Alex Bonikowske

“What is healthy?”

Lesson Plan

The Learner(s)
Discuss your learners’ context.
 What is their general level of development?
The general level of development is that the students know what is and isn’t healthy.
This includes healthy foods, actions, or thoughts.

 What are their interests (knowledge of strengths, needs, interests) and lived experiences,
(individually and culturally appropriate; knowledge of students & community)?
The interests of the students are included in this lesson through their active engagement in
the activity. Many of them have also showed interest in becoming more healthy in what they
choose to eat. They will each get a chance to incorporate something of their choice onto a life
sized cut out of a person, which will hang in the classroom (as the community) and will serve
as a reminder that they are capable of making better choices related to their health.

Prior Learning
Discuss students’ past learning connected or related to this topic (What they know and can do)
 What do the students already know prior to this lesson? Tell prior assessment data (formal
and informal), teacher observations, MAP data, or other sources that will inform you about
students' strengths and areas of growth.
Prior to this lesson, the students have already had multiple interactions with their
teacher in discussing what is and isn’t healthy. They can already identify what may
be obviously healthy or not healthy in terms of what kind of food, exercise/activity, or
even what types of actions, thoughts, or words could be healthy or not.

Rationale
Given your answers to the above, describe your rationale for teaching this lesson in this way to
these students. (How does the information you gathered about the preferences, development and past
learning inform the way you plan to teach this lesson)
Students will learn about the less obvious choices of being healthy by looking through the magazines
provided for them and finding pictures of healthy foods, someone doing something healthy (exercise),
and by writing a positive note on a small piece of paper.

Outcomes/ Goals
The outcomes and goals for this lesson are that the students will be able to identify what is
and is not healthy by looking through magazines
Standards
Wisconsin Teaching Standard 8- The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and physical
development of the learner.

Learning Objective
What will students be able to do as a result of this learning experience? Frame your response in an
"I can" statement (kid-friendly language – found on Moodle).
As a result of this learning experience, students will be able to identify some of the healthy
choices that they could start making in their lives to improve their overall wellbeing.
Students can flip through multiple magazines to find a picture of a healthy food, someone
doing exercise (doing something healthy), and will write a ‘healthy note,’ involving some sort
of positivity word or phrase that could make others feel better about themselves.

Assessment
What are the multiple ways you will know whether your students have learned, and how deeply
they have learned? What elements of choice in showing their learning can you provide to students?
Describe formative and summative assessment strategies. Provide examples of how you will keep
track of students' learning (chart, conversational notes, rubric for analyzing student work, etc.)
I will be able to assess their overall understanding throughout the lesson by their
participation of the activity. My formative assessment will be the students cutting out their
pictures and writing their notes. As they tape their three items to the human cut out, they
will verbally say “I am taping this to the human because (whatever is on their picture) is
healthy.” I will be standing by, watching and listening as they share their findings. After
everyone has taped their items to the human, they will be told to do a journal entry in the
form of a diary. They will be asked to write a letter to themselves and include a specific
promise on what they can do and will try to do, in order to make themselves healthier. This
will be their summative assessment because they will need to write at least a paragraph
explaining how they can make healthier choices in their lives and will need to include at least
one thing they see on the human cut out.

Academic Language Demands (see additional handouts on Moodle,week 3 student resources folder)
What are the academic language demands of this lesson? From the edTPA "Making Good
Choices" handbook:
In this lesson, there isn’t any specific academic language because it will be a review for them,
to clarify any misconceptions they may have had.

Accommodations / Strategies for Differentiation

What are needed supports and/or additional challenges needed for individuals or subgroups to
demonstrate high learning outcomes? Describe connections to IEP goals if known.
One accommodation is that there are two desks per pod. If a student has doubts on what
they might find healthy, they are close enough to ask the person sitting next to them, or even
me. Another accommodation is that I will be walking around the room and repeating the
directions to anyone who might look confused or need assistance. The scissors available are
kid-friendly.
Materials/ Resources
What materials and resources will your students and you need for this lesson?
Human cut-out, at least 25 magazines, scissors, tape, their writing journals, and a pencil.

Procedures w/Instructional strategies (Task Analysis, Scaffolding, Behavior Reflections, Paraphrase,

Modeling, Effective Praise, Telling, Explaining, Questioning, and Turn &Talk/Pair Share...) (anticipated
duration: 35-40 minutes)

 Introduction
How will you engage the students in the important and essential ideas at the beginning of
the learning experience? What open-ended questions might you ask to activate their
curiosity and wonder? What connections can you make to their interests and strengths?
__ “Based off of some of the conversations you’ve had as a class in the last week, are
you all sure you know what is healthy and what isn’t? (they all say yes). Well, what if
I told you that in addition to eating healthy and exercising more, you can be healthy
by saying more positive things?”
__ “Today, we will be doing an activity that involves all three ways of being healthy!
We are going to look through these magazines and find some healthy things so that we
can fill this human-cut out up!”
__ “First I want you to find a picture of a healthy food, and cut it out. When you’re
done, I want you to come to the front of the room, and say ‘I cut this picture out
because ____ is a healthy food.’ Then tape it up, anywhere on the body.”
__ “Now I want you to find a picture of someone doing something healthy, such as
exercise. Cut it out, and do the same. Tell us why you chose to cut that picture out,
and tape it up on our human.”
__ “Last step! Now I want you to use the sticky note that I handed to each of you to
write a positive note on it. What can you say that will make someone else feel good?
Remember, you will probably also feel good just by making someone else feel better
about themselves! When done, come to the front of the room and tell us what you
wrote. Then tape it to the board.”

 Demonstration / Modeling
How will you provide interactive/ demonstrative examples of the activities and
expectations of the learning experience? (Modeling, scaffolding, questioning, reviewing
norms for group work, co-constructing a rubric for self assessment, other?)
I will provide interactive/demonstrative examples of the activity by cutting out an
image that I found, so that I can show them prior to the activity, so that they know
what I am expecting of them.

 Individual or Group Exploration and Practice

How will your students work individually or collaboratively with the ideas of the lesson?
What will you do to support and probe their thinking as they engage with ideas?
Collaboratively- students will collaborate as a class to fill the human cut out up with
healthy choices.
I will support and probe their thinking as they engage with ideas by walking around
the room to answer questions and to find out what they’re thinking.
 Sharing/ Celebrating Learning
How will students exchange and share their work? How will you select students for
sharing, and how do you anticipate that you will connect their individual or group work
with the learning objectives and assessment methods?
The students will share their work in front of the class, as they tape their three
healthy choices to the board. Everyone will get a chance to announce their three
choices to the class. I will tell them they are correct if what they chose was healthy,
and will tell them to try again if what they chose is not healthy.

 Closure/ Transition
How will you adjourn the learning opportunity and make an effective transition, both to the
next time that students will engage with the ideas as well as to the next moment of the day?
As we wrap up the activity, I will tell them what a lovely job they each did today. I
will tell them that the colorful human they’ve filled up will remain in the classroom
for the rest of the year and will be a reminder that they can make healthy choices
every day and that they can easily look at the board for different ideas on how to
improve their wellbeing.

 Consideration
How can you flexibly adapt your plan if you run out of time or if things go more quickly
than you anticipate?
If I run out of time, I will have them share with the people sitting next to them about
what their healthy notes are, and not have them tape it to the board, which will
already be full of photos of healthy foods and people doing exercises. If things go
more quickly, I can have them share with someone sitting next to them about what
they wrote in their journals and even have some of them share with the class.