S3+Gagnon+Lisa

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe

=Facet 1= 2. **(Hook)** The teacher will begin by asking what things the students like to do. After taking suggestions from the class, the teacher will ask if they can do their favorite activity if they are not feeling well or "sick." The discussion will revolve into whether students can do the things they like to do if they do not make healthy choices. 3. **(Equip)** Students will know the following terminology: healthy and unhealthy. 4. **(Rethink, Revise, and Refine)** See above. 5. **(Evaluate)** Teacher will observe student participation during role plays. 6.**Visual:** Students will be engaged in a nonfiction book on being healthy. 7. Students will be able to role play an unhealthy versus healthy child. =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where)** Students will understand that making healthy choices is important. Why is it important to eat healthy?
 * (Why)** It is important to be healthy to live a happy life and be able to do the things you want to do.
 * (What)** **//Students demonstrate age - appropriate healthy practices to maintain or improve personal health.//**
 * (Explore/Rethink)** As a class students will discuss what they know about the terms healthy and unhealthy. The teacher will read a book aloud on being healthy, Dinosaurs Alive and Well: A Guide to Good Health by Laurie Krasny Brown and Marc Brown, or Staying Healthy by Penny and David Glover. The teacher will role play a healthy and unhealthy person, asking the students if they know which he/she is being. The teacher will also ask for an explanation of why he/she thought that.
 * (Experience/Revise)** Students will break into small groups and take turns role playing healthy or unhealthy children. The other students in the group will need to determine whether the child is acting healthy or unhealthy and why. Students will gather together as a whole group and one student from each group will role play for the entire class and follow the same process.
 * Aural:** Students will be using their listening skills to hear clues to help them decide whether a classmate is acting healthy or unhealthy.
 * Verbal:** Students will be communicating with the class during whole group role plays and with small groups during small group role plays.
 * Physical:** Students will be moving around the classroom and doing role plays.
 * Logical:** Students are being asked to classify certain activities as healthy or unhealthy.
 * Social:** Students will work in groups to complete role plays.
 * Solitary:** Students will work by themselves to determine whether each role play is healthy or unhealthy.
 * Performance:** role play.
 * Time frame:** 1 day (30 minutes) of a 3 week unit. ||

9. **(Hook)** The teacher will begin by doing his or her own role play of a favorite activity to do when he or she is healthy. This will spark students' interest and recall their activity from the previous lesson. 10. **(Equip)** Students will know the following terminology: healthy and unhealthy. 11.**(Rethink, Revise, and Refine)** Students will be asked to evaluate their work after hearing their classmates share. If the activity they chose is not satisfactory they will have the opportunity to change it. 12.**(Evaluate)** Teacher will observe students during independent writing time to evaluate their understanding of healthy versus unhealthy activities. 13.**Visual:** Students will be able to visualize the terms and definitions written on chart paper. Each student will be creating a visual representation to accompany their writing about being healthy. 14. Students will be able to describe why making healthy choices is important. =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. **(Where)** Students will understand that making healthy choices is important.
 * (Why)** You can improve your life by making healthy choices.
 * (What)** **//Students demonstrate age - appropriate healthy practices to maintain or improve personal health.//**
 * (Explore/Rethink)** Teacher will question students to review the terms healthy and unhealthy. The teacher will write on chart paper the terms healthy and unhealthy followed by kid-friendly definitions. (Healthy: a person who feels well and has energy, Unhealthy: a person who does not feel well and lacks energy) The teacher will facilitate a discussion on things we like to do when we are feeling good and healthy. After gathering several ideas from students, the teacher will introduce today's work.
 * (Experience/Revise)** Students will complete the following sentence: When I am healthy I like to _. Students will also illustrate a picture to go with their writing. At the conclusion of this lesson students will be asked to share their writing and picture with his or her classmates. The pages will be made into a class book for display in the classroom.
 * Aural:** Students will be listening to other students verbally describe activities they like to do when they are healthy.
 * Verbal:** Students will be listening to other students give definitions of the terms, brainstorm their ideas, and share their writing at the end of the lesson.
 * Physical:** Students will be moving to write and illustrate their page. Students will also be moving to come in front of the class to share their work.
 * Logical:** Students will use reasoning skills to decide what activities would be appropriate for healthy children.
 * Social:** Students will be working together to brainstorm ideas and then sharing their pages with one another.
 * Solitary:** Students will be working independently to create their own page.
 * Product:** completed page of a class book
 * Time frame:** 1 day (30 minutes) of a 3 week unit. ||

16. **(Hook)** The teacher will begin by asking students about their favorite foods. He or she will point out that so many of our favorite foods are different, but some are similar. This will spark a discussion about which foods are similar or different and why. 17. **(Equip)** Students will know food groups: meats, fruits, vegetables, dairy, grains, and fats/oils 18. **(Rethink, Revise, and Refine)** Students should have enough time to play the game more than once, which will allow him or her to improve upon their performance each time. 19. **(Evaluate)** Teacher will make observations as he or she walks around during work time. The game also gives the student a number of errors upon completion, which the teacher can ask to see when each student finishes. 20. **Visual:** Practice of sorting the foods and sorting on the computer is visual. 21. Students will be able to illustrate a healthy food from each group. =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. **(Where)** Students will understand that eating healthy foods can make us healthy.
 * (Why)** It is important that your body receive all the food groups to be healthy. In previous lessons, you learned why it was important to be healthy.
 * (What) //Students demonstrate age - appropriate healthy practices to maintain or improve personal health.//**
 * (Explore/Rethink)** Teacher will read aloud Eating Well by Lisa Trumbauer. This book introduces the food groups and gives a brief explanation of each. As the teacher is reading he or she will stop on each food group and ask the students to give some examples. As the teacher reads he or she will refer to a poster of the food pyramid to show each food group. The teacher will practice sorting some foods as a class using laminated pictures of foods cut from magazines.
 * (Experience/Revise)** Students will practice sorting foods into the correct food groups. Each student will be on a laptop. On the website http://www.sheppardsoftware.com/nutritionforkids/games/foodgroupsgame.html, students will drag and drop each food into the correct food group.
 * Aural:** Students will be able to listen to music quietly as they complete the online game.
 * Verbal:** Students will be listening to a book about the food groups and then verbally expressing their own ideas and favorite foods.
 * Physical:** Students will be helping the teacher to sort pictures together, which will require getting up and manipulating photos. Students will also be using the computers, which will require physical movement of hands.
 * Logical:** Students will need to be logical to sort the foods into the proper category.
 * Social:** Students will work together to practice sorting foods with guidance from the teacher.
 * Solitary:** Students will work independently to sort foods into the correct food group on the computer.
 * Performance:** completion of computer game(s)
 * Time frame:** 1 day (30-60 minutes) of a 3 week unit. ||

2. **(Hook)** The teacher will begin by reminding students to think of their favorite food. (Equip) Students will know the following terminology: the food groups, healthy, and unhealthy. 3. **(Explore/Rethink)** As students share their favorite food, they will use their thumbs to show whether they think their food is healthy or not. Students will also share what food group their food is from. 4. **(Rethink, Revise, and Refine)** See above. 5. **(Evaluate)** Students will print their worksheet when completed for the teacher to grade. 6.**Visual:** Students will be looking at the computer to see and manipulate pictures. 7. Students will compare foods and decide which is healthy. =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where)** Students will understand that some foods are more healthy than others.
 * (Why)** A big part of being healthy is eating healthy food. It is important that students begin making healthy food choices as soon as possible.
 * (What)** Students demonstrate age - appropriate healthy practices to maintain or improve personal health.
 * (Experience/Revise)** The teacher will tell students that their job today will be to sort foods according to how healthy they are. Students will use the program Pixie to sort pictures of foods into two categories: healthy and unhealthy. When students open Pixie, the teacher will have prepared a worksheet for them to complete. They will open the worksheet, click on the pictures of the food provided, and drag them to the appropriate box.
 * Aural:** Students will be listening to one another share their favorite food.
 * Verbal:** Students will be sharing their favorite food and critiquing whether it is healthy or not.
 * Physical:** Students will be using their thumbs to analyze one another’s favorite food. Students will also be using the computer.
 * Logical:** Students will be using their reasoning and categorizing skills to sort the foods.
 * Social:** Students will be working together during the exploration phase of the facet.
 * Solitary:** Students will be working independently on the computers.
 * Performance:** Pixie worksheet
 * Time frame:** 1 day (30 minutes) of a 3 week unit. ||

2. **(Hook)** The teacher will gain interest in this day’s work by sharing his or her own food diary kept for the previous day. 3. **(Equip)** Students will need to know the following terminology: healthy and unhealthy. 4. **(Rethink, Revise, and Refine)** See above. 5. **(Evaluate)** Students will pass in their reflection sheet to the teacher for grading. 6.**Visual:** Students will be observing and helping to complete the assessment with their teacher’s diary. 7. Students will self assess their food diary to decide which foods were healthy. =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where)** Students will understand that what they eat influences how healthy they are.
 * (Why)** Students need to understand the connection between what they put into their bodies and how their body functions.
 * (What)** Students demonstrate age - appropriate healthy practices to maintain or improve personal health.
 * (Explore/Rethink)** The students will assist the teacher in completing the day’s work: circling healthy choices with a green crayon and circling unhealthy choices with a red crayon.
 * (Experience/Revise)** The students will then complete the same activity with their own food diary. Upon completion, students will answer a reflection sheet with the following questions: What did you do well? How could you change your habits to eat more healthy?
 * Aural:** Students will be listening as a group during the demonstration and group project with their teacher’s diary.
 * Verbal:** Students will be taking in information by listening to the demonstration.
 * Physical:** Students will be moving if they volunteer to help the teacher. They will also be transitioning from the rug to their seats.
 * Logical:** Students will be categorizing their food choices according to healthy or not healthy.
 * Social:** Students will work together to complete the teacher’s example.
 * Solitary:** Students will work independently on their own diary and reflection.
 * Performance:** food diary and reflection sheet
 * Time frame:** 1 day (30 minutes) of a 3 week unit. ||

2. **(Hook)** The teacher will begin by asking the students what the perfect meal would be. 3. **(Equip)** Students need to know key information: that a balanced meal contains foods from many different food groups. 4. **(Rethink, Revise, and Refine)** See above. 5. **(Evaluate)** Students will print their meal and the teacher will score. 6.**Visual:** Students will use pictures of the food items to create their meal. 7. Students will use their knowledge of food groups to create a healthy meal.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **(Where)** Students will understand that what they eat influences how healthy they are.
 * (Why)** Students need to understand the connection between what they put into their bodies and how their body functions.
 * (What)** Students demonstrate age - appropriate healthy practices to maintain or improve personal health.
 * (Explore/Rethink)** Students will give the teacher several suggestions for their perfect meal. After taking several suggestions, the teacher will ask students if they considered whether or not their meals are healthy. The teacher will then ask for several more suggestions from students.
 * (Experience/Revise)** The teacher will explain to students their job for today. Students will use a worksheet on the Pixie program. The worksheet has a large plate, fork, and spoon. Students are asked to drag stickers onto the plate or use the draw/paint function to create a balanced meal for themselves.
 * Aural:** Students will take in directions orally.
 * Verbal:** Students will verbally share their ideas of the perfect meal during exploration.
 * Physical:** Students will use their computer skills to complete the worksheet.
 * Logical**: Students will use reasoning skills to look through pictures and sort into a meal.
 * Social:** Students will work together to brainstorm ideas during the exploration.
 * Solitary:** Students will work independently to create their own meal on the computer.
 * Performance:** Pixie worksheet.
 * Time frame:** 1 day (30 minutes) of a 3 week unit. ||

2004 ASCD and Grant Wiggins and Jay McTighe