisite Skills: Student will have prior knowledge about the food pyramid and why it is important to having a healthy balanced diet. We will have talked about Hurricane Sandy so everyone is aware if they had not already heard. Should know how to create an engaging poster that is easy to follow. Work collaboratively with peers. Be able to perform numbers 1-5 below.
Logistics: (Are special arrangements necessary?) I will have the desks arranged for group work, so that each group has enough space to create their poster. There will also be plenty of room for each group to share their end product. On the back table I will have all the materials that the students might need laid out and ready to go before hand, so they can get straight to work after I orient them with the problem.
Lesson Goal (not ABCD objectives): The lesson goal for the students is to gain some empathy for the residents who live where Hurricane Sandy hit. They will get inside another persons feelings and worldview and from this they will want to help them by coming up with things that they would want to send to those in need, students just like themselves.
---------------------------------------------------------------------------------------------------------------------
2. Organize students for study: a. Size of group? There will be four or five students in each group, depending on how many students are there. b. How groups are formed? I will have them count to four or five and the ones would be in a group, the twos in another, and so forth. b. Transition from large group orientation or instruction to small group work? I will tell the students before they all get up and scramble around where the ones, twos, threes, fours, and fives go. Then I will have one student from each group go and grab the materials their groups need from the back table.
3. Assist independent and group investigation: (Input/Modeling so kids know what to do) Once students have grabbed their materials and are sitting down in their groups I will go Ch ch ch and the students will repeat what I just said, which means voices off and look at me. I will explain to them that they should come up with a list of things that they are going to be putting in their care package before they put it on their poster. They will be coming up with a rough draft, so they can change or add ideas as they talk in their groups. I can show them an example of what my poster looked like (I would have done this in advanced as to give the students an idea of what I was looking for). It would have different types of items such as: Hygiene: toothbrush, toothpaste, hairbrush, deodorant, shampoo, conditioner, lotion, etc. Food: canned foods (corn, green beans, beans, etc.), macaroni, non-perishable food items School supplies: glue, scissors, folders, notebooks, pencils, pens, etc. Fun: books (kid and adult), board games, movies, etc. They will see that my poster is very colorful and has pictures (I would print out a picture of each item that I had on my poster) and words that take up the whole poster. Hopefully seeing an example will get them excited to share ideas that popped into their heads. I will also be walking around when the students are working and listening to students conversations. They way if they have any questions that need to be answered I can quickly respond. I will also make sure everyone is staying on task and participating in the group.
When everyone is finished creating their poster I will have each group get up in the front of the class and present what they have come up with. They will share how they came up with what they put on their poster and why they decided to decorate it the way they did. Then I will have one person from each of the other groups tell me one thing they saw on the groups poster that they did not include on their own, but thought it was a good idea. This will let me know who is paying attention. When everyone is finished sharing, I will take the posters and hang them up around the room so everyone can see them. (Maybe even showing the principal these lovely posters and seeing if we could actually have a fundraiser at our school to help those in need.)
5. Analyze and evaluate the problem-solving process: Analysis and Evaluation of Questions Thank you class, for doing such a great job. It is so interesting to see how you all handled the same problem differently. To help us all understand why and how different groups came up with different solutions, each of you will share your thoughts by answering a few questions I have on a piece of loose leaf paper.
Questions: 1. What was the hardest part about solving the problem? 2. What is one thing that worked well for your group in coming to one decision? 3. How did you contribute to the decision-making process in your group? 4. Tell me something you learned and why it was important. These questions will be answered by the students to help them analyze their own thought process. These questions will not be graded. It was intended to be used for the students to reflect on their work in groups and it will let me know why things happened and how the groups came to their decisions. It will also bring to my attention any concerns that the students had during this activity. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Again, include documents for assessment. I will evaluate students posters with the following criteria: Names of students: Title correctly spelled Attractive/colorful visuals Clear and neat writing Original and creative Shows topic well Yes No Comments:
I will also make a note about if everyone had a part in the presentation piece. (Did everyone have a speaking part during the presentation?)
7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention?
I will give the students plenty of time to work in their groups to come up their ideas. The students will be working collaboratively, which will help students catch on to things more quickly. I will be walking around if any questions need to be asked. I showed an example that will help jump start students thinking to give them some ideas.
b. Extension for students of high ability? (Remember, gifted students need challenge). I am not telling the students how to make their poster or how to present their ideas, which allows for the creativity of students coming up with ideas on their own.
They could maybe make a brochure that tells why it would be important to help those that have suffered through Hurricane Sandy. They could research schools that have been effected by the Hurricane and report to the class.
TOTAL LESSON TIME: This lesson could take 2 or 3 days of social studies because I dont want to rush students. 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): First Days of School by Wong YouTube video on Hurricane Sandy Liked the example you gave about cutting out coupons to help feed a family at Thanksgiving that someone did in previous years, so we thought about people in need and came up with those affected by Sandy. Product Criteria Cards in our brown packet.